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Unit 5 教案

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Unit 5 教案（合集16篇）由网友“loveisadagger”投稿提供，以下是小编整理过的Unit 5 教案，希望能够帮助到大家。

Unit 5 教案

篇1：9A Unit5 复习教案

9A Unit5 复习教案

1. the students of my age 2. her dream was to be a teacher. her dream to be a teacher came true at last. her dream to be a teacher was realized at last. 3.put ones effort into (doing) sth 在----付诸努力. devote oneself / one’s time / one’s life to doing sth 致力于------ 4. Has the teacher finished marking the exam papers? Sorry, i dont know. he was marking them yesterday afternoon. 5.By showing us the beauty of nature, Hepburn wanted to remind us that we should protect the environment 她想通过展示自然之美来提醒我们应该保护环境。 1)by doing sth. 2)remind sb of sth / sb 使某人想起…… remind sb + that 从句提醒某人做某事 remind sb to do sth 提醒某人做某事 eg. He reminds me of my brother. He reminded me that I should be careful in doing it. He reminded me to be careful with fire. 6.present her with Presidential Medal of Freedom for her charity work 因她的慈善事业授予她总统自由勋章授予----: present sb. with…… sb. be presented with…… present sth to sb 提供 provide sb with sth provide sth for sb at present: at the moment , buy some presents/gifts for me 7. You ought to read more to improve your English. 你应该多读来提高你的英语。 ought (没有任何变化) (not) to do sth. 8. You had better finish your homework before you watch TV. 你最好在看电视前完成你的家作。 had better (not) do sth. We had better arrive on time. she had better not buy some popcorn or soft drinks 9. 使用过去完成时态的几个典型句型：主语＋过去完成时＋①when引导的从句（注：从句谓语动词为过去式）＋②by短语（by后时间是过去的时间）＋③by the time引导的从句（注：从句谓语动词为过去式）＋④before引导的`从句（注：从句谓语动词为过去式） Eg. 1.Tom was disappointed(失望) that most of the guests _____D____ when he _____D___ at the party． A.left；had arrived B.left；arrived C.had left；had arrived D.had left；arrived 2.―Did you meet Tom at the airport？ ―No，he __B____ by the time I __B____ there. A. has left；got B. had left；arrived C. left；arrived D. left；had got 注: 中考链接 My sister has been______ (be) a singer since she left the school. I have learned 1000 English words so far/till now/by now. 到目前为止我已经学会了 1000 个英语单词。 I had learned 1000 English words till then. 到那时为止我已经学会了 1000 个英语单词。 - Im sorry to keep you waiting. 对不起，让你久等了。 - Oh, not at all. I have been here only a few minutes. 没什么，我只等了几分钟。（等的动作从过去某一时间点持续到现在） - John returned home yesterday. 约翰昨天回到家的。 - Where had he been?他去哪儿了？（答语中使用过去完成时是指约翰在 returned home 之前去了哪些地方. 10 .Gong Li is considered as a talented actress.巩俐被认为是一位有天赋的女演员。 (1) be considered as 被认为是---，其主动形式为consider+sb./sth.(+as/to be)+n./adj.,意为“认为某人/某物--- We consider it (as/to be) our duty to help others. 我们认为帮助别人是我们的义务。 it 是形式宾语

篇2：Unit5 Meals Lesson9教案

Unit5 Meals Lesson9教案

教学目标：

1.知识目标：

（1）能听懂、会说并在日常生活中应用以下句子：When do you have breakfast? I have breakfast at six thirty.要求语音准确，语调自然。

（2）学习新词汇:have breakfast, have lunch, have dinner

（3）学习韵句：Three Meals.

2、能力目标:

在活动中积极运用所学英语进行表达与交流。

3、情感目标：

（1）激发学生学习兴趣，培养学生良好的英语学习习惯。

（2）提高学生运用语言的能力，把所学句型与生活实际紧密结合，学以致用。

教学重难点

能在日常生活熟练运用以下句子：When do you have …？ I have …at ….

