作为一名默默奉献的教育工作者，有必要进行细致的教案准备工作，教案是教学蓝图，可以有效提高教学效率。教案应该怎么写呢？
一、教学目的：
1. 能听懂并看懂本课内容，而且根据故事内容进行表演。
2. 根据录音，能够模仿其中的对话。
3. 能够基本正确的`说出9种水果和4中文具的名称。
二、教学重点：
能够听、看懂本课内容，根据故事内容进行表演
三、课前准备：
录音机、教学录音磁带、教学挂图、单词卡片、文具、实物水果
四、教学过程：
1. 复习4种文具的名称
2. 复习动物名称
3. 复习水果名称
4. 说一说，monkey and cat分别喜欢吃什么
5. 教师讲解：Christmas and Merry Christmas
6. 整体了解故事内容：
1. 教师出示教学挂图，边说边表演
2. 学生根据挂图和表演，猜故事大意
3. 指导学生边看挂图边听录音
4. 引导学生根据录音指出相应的图画
5. 指导学生边听录音边做动作，并模仿对话
6. 反复看图，听录音，并重复录音中的对话，做出相应的动作
7. Group work：
角色表演，鼓励学生积极参加、人人参与
教学内容：
人教版一年级英语教案
指导思想：
以学生为主体，激发和培养学生学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，培养创新精神。
教学目标：
知识目标
1、学习关于颜色的单词：blue,green,yellow,red,purple
2、通过用“Show me.。.。”的指令来练习和运用有关颜色的单词。
能力目标：
辨色彩，感受生活。
情感目标：
1、通过游戏活动和歌曲培养学生说英语、学英语的兴趣。
2、爱色彩，热爱自然，保护环境。
3、通过用哑语说颜色培养孩子们关心他人的优秀品质。
教学重、难点：
1、听、说、认读五个颜色单词。
2、会说唱Let’sdo，并会听音做出相应的反应。
教具准备：
1、教师准备blue,green,yellow,red,purple的单词卡片和颜色卡片。
2、教师和学生都准备红、黄、蓝、绿、紫色的蜡笔。
3、教师准备颜色的教学课件。
4、教师准备学生学过的文具并放在书包中。
教学教程：
Warm-up:
（1）师生之间相互问候：
T:Good morning/Good afternoon/Hello,boys and girls.
S:Good morning/Good afternoon/Hello,teacher/。.。.
T:How are you?
S:Fine,thank you./I’mfine,thank you/。.。.
（2）游戏
T:Let's play a game,OK?
S:OK.
“猜一猜”的游戏。将学生学过的文具放入书包中，让学生摸一摸，猜一猜。从而复习学过的文具词。
【说明：“猜一猜”的游戏能调动学生大脑中所有相关记忆，使学生回忆起所有知道的有关文具的单词。】
（3）课件出示学过的文具用品：卷笔刀（红色），钢笔（绿色），铅笔盒（蓝色），书（黄），书包（绿色），蜡笔（紫色）。
Presentation:
1.red
（1）从复习3中引进新课，问What colour is the sharpener?教师自答：It’sred/Red.
（2）教师手拿红色的卷笔刀反复说red,让学生猜意思，并使他们明白red为红色。
（3）教师领读red。
（4）教师拿起其他红色的物体，指着说It’sred.
（5）让学生找出教室中红色的物体练习说It’sred.在练习过程中老师应注意纠正发音。
（6）教师板书red,让学生认读。
【说明：先练听、说，后练认读，先易后难，循序渐进。这符合三年级孩子的认知规律，与常见的出示单词并领读相比使单词教学变得更为容易。】
2、用这种方法逐一介绍blue,green,yellow,purple,并出示单词卡片让生认读。注意：“green”一词的发音较难，教师要多带读，引导学生感悟发音，从而了解英语的语音语调的知识。
3、猜词游戏：
a.教师从颜色卡片中抽出一张，请每小组派一名同学猜，猜对的小组可加1分；
b.两名同学一组，一名同学面朝黑板，另一名同学面朝全班同学并抽出一张颜色卡片，请面朝黑板的同学猜，如猜对了，下面的同学说Yes,猜错说No,并可以再猜一次。对获胜者奖励小贴图。
【说明：运用孩子们喜闻乐见的游戏活动练习巩固单词，利用孩子们的好胜心设计游戏，能激起孩子们学习的兴趣和积极性，特别是能调动后进生的参与热情】
Practice
1.Game：耳语
把学生分成两组站成两行。教师向每组的每一个学生耳语一个表示颜色的单词，如red,每组的每一个学生又依次向组里的第二个学生耳语这个单词，每组最后一个学生快速跑到黑板前指出并读出这个单词，谁又快又正确将为他们组赢1分，然后每组的第一个学生站到每组的队尾。
【说明：此活动新奇、有趣，需全组同学全力协作，能培养孩子们的竞争意识及合作精神，并能对听、说、认读进行综合考查】
2.Let’sdo
（1）教师举起蜡笔并发指令Show me your crayon.当学生拿起自己的蜡笔后让学生边说边做Show me your crayon.反复练习。
(2）练习完后，教师拿起一枝红色的蜡笔，问：What colour is it?学生答It’sred.师接着说：Yes,red crayon.并领读。
(3）教师反复发指令：Show me your red crayon.并拿起red crayon,让学生通过教师的动作明白句子的意思，继而引导学生模仿。按此法逐一引出blue crayon,green crayon,yellow crayon,purple crayon.