教具准备：

录音机及磁带、教学卡片、、课件、头饰等。

教学过程

一．热身活动

1. Say a chant. “ Tick,Tock. (学生Say a chant, 并做动作。)

2．复习数字、时间，进行快速反应的游戏。（反馈预习情况）

3．Free talk.T:What’s the time? T: When do you get up? …

3. Sing a song. “It’s time to clean u p.” 本环节设计为课堂营造了讲英语的.语境，设法让学生进行了英语状态。另外让学生在课前先复习了时间、数字。用游戏的形式进行巩固。利用歌曲来复习与本课教学内容相关的句型,既调节情绪，又为新课教学作铺垫。

二．呈现新知1. Teach:have breakfast/lunch/dinner (1) (computer show 6:30) T: What’s the time?(computer show picture)T: It’s time to have breakfast.Teach:breakfast, have breakfast It’s time to have breakfast.

Teach have lunch/dinner in the same way.

(2) Practice小小作曲家)

T：Boys and girls. Let’s have a rest. Let’s sing the song “It’s time to clean up” again.

T: Now we use these 3 phrases “have breakfast/lunch/dinner” to make a new song.

2. Teach: I have … at ….(1)(computer)T: I have breakfast at 7:00. When do you have breakfast? Ask and answer.(T-S, S-S)

(2) Drill: Play a chain game.A: When do you have breakfast?B : I have breakfast at 7:00. When do you have lunch?C: I have lunch at 12:00. When do you have dinner? D: I have dinner at….

(3). Activity: Do a survey.

T: Boys and girls. Let’s do a survey. Please investigate two of the classmates and try to know their tibles.

have breakfast go to school have lunch have dinner

T: Check the task.

本环节利用多媒体引出新短语，并自然而然地把新短语融入到句型It’s time to…中，学生能很快地接受语言信息，感知语言，领悟语义，并增强对新知识的记忆。

“小小作曲家”：播放伴奏音乐，鼓励学生用三个新词组代替clean up来翻唱老歌，以此来培养学生乐感和创新能力，爱唱歌是所有孩子的天性，让他们在优美的音乐中操练所学短语，能很好地激发学生学习兴趣和主动性。

创设情景，学习句型，并在学完后用所学句型进行操练，做到当堂学习，当堂巩固，收到良好的学习效果。

小组调查活动给学生提供互相学习、互相交流的机会，学生们在与同伴的合作交流中更好地掌握、运用所学内容，增强了学习英语自信心，调查后的汇报交流是必不可少的环节，既可以反馈学生的调查结果，又让学生再一次得到了实践的机会。

三.巩固操练

1.Listen to the tape and read after the tape.

2.让学生自己理解课文，回答问题

3.Play a game.

T: Let’s play a game.“老狼，老狼几点了”Do you know how to play? Let me show you.(中文解释一带而过)

T: I’ll ask 2 Ss to come here.(请两名学生上台与老师一起示范)

T: Are you clear? Who want to try?

“老狼，老狼几点了”是学生们喜欢的游戏，在游戏中巩固所学知识，不仅激发学生学习兴趣，而且活跃了课堂气氛。

4．让学生自主学习，理解短文

I’m Lily . I get up at six o’clock. I have breakfast at half past six. I go to school at seven o’clock. I have lunch at half past eleven. I have dinner at half past five.I do my homework at six o’clock. I go to bedat nine o’clock.

让学生通过本节课，用所学的知识理解短文，回答问题，从而了解自己学会了什么，还有什么没学会。

四．总结，布置作业

1.Teach a chant.

(1)Listen to the tape.

(2)(show some pictures) Teach the new words: milk,rice

(3)Listen and repeat sentence by sentence.

(4) Act out the chant.

2.Homework:

(1)Listen and read the text of Lesson 9.

(2) Finish the exercises of Lesson 9 on activity book.

篇3：UNIT5高一英语教学教案

UNIT5高一英语教学教案模板

题目：Unit 5 Silver Screen

科目：英语

授课老师：xxx

授课班级：高一（七）、（九）

课时数：6（+1测验）教案

相对应授课日期：10 月25号――11月1号

日期：10月24号

电子教案设计老师：xxx

Teaching Plan for Unit 5

1 ．Teaching goals and Learning goals:

Language skills:

①Talk about films, famous actors and directors

② Practise making comments and giving opinions

③Learn to write about a film Language knowledge:

①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also

②Patterns:*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low.

③grammar*关系副词when, where, why引导的定语从句。关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：

关系副词

被代替的先行词

从句中的`作用

when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。

④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous.