(4）学生听Let’sdo部分录音，跟着说、做。
【说明：Let’sdo要求学生既要熟悉单词，又要听说指令，具有一定的难度，所以将本部分安排在单词练习之后，由前面已学过的Let’sdo引出新知识，降低了难度，更利于孩子们学习】
3.Computer game:Shoot the balloon.
教师操作课件，屏幕上会有不同颜色的气球从屏幕下部的不同位置飞出，游戏者必须在气球没有飞走之前单击屏幕下部的颜色单词，如果单击的颜色单词正好与气球颜色相同，气球会爆炸，然后给游戏者加分。
【说明：此游戏要求孩子们熟练掌握单词的认读并具备一定的计算机操作能力，体现了课程整合的理念与思想。且此活动将单词练习放在孩子们喜欢的电脑游戏中，并以记分方式进行，具有一定的挑战性和竞争性。】
4、给单词填色
将课前印好的小纸条发给每个学生，用单词所表示的颜色给单词填色。
【说明：孩子们喜欢涂、喜欢画，将单词认读练习与画画结合，让他们动手，在动手的过程中达到巩固单词认读的目的。】
Extentation：
1、课件呈现色彩缤纷的图片，使学生感受并复习生活中随处可见的颜色。
2、“听”色彩，展开想象。
课件出示礼炮声、波涛声，让学生们听声音想象颜色。
【说明：“听色彩”，一个十分新鲜的活动，它能激起孩子们的好奇心，会受到孩子们的欢迎】
思想品德教育
播放多媒体课件时，展示几幅色彩艳丽的图片，让学生说出他们看到的颜色，接着课件出示被污染了的图片，让学生感受环境污染对我们美丽的地球的破坏，激发他们保护环境的意识，教育学生热爱自然、保护环境。
【说明：保护环境，迫在眉睫。在复习本课英语单词的同时培养孩子们的环境意识，意义深远】
总结：
欣赏歌曲：WhoIsWearingYellowToday,听唱歌曲，培养艺术气质。
作业：
1、将今天所学的5个颜色单词和Let’sdo说唱给家长或朋友听。
2、喜欢画画的同学画一幅彩虹图。
板书设计：
UnitThreeLet’spaint
blue
green
yellow
red
purple
【教学反思】
小学英语课是活动课，每一个教学步骤都是一个活动，整节课就是由各种不同的活动组成的“活动包”。在设计本课的教学时，我围绕实践活动，结合孩子们好动、好玩、有强烈好胜心和好奇心的心理特点，注意了教学活动的多样性、趣味性、新颖性和竞争性，使活动面向全体，让每个学生都动起来，融入教学实践活动之中。这节课寓教学实践于歌曲、游戏这样的儿童喜闻乐见的形式中，让学生动口、动手、动耳、动眼、动脑，使学生在说说、唱唱、做做、听听、读读、玩玩中体验学习乐趣。以游戏来热身，既投学生所好，又起到了复习词汇的作用。我在设计时注重语言交际能力的培养，让学生在课堂内能真正运用到英语，并用所学的英语解决一些问题。
新课标 高一必修1 英语教案
unit 1 friendship （全套教案）
teaching plan unit one friendship
teaching aims:
1. 能力目标：
a. listening: get information and views from the listening material;
b. speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. reading: enable the ss to get the main idea
d. writing: write some advice about making friend as an editor
2. 知识目标：
a. talk about friends and friendship; how to make friends; how to maintain friendship
b. use the following expressions:
i think so. / i don’t think so.
i agree. / i don’t agree.
that’s correct.
of course not.
exactly.
i’m afraid not.
c. to enable the ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标：
a. to arose ss’ interest in learning english;
b. to encourage ss to be active in the activities and make ss to be confident;
c. to develop the ability to cooperate with others.
4. 策略目标：
a. to develop ss’ cognitive strategy: taking notes while listening;
b. to develop ss’ communicative strategies.
5. 文化目标：to enable the ss to get to know different opinions about making friends from different countries.
teaching steps:
period one
step1. warm-up
1. ss listen to an english song auld lang syne.
2. brainstorming: let ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
step 2. talk about your old friends
1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.
2. self-introduction
step 3. make new friends
1. ss go around and ask their new friends some information and fill in the following form
name age/hobbies/favorite sports, books, …
2. report to the class: who will probably be your friend why.
step 4. do a survey
ss do the survey in the text ,p1
sep 5. listening and talking
do wb p41 (talking). while ss listen to the material, ask them to take notes about the speaker’s views of making friends.
when ss make their conversation, ask them to try to use the following expressions.
i think so. / i don’t think so. i agree. / i don’t agree.
that’s correct. of course not. exactly. i’m afraid not.
step 6. discussion
divide ss four in one group and each group choose a topic to discuss. there are four topics.
topic 1: why do you need friends? make a list of reasons why friends are important to you.
topic 2: there is a saying “to have a good friend, you need to be a good friend.” what do you think of the saying and how can you be a good friend?
topic 3: does a friend always have to be a person? what else can be your friend? why?
topic 4: list some qualities of a person who does not make friend easily.
step 7. summary
1. ask ss themselves to summarize what is friendship and what is the most important in making friends.
2. t shows more information about friendship and a poem about friendship.
what is friendship?
i want to find the answer to the question
what is friendship?
when it rains, i think friendship is a small umbrella.
it can give me a piece of clear sky.
when i’m crying, i think friendship is a white handkerchief.
it can wipe my tears dry.
when i am sad, i think friendship is a warm word.
it can bring me happiness again.
when i am in trouble, i think friendship is a strong hand.
it can help me escape my troubles.
when i sit in a quiet place, i think friendship is a very wonderful feeling.
it can’t be pulled and torn, because it is in everyone’s heart.
it is there from the beginning to the end of our lives.
3. tell ss: make new friends and keep the old; one is silver and the other is gold.
step 8. evaluation
ss finish the following evaluation form. standard: a, b,c
contents 自评 他评
1. i’m active in talking with others.
2. i’m active in cooperating with others.
3.i can express myself fluently, accurately and appropriately.
4. i know more about friendship after this lesson..
5. do you think you need to improve yourself in some aspects? which aspects?
homework:
1. look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. write a short passage about your best friend.
period two
step1.warming up
activity1: suppose you have to stay indoors to hide yourself for a whole year. you can never go outdoors, otherwise you will be killed. you have no telephone, computer, or tv at home.
how would you feel?
what would you do?
four students a group discuss with each other for 2 minutes.
activity2: play a short part of the movies schindler’s list
step2. predicting
students read the title of the passage and observe the pictures and the outline of it to guess:
who is anne’s best friend?
what will happen in the passage?
step3. skimming
students skim the passage in 2 minutes to get the main idea :
who is anne’s best friend?
when did the story happen?
step4. scanning
students work in pairs to find the information required below:
anne
in world war ⅱ
step5. intensive reading
students work in group of four to discuss the following open questions:
1.why did the windows stay closed?
2.how did anne feel?
3.what do you think of anne?
4.guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇，上下文).
5.which sentences attract you in the passage?
step6. activity
four students a group to discuss the situation:
suppose you four have to hide yourselves for 3 months. during the three months, you will be offered the basic food, water and clothes. your group can take 5 things with you.
what will you take? why?
how will you spend the 3 months?
how will you treat each other and make friends ?
step7.assignment
task1.surf the internet to find anne’s diary and read some of it. print out a piece of the diary and write down your feelings after reading it on the page. we will share the pieces and your feelings with the whole class.
task2.ex2.3on page3
period three
step 1. warming up
check the ss’ assignment: task 2
step 2. language points:
1. add (v.)
1). to put together with something else so as to increase the number, size, importance, etc.增加，添加
please add something to what i’ve said, john.
2). to join numbers, amount, etc so as to find the total 相加
add up these figures for me, please.
add to something: to increase 增加
what he did has added to out difficulties.
add up to: to amount to 加起来等于；总计
the cost added up to 100 million yuan.
2. cheat v. 1). to act in a dishonest way in order to win 欺骗；作弊
2). (of, out of) to take from (someone) in a dishonest way 骗取
they cheated the old woman out of her money by making her sign a document she didn’t understand.
n. 1). an act of cheating 作弊行为
2). one who cheats 骗子
3. go through
1). to examine carefully 仔细阅读或研究
i went through the students’ papers last night.
2). to experience 经历，遭受或忍受
you really don’t know what we went through while working on this project.
4. crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的
it’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
she is crazy about dancing.
5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
he has been very lonely since his wife left him.
lonely/alone
alone
1). without or separated from others 单独的
she lives alone.
2). only 仅仅，只有。用于名词或代词之后。
the gloves alone cost $ 80.
leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
leave that alone. it’s mine.
she has asked to be left alone.
6. be concerned about/for: be worried about 担心
we’re all concerned about her safety.
7. upset:
1). adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
he is upset.
2). v. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
his cheating on the exam upset his teacher.
8.well n. 井 adj. 身体好 adv. 好 int. 噢，
george was well and truly drunk.
i couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
the children watched spellbound as the magician took rabbits from his hat.
step 3. learning about language
1. finish ex.1, 2 and 3. on page 4.
2. direct speech and indirect speech: ss do ex.1 and 2 on page 5. then let the ss themselves discover the structures.
step 4. practice
using structures on page 42: ask the ss to use indirect speech to retell the story.
step 5. assignment
finish wb. ex, 1 and2 on page 41 and 42.
period four
step 1. revision
check the ss’ assignment.
step 2. reading
ss read the letter on page 6
notes:
1. get along with
2. fall in love
step 3. listening
ss should take notes while they are listning.
1. first listening: ss listen and answer the questions of part 2 on page 6.
2. second listening: ss listen again and finish part 3 on page 6.
step 4. listening
ss listen to a story about anne and try to finish wb. ex 1 and 2 on page 43 and page 44.
step 5. speaking
ss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.
step 6. assignment
1. ss prepare the reading task on page 44.
2. surf the internet and find some material about friendship in different countries.
period five
step 1. warming up
ss say something about making friends and how to maintain friendship.
step 2. listening
ss listen to a short passage and fill in the blanks on page 41 (listening).
step 3. reading
1. first reading: ss read the passage about friendship in hawaii and finish page 45.
2. second reading: ss read again and discuss the questions on page 45.
3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
step 4. discussion
what do you and your friends think is cool?
ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
ask ss to use the following sentences while they talk:
i think that… is cool/ isn’t cool because ….
i think so.
i don’t think so.
i agree with you.
i don’t agree with you.
step 5. assignment
ss collect some proverbs about friendship.
period six
step 1. pre-writing
1. read a letter from a student called xiaodong.
2. go over the advice on page 7 and be ready for writing.
step 2. while-writing
ask the ss to write a letter to xiaodong as an editor and give him some advice.
1. ss make a list about the important information that they need.
2. ss begin to write the letter to xiaodong.
3. ss revise their letters by themselves.
4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. ss get back their own writing paper and write the letter again.
step 3. post-writing
choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.
step 4. writing for fun
1. ss read the passage on page 7 by themselves.
2. ss try to write a few lines to describe their best friends or a person they know.
3. show some ss’ writings in class.
step 5.assignment
do wb writing task on page 46.
period seven
teachers can use this period freely.
suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.
活动设计背景
我设计的这个活动是一年级上学期的英语活动，对于一年级年龄段的学生来说，英语是个新鲜事物，他们对此有着浓厚的兴趣，他们喜欢英语单词、律动、儿歌……认识新的英语单词是他们值得骄傲的事情之一。
活动目标
1、了解几种常见水果名称，愿意模仿和学说单词“apple”、“banana”、“pear”、“orange”。
2、初步理解句子“I like apples”。
教学重点、难点
重点：认读单词“apple”、“banana”、“pear”、“orange”。
难点：理解句型I like…
活动准备
材料准备：挂图、大小单词卡、点读笔；水果（苹果、香蕉、梨、橘子）、布袋。
环境准备：将装有4种水果的小单词卡分别放在学生椅子下。
活动过程：
一、Warming-up（热身活动）
教师和学生一起表演歌曲Hello，并相互问好。
二、Presentation（内容呈现）
1、教师拿出装有水果的布袋，让学生伸手到布袋里摸一摸，再闻一闻，猜猜口袋里装的是什么。
2、请学生将水果从布袋里拿出来，教师用英语逐一介绍“Apple，apple，It’s an apple.”
其他水果方法同上。
3、教师出示挂图，用点读笔点读挂图上的单词，引导学生跟读。
三、Practice（活动操练）
游戏：大声小声
1、教师分别出示“apple”“banana”的大单词字卡，教师小声读，学生大声跟读；教师大声读，学生则小声读。
2、教师出示“pear”、“orange”的大单词字卡，教师从下往上举，教读声音由小到大，学生跟读声音也由小到大，反之，教师从上到下举时，声音由大到小，最后到没声。
四、Production（创造巩固）
1、游戏：教师出示“banana”大单词字卡，说出句型“I like banana”，请拿到“banana”小单词卡的学生把字卡举起，并将其放入贴有”banana”小单词卡的篮子内。
“apple”、“pear”、“orange”的方法同上。
2、老师道别
师生同唱《Goodbye song 》。
教学重点：本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 Hello。/Hi 。 Goodbye。/Bye-Bye。 Im 。。。。
教学难点：自我介绍用语I’m …的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的。学习积极性。
教具准备：
1教材相关人物的面具或头饰
2为Lets play中的击鼓传花游戏准备相应的道具
3教材相配套的录音带
教学过程：
1． 热身 (Warm-up)
（1）先给学生播放卡通片，了解所学语言运用的环境。内容为“迪士尼英语”中第一课的片段（Magic English----Hello）学生在他们喜爱的卡通节目中了解、学习打招呼用语Hello。/Hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设，学习与兴趣同时存在。[本部分内容根据各校情况可自行改变，用图片来代替，或直接进入下一环节。]
（2）通过看卡通片告诉学生“卡通”一词的发音是由英语单词Cartoon一词的发音直接翻译过来的。在现实生活中，我们还有许多的类似之处，有时我们甚至直接用英语的单词来代表某物如CD， VCD， DVD等等。
（3）由于学生是第一次正式接受英语课的学习，教师可在此基础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意义。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用语。利用教科书开始的蝴蝶页Welcome to English 彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如 CD， VCD， DVD， OK! Hi! Yeah! Wow! Bye! E-mail， Cartoon等词来激发学生学习兴趣与学习愿望。
2． 呈现新课 (Presentation)
（1）在学生初步了解打招呼用语后，教师播放本课的歌曲 “Hello”的录音，自然引出师生之间的打招呼。
T: Hello， boys and girls。 Ss: Hello。
（2）教师利用这个机会及时向学生介绍自己Hello， I’m …/Hi， I’m …
（3）教师还可带上Sarah的头饰介绍Hello! I’m Sarah。 /Hi ！ I’m Sarah。（教师在示范时，应定要用手势语言辅助学生理解。对于初学者来讲，体态语言和手势语可帮助他们理解和记忆，因此教师要适时利用手势和动作甚至表情来配合教学。）
（4）给学生带上Sarah， Chen Jie， Mike， Wu Yifan的面具或头饰，扮演这些人物到讲台前说Hello! I’m …
（5）听录音，放投影；或通过录像，VCD来展示Let’s talk部分的教学内容
3．趣味操练 (Practice)
（1）游戏
玩Let’s play中的游戏“击鼓传花”。首先，将全班学生分为两大组。教师可有节奏地敲击小鼓，两组学生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花，这时，拿到花的学生就说Hello， I’m …/Hi， I’m …（这个游戏也可用放音乐来代替击鼓，学生可待音乐停止时起立做自我介绍。）
在做此游戏时，教师应提示学生发音，引导学生区分正确、错误的发音。特别是I’m的发音，应为[aim]不能读成[em]或[ai]，但要注意，教师不能一味的纠正发音，而挫伤孩子的学习兴趣或打消孩子练习的积极性。教师可根据学生情况，逐步在以后的课时中感受语音，感受发音。
另外，此次练习中，若学生已有英文名字，即可使用，若没有英文名字可先用中文名字代替。若班级学生人数不多，可在此为学生起英文名字。
（2）让学生自己说说所学用语的使用环境，并让学生自己拟定一个使用所学用语的场所。结合图片，进一步巩固情景。
为学生出示情景图，让他们自己说说，在此情景中该说些什么？
清晨，两个小朋友在学校门口相遇，猜猜看，他们说了些什么？
上课了，老师带一名新同学进教室。新生Lily该怎样做自我介绍？
下课了，有好几名同学与Lily结识，他们是怎样说的呢？
放学了，同学们相互道别，他们彼此都说了些什么？
（3）两到四个人一组练习自我介绍。若学生已有英文名字，即可使用，练习更有真实感。若没有英文名字可先用中文名字代替。在此强调分手时说Goodbye。/Bye-Bye。
（4）自由结合或自己下位子了解、结识新伙伴，尤其是了解伙伴的英文名字。再次练习Hello， I’m …/Hi， I’m …Goodbye。/Bye-Bye。
4．课堂评价 (Assessment)
做活动手册第一单元的第一部分练习。由于学生刚刚接触英语，而且是第一次做活动手册，教师要进行全面、细致的指导。
（1）教师与学生讨论本单元获奖的小花数量，由于是第一单元，起点可以稍微低点，尽量让每个学生都得到棕熊或小松鼠的小贴纸为奖励。
（2）让学生看书上的图，才图中人物，想他们在说什么。
（3）教师讲解题目要求并指导做的方法。建议教师提醒学生注意题目要求标记的识别，以便今后遇到相同问题时学生能独立完成。
（4）让学生听录音做练习。
（5）再次播放录音， 在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。
5．扩展性活动(Add-activities)
（1）将制作面具的材料发给学生。教学生如何给面具涂色，将面具剪下并粘在小木棍上。
（2）学生带上面具，互相打招呼并介绍自己，复习本课所学知识。
（3）提示学生，注意保留面具，以后教学活动中会用到这些面具。
板书设计:
Unit 1 Hello
[将“清晨，两个小朋友在学校门口相遇”的图贴在黑板上，图旁写上Hello/Hi ]
[将自我介绍的图片贴在黑板上，并写 Hello， I’m…]
[将放学时，师生互道再见的情景图贴于黑板，并写 Goodbye。 ]
教案点评:
本课时是学生第一次接触英语，引入相当重要。通过卡通片、歌曲和游戏等多种教学方式激发学生的学习兴趣与学习愿望。本课时主要语言点是学习见面打招呼、自我介绍及道别用语。刚好教师和学生也是第一次见面，可以利用这一真实情景运用所学的语言点来操练对话，设计的几幅情景图是让学生进一步运用所学，巩固知识，实现真正的语言交流，从而使学生初步体验用英语交流的成就感和快乐。
探究活动
What’s missing?
活动目的：强化本单元单词的记忆，巩固所学单词。
活动过程：教师每次举起四个单词，让学生看几秒钟，然后将其中之一藏起后问：What’s missing? 学生凭记忆回答。还可将单词增加到五个或六个，让学生观察后再藏起一个单词问：What’s missing?
典礼物业管理：寒假作业学习计划，杜甫留言鄂教版了申请报告公文对照检查职责我公文仿写座右铭通告了回复赏析工作经历柳永了国旗下总结：范文员工手册叙职。
教学内容：
B. Let’s learn Let’s chant C. Let’s sing
教学目标：
a.能听、说、读、写动词词组：wash the clothes, set the table, make the bed and do the dishes.
b.能听、说、认读词组“put away the clothes” and sentence “ can you do housework? Yes, I can.”
c.能够说唱let’s chant, 巩固所学词组。
教学重点：
掌握有关家务劳动的五个动词词组。
教学难点：
掌握四个四会动词词组，pay attention the pronunciation and spelling about the word “ clothes”。
教学准备：
1、教师准备录音机，磁带和相应的图片，词卡，头饰。
2、教师准备一个转盘。多媒体课件。
教学过程：
Step1: Preparation
1、 Free talk:
T: Are you helpful at home? S:…
T: What can you do at home? S:…
2.Let’s chant.
chant in page 44
Step2: Presentation
1、 单词导呈。
a. chant结束时问，boys and girls, what can you do?
S1: I can …。。
T: Can you wash the clothes? Yes or no?
领读：clothes, wash the clothes. I can wash the clothes.
Look at the picture, this is a little boy, let’s ask him together, “ can you wash the clothes?” 多媒体呈现课件读音：Yes, I can. I can wash the clothes. 教师同时领读。
T: Boys and girls, can you wash the clothes? Ss: Yes, I can 。 I can wash the clothes. Talk in pairs.
b. Look at the picture, what can he do? Who can ask him? “what can you do?” “ do the dishes, I can do the dishes.”出示卡片、板书并领读。
c. T: I do, you say. Do the action, （ set the table）
T: Can you set the table? Ask the students.
Yes, I can ， I can set the table. Set the table（ 边说边做动作）ask your best friend, can you set the table? Ask me please! Ss: can you set the table, Miss Zhao.
d. I only tell one student, “Yes, I can. I can do the dishes, too.” （耳语） tell the sentences to you friend.
Yes, I can do the dishes, too. Can you do the dishes?
e. I can do many housework, I can wash the clothes, I can set the table, I can do the dishes, I can make the bed, too. Who can make the bed? S1: …… s2…。。s3…。。 I can make the bed.
Now, let’s play a game, ok? Listen and do?
I say, you do, for example. Wash the clothes.
T: wash the clothes, wash the clothes and do the dishes, wash the clothes, do the dishes and set the table, wash the clothes, do the dishes, set the table and make the bed, wash the clothes, do the dishes, set the table, make the bed, and put away the clothes,（教师做动作）
Put away the clothes.
All of these are housework, can you do housework?
Yes, I can ， I can wash the clothes…。。 T: Great! You’re helpful.
2、 听读正音。老师播放Let’s learn 部分录音，学生看课本跟读，同时手指词组及句子。
3、 合作学习。同桌之间互相检查词组和句子的认读，互相帮助。
Step3: Practice
1、 I can do some housework too, can you guess, what can I do?
（出示转盘）将学生分成四组，you can …。。
然后教师转动转盘，与转盘结果一致的组加分。
2、看表演，猜单词。让一位同学先看一下单词，然后表演，其他学生猜出单词。
3、记忆超人。老师给出几分钟时间，让学生快速记忆四会词组，进行拼读比赛。
5、 Let’s chant. 老师播放P7 Let’s chant 录音，学生先听。在跟读。可分组拍手对答吟唱。
Step4: Production
教师提出要求，请用上Can you…？ 的句型采访本组的同学，并将结果记录在表格上。
注意：
1、采访过程中一定不能说出中文。
2、将采访结果进行归纳，带领大家一起完成表。
3、每组请一名同学进行汇报，统计一下哪件家务劳动会做的`人最多？
Step5: Progress
做基础训练32页Ⅰ题。
Homework
1、 听录音，读Let’s learn 内容。
2、让学生每天在家中做适量的家务劳动，并用英语告诉你的家长。
教学目标：
1、 Listening: Listen and identify the key words、
2、 Speaking: Pronounce the words properly、
3、 Communicating: Use nouns to identify objects、
教学重点、难点：
1、 Master the pronunciation of the new words、
2、 Use the patterns to solute the tasks、
3、 Use the fruit words in daily life、
教学策略、方法：
1、任务驱动型教学
小学英语新课程标准要求，合理地设计教案，在课堂上有计划地组织任务型的教学活动，让他们有目的地进行学习活动，能调动学生的积极性，提高学生的学习兴趣。
2、TPR教学
TPR教学充分利用了小学生活泼好动的特点，带有游戏的性质，可以减少学生的学习负担，培养他们愉快的学习情绪，提高学习效率，在激发学生学习英语的兴趣方面也有一定的作用，
教学准备：
1、教师准备：
cassette player, cassette, some fruits, word and picture cards、
2、学生准备：
real fruits, colour pens, some paper, pencils、
教学过程：(Procedures):
Pretask preparation:
1、 Sing some songs and do some actions、(利用歌曲，并配上动作，活跃课堂气氛，调动学生的学习积极性，同时复习以前学过的'知识。)
a) Good Morning、
b) Read, draw, sing、
2、 Play games: (利用游戏等引出新的教学内容)
1) Simon Says、 (Listen and act)
2) Touch and guess: Feel the fruit and say out the words、
3、 Introduce the fruit:
This is a/an… That’s a/an…
4、 Today we’ll learn “Look and learn” in Unit 5 (Fruit)、
Whiletask procedure
1、 Show the real objects and teach the new words of fruit、 (运用实物、图片等，配上动作，教学本课的新单词，。)
1)(Put up a banana、) What’s this? It’s a banana、 This is a banana、
Banana, banana,香蕉，香蕉apple弯又弯。
2)(Taste the pear、) What’s that? That’s a pear、
Pear, pear是梨子，梨子pear甜又香。
3)(Touch the mango、) This is a mango、
Mango, mango是芒果，芒果mango甜又酸。
4)(Point to a peach)That’s a peach、
Peach, peach是桃子，桃子peach大又鲜。
2、 Stick on the word and picture cards on the board, and then read the words for several times、
3、 Point to the cards, repeat the words in chorus, then in groups、
4、 Read one by one、
5、 Listen to the tape, follow it and point to each picture as it is being read out、
6、 Rearrange the word and picture cards in random order、
Posttask Activities
1、Play games(Divide the whole class into groups and have a competition): (分组进行游戏、竞赛等，复习和巩固这节课上学过的知识。同时加入竞争机制，增加教学的趣味性，提高学生的竞争意识。)
1)Say some words,ask someone to pick out the correct words and put it on the board、
2)Say the words and point them out、
3)What fruit do you like? (Ask some pupils to answer and pick them out、)
4)Teacher hides some words and the pupils guess the words、
5)Which group is the quickest?
Divide the whole class into six groups、 Each group has the name of a fruit、 When I say a fruit’s name, the whole group has to stand up and do the actions、
Apple, apple, show me your book、 Pear, pear, touch your arms、
Peach, peach, close your eyes、 Mango, mango, open your book、
2、 Read the rhyme: (利用朗朗上口的rhyme巩固新知，提高学生的学习兴趣。)
banana,banana香蕉，香蕉banana弯又弯，
Pear,pear梨儿，梨儿pear甜又甜，
Peach,peach桃子，桃子peach大又鲜，
Mango,mango是芒果，芒果mango甜又香。
3、 Listen and draw the fruit、 Then show me your drawings and stick some better pictures on the blackboard、 (利用小学生爱画画的特点，锻炼和提高学生的听力和绘画能力，同时展示一些优秀的作品，使学生有成就感。)
4、 Count the stars to see which group is winner、 (实施评价，展示结果，及时对教学情况进行反馈，让学生树立自信，培养合作精神。)
Homework:
1、 Write down the words under your drawings、
2、 Say out the fruit words in English when you see some fruit
教学调整
教学反思：
xxx
教学内容：进行单元检测
教学目标：
1. 复习本课句型What do you like? I like…。及其表示食物和饮料的 单词。
2. 通过单元检测，检查学生对本课知识的。掌握情况。
教学重点：复习并检测
教学难点：教学生如何做听力练习
教具准备：试卷
教学步骤：
1． Review
a. 用纸将单词卡片盖住，让生看不到画面。
b. 慢慢移开纸，让生猜是什么食物或饮料，并说出单词。训练学生 的反应能力。
c. 俩人一组进行练习。
d. 教师拿出一个球，说：” I like juice.” 将球抛出，问接到球的学生： ” What do you like?” 接到球的学生要回答：” I like…。”
2.单元检测
a. 请学生按要求写好姓名和班级。
b. 在教师的引导下做听力练习。
c. 教师逐题进行讲解，并下去检查。 训练学生的听力和理解能力。
period 1 (一) 明确目标
1. learn to express the student’s everyday life, especially their life on science study.
2. train the student’s listening ability.
3. improving the students speaking ability by debating with each other and describing.
4. study the language points connected with the dialogue.
(二) 整体感知 step 1 1. presentation
when you are talking about studying, almost all of you think that studying can only happen in the classroom, and it only means listening to the teachers’ explanation. but there can be many means to study. for example, studying in the lab, reading the books by yourself. now turn to page 22. and try to describe the four pictures listed in your text book. 2. after describing the pictures, let the students answer the following question.
(1) what are the names of the school subjects in which you study sciences?
(2) give an example of what you learn about for each field of science.
(3) what are the rules when you do the experiments in the lab?
(三) 教学过程 step 2 listen to the tape and try to answer the exercises. step 3 tell the differences between the rules they have talked about and the one listed in the tape. then get to know the important to keep safe in the lab. step 4 talk about the effect of the science of technology. let the students know the application of science and technology does good to our society , at the same time , it also harm to the human beings or the environment. step 5 practice in pairs to talk about some advantage and disadvantage of the scientific discoveries and applications listed in the book. step 6 ask some pairs of students to act their dialogue out before their classmates. step 7 deal with the language points.
(四) 总结扩展 step 8 make a conclusion of their performance. step 9 do the exercise in the workbook.
(五) 随堂练习用适当的介词填空
1. _____ my opinion, we should do it at once.
2. _____ the future, there are fewer animals in the world.
3. it is a waste _____ time to talk to him.
4. we should make good use _____ every opportunity we have.
5. it is necessary ___ children to sleep 9 hours a day.
6. it is silly ____ you to ask such a question.
7. it wise ____ you to take his advice.
8. i’ll travel ____ beijing ____ shanghai by air. 参考答案：
1. in 2. in 3. of 4. of 5. for 6. of 7. of 8. from ，to period 2
（一）明确目标
1. language knowledge: conduct change prove tear control doubt much too
2. language ability: improving the student’s reading ability, especially their kimming and scanning ability.
2. enable the students to know the serious attitude to science.
（二）整体感知 step 1 pre-reading
we all know that it is the scientists’ great effort that makes the great achievement on science. could you name some scientists’names? and what are they famous for? try to fill in the blanks of the following form, if you。can’t, ask your classmate to help you.
form: in the 18th & 19th centuries scientists all over the world made many important discoveries.
give some example. /physics/medicine/chemistry/biology step 2：presentation
as we all know ,benjamin franklin is a famous politician.but today, we will read a passage about him as a scientist. his serious attitude to science .let’s see how franklin made his famous electricity experiment by flying a kite.
(三)教学过程 step 3
get the students read the test and then decide if the following statements are true (t) or false (f).
1.in 1752 scientists already knew what electricity is. ( )
2.franklin was helped by a friend to do the experiment. ( )
3.franklin made the kite of silk because wet silk does not conduct electricity. 4.a condenser was used in the experiment to store electricity.
5.the key tied to the string was put into the door to stop he kite from flying away.
参考答案 1.t 2.f 3.f 4.t 5.f step 4 read he passage and then find out the main idea.
paragraph 1 introduction of franklin’s experiment.
paragraph 2—3 the process of出e experiment.
paragraph 4—6 the tip of doing the experiment. step 5
deal with the language points. ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points. step 6
play he tape for the students to listen and follow.
(四)总结、扩展
step 7
students make a conclusion of de process of franklin’s experiment and retell the tips of doing the experiment. step 8
do the exercises in the post-reading.
(五)随堂练习单句改错
1.a great number of milk is produced in that factory every day.
2.paper is made of a certain in kind of grass.
3.this cloth is felt smooth.
4.use an umbrella to prevent you from the rain.
5.it is important of us to learn english.
参考答案 1.number改为deal 2.of改为from 3.is felt改为feels 4.prevent改为protect 5.of改为for
period 3
(一) 明确目标
1.language knowledge: know about some words that have different meanings.
2.language ability: learn one word formation—compounds.
3. moral teaching work with perseverance.
(二) 整体感知 step 1 presentation
after having learnt many words, we find that some words have more than one part or speech or a meaning. for example, bank can lean not only the ground near a river, but also the establishment for keeping money . it is one factor of words and we may find that if some words are combined, a new word come into being. today we’ll talk about these two phenomena.
(三) 教学过程 step 2 come to the word study, and finish the work. step 3 let the students think more examples of words that have more than one meaning. then make a conclusion to help them to decide word meaning in a specific situation. step 4 come to grammar, and finish to exercise. step 5 talk about the word formation, especially compounds. and the noun compounds and adjective compounds.
(四)总结，扩展 step 6 let the students talk about some compound words then conclude the conditions.
(五)随堂练习辨别词义及词性 1.ache
(1) he has an ache in his chest.
(2) i am aching all over. 2.shock (1) the shock of the blast shattered many windows.
(2) i was shocked at the news of her death.
(3) the result of the election came as a shock to us all. 3.order
(1) get your ideas into some kind of order before beginning to write.
(2) he gave his order to the waiter. 4. lie
(1) our school lies in anqing.
(2) he tells a lie to his teacher. 5. like
(1) i like the one on the left.
(2) they are not twins, but they’re very michael jackson.
参考答案： 1. (1) n continuous and dull pain 疼痛
(2) v suffer from a continuous dull pain 持续地隐隐作痛
2. (1) n violent blow or shake 强烈的冲击或震动
(2) v cause to feel surprised 震惊
(3) n. sudden violent disturbance of the mind and emotions 震惊
3. (1) n. condition in which everything is carefully and neatly arranged 整齐
(2) request to make or supply 订购，订单
(3) command 命令 4. (1) exist, be 位于
（2）statement one knows to be untrue 谎言
教学目标
1．能够对英语学习产生初步的兴趣并积极参与课堂上的各种活动。
2．能够在本单元涉及的情景中认识并能说出4个主线人物的名字：Bill，Lily，Andy和Joy，认识宠物狗Lucky和主线人物的好朋友Angel。
3．能够在教材提供的情景中听懂有关文具的词汇，并初步说出这些单词。
4．能够听懂并能使用问候用语Goodmorning，会唱本单元的歌曲。
5．能够听懂课堂指令语standup等，并做出正确的反应。
6．能够听懂本单元的歌谣，并会用歌谣做自我介绍。
课前准备
1．教学挂图，投影片。
2．教学录音磁带。
3．实物：大书、长铅笔、长尺子和大橡皮。
教学内容
ALook,listenandchant．
1．通过歌谣学习有关文具及学校的5个英文单词。
2．文字不要求学生掌握，只要求能听懂。
BLet'ssay．
学习如何问早上好。
教学建议
1．这是学生的第一节英语课，在正式学习英语之前，教师应做如下准备工作：
1）利用VCD等形式，如迪斯尼动画片（英语版），激发学生学习英语的兴趣。
2）感性地向学生介绍有关英语的方方面面，如：世界上有多少人使用英语这种语言；主要说英语的国家都有哪些。也可以做一个小调查，问问学生的生活中有没有说英语的人、学生自己会说几个英语单词、以及想不想学英语等。（由于学生年龄小，教师要注意使用儿童语言，说儿童易懂，感兴趣的话题。）
3）简单地向学生介绍一些学习英语的方法，如：上课认真听老师、同学、录音说英语，大声回答问题，积极参与课堂活动；回家要经常听英语录音带，常把在课堂学到的语言说给父母听等。
4）请学生打开课本，看看在这本书里要学到哪些内容，他们自己喜欢学哪些内容等。
5）介绍书中第1页的主线人物，他们是谁，叫什么名字。让学生试着说一说主线人物的名字。
6）教师给学生起英文名字，并让学生试着说一说自己的'英文名字。
2．建议教师让学生先学习“Goodmorning!”等问候用语。不急于让学生开口说，应先让他们多听几遍录音和教师的示范。学生开口后，如有发音不准确的，教师不必一纠到底，只要学生敢于开口说，教师就要给予表扬。（这一点很重要，教师不可忽视。）
3．教师应让学生在创设的情境中学习交际用语，在情景中练习。
4．教师应利用多种方法让学生学习有关文具的单词。如：让学生先听录音，然后教师在黑板上画出书、铅笔等文具的图，再让学生说出英语单词；让学生听录音，每听一个词，教师便展示一个相应的实物，练习几遍后，教师说词，让学生展示实物。
5．在学生初步学会有关文具的词汇后，教师可带领全班表演：学生们分别扮演书、尺子、铅笔和橡皮。教师说到哪一个文具的单词，扮演相应角色的同学就站起来。还可以让学生互换角色表演。
6．教师带领学生学说歌谣的时候，要用手打节拍，语速要慢，并注意单词重音。
7．录音材料：
A项：CHANT
Goodmorning,book．
Goodmorning,ruler．
Goodmorning,pencil．
Goodmorning,eraser．
Goodmorning,school．
B项：DIALOGUE
T:Goodmorning!
Ss:Goodmorning!
SONG
Goodmorning,school．
Goodmorning,class．
Goodmorning,________（教师名字）．
Goodmorning,________（同学名字）．
课堂学习评价
1．教师指导学生将自己在本节课的表现用和记录在评价表格内（表示好或者喜欢，表示不好或者不喜欢），帮助学生将评价表格放入学生学习档案。（注意：建立学习档案是本教材的一项重要内容，同时也是一个重要的研究课题。有关学习档案的详细介绍，请参阅附录。起始年级的课堂形成性评价的重点应放在学生的情感态度方面。）可参考以下评价表格。Name：
你喜欢今天的英语课吗？○
你积极发言了吗？○
你学会用英语说什么了？○
你能回家说给爸爸妈妈听吗？○
2．教师具体而简要地记录学生当堂表现：
－是否理解了5个新单词的含义？能否据此做出正确的反应？
－学生是否喜欢课堂上的活动？是否积极参与表演？
－能唱本课歌谣的学生有多少人？
3．本课对学生掌握学习内容情况的评定方法：
－教师给学生播放歌谣录音，请学生听录音，并做表演。检查学生掌握有关文具单词的情况。教师进行现场记录。
－鼓励学生听录音模仿单词，并大胆模仿说歌谣。
－观察学生是否表现出对英语学习的兴趣，并积极参与教学活动，有学习的热情。教师进行现场记录。
－观察学生是否能在一定的时间内集中注意力，在有效的时间内完成学习任务。教师进行现场记录。
－通过B部分的歌曲，检查学生是否能够运用歌曲中的交际用语互相问候。