2 ．Teaching plan in sequence:

Hour One warming up, listening and speaking (Homework: preview “reading” Hour Two Reading (Homework: Recite Par 1―2) Hour Three Reading (Homework: p110―111,grammer,p182) Hour Four Language study (Homework: P112(3) Hour Five Integrating skills (Homework: P112―113 integrating skills) Hour Six Work book, listening, talking, writing (Homework: Write about a film) Hour Seven Test Hour One

Step One Warming up (12 minutes)

Step Two Listening (13minutes)

Step Three Speaking (15 minutes) Warming up Questions by teachers:

（1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien)

（2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …)

（3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.)

（4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed.

Help students understand the following expressions.

（1）interview

（2）leading part

（3）studio

（4）Melbourne

（5）How did that come about?

（6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110―p 111 Hour Two

Step One : Check the homework in class orally

Step Two: Pre-reading Questions by teachers

（1）What kind of movie will you make? (fiction film, fantasy film, animation film, historical film)

（2）Which one would you like to become? An actor/actress, producer or director?

（3）If you are a director what actors/actress will you choose? (Ask them to use imagination)

Step Three：

（1）Play the tape and Ss books closed

（2）Ss read the material freely

（3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:

Paragraph 1: yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire light

Paragraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in th

篇4：新教材高一英语UNIT5教案

一、电子教案：题目：Unit 5 Silver Screen

科目：英语授课老师：冯珍妮

授课班级：高一（七）、（九）课时数：6（+1测验）

教案相对应授课日期：月25号――11月1号日期：10月24号

电子教案设计老师：冯珍妮

Teaching Plan for Unit 5

高一年级冯珍妮

1 ．Teaching goals and Learning goals:

Language skills: ①Talk about films, famous actors and directors ② Practise making comments and giving opinions ③Learn to write about a film Language knowledge: ①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also ②Patterns:

*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low. ③grammar

*关系副词when, where, why引导的定语从句。关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：

关系副词

被代替的先行词

从句中的作用

when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的`名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。 ④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous. 2 ．Teaching plan in sequence:

Step One Warming up (12 minutes) Step Two Listening (13minutes) Step Three Speaking (15 minutes) Warming up Questions by teachers: （1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien) （2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …) （3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.) （4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed. Help students understand the following expressions. （1）interview （2）leading part （3）studio （4）Melbourne （5）How did that come about? （6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110―p 111 Hour Two

Step One : Check the homework in class orally Step Two: Pre-reading Questions by teachers （1）What kind of movie will you make? (fiction film, fantasy film, animation film, historical film) （2）Which one would you like to become? An actor/actress, producer or director? （3）If you are a director what actors/actress will you choose? (Ask them to use imagination) Step Three：（1）Play the tape and Ss books closed （2）Ss read the material freely （3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:

Paragraph 1:yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire lightParagraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in the world. Paragraph 3: His first blockbuster was Jaws made in 1975. Paragraph 4: Spielberg made two films about creatures that come from outer space. ET is one of the two. Paragraph 5: Another blockbuster Jurassic Park was made in 1993. Paragraph 6: His later films such as Schinder’s list and Saving Private Ryan are about the cruelty of war. Paragraph 7: He owes much of his success and happiness to his wife and children because he spends most of the time working. Homework: Ss recite any 2 paragraphs Hour Three

Step One:（1）Ask some of the Ss to recite the reading material Step Tw study Each paragraph. Point out the attributive clause with prepositions before. (L.3 and L16) and attributive clause with relative adverbs: where, when and why. Step Three: Language Points: ①词典备用

silver n. a shiny grey metal that is very valuable 银 hero n. a person who has done something brave or good 英雄 scene n. part of a play or film 场面；情景 law n. a rule of a country that says what people may and may not do 法律 career n. a job that you learn to do and then do for many years 事业；生涯 drama n. a story that you watch in the theatre or on television or listen to on the radio 戏剧 role n. the person you are in a play or film 角色 award n. a prize or money that you give to somebody who has done something very well 奖；奖品 actress n. a woman who acts in plays, films or television programmes 女演员 actor n. a man who acts in plays, films or television programmes 男演员 prize n. something that you give to the person who wins a game, race, etc. 奖赏；奖金 choice n. act of choosing 选择；抉择 degree n. universities and colleges give degrees to students who have completed special courses there 学位 director n. a person who controls a film or play, for example by telling the actors what to do导演 speed n. how fast something goes 速度 script n. the written words that actors speak in a play or film 剧本 studio n. a room where people make films, radio and television programmes, or records 演播室 creature n. any living thing that is not a plant 生物；动物 outer adj. on the outside 外部的；外面的 adult n. a person who has grown to the full size 成年人 follow-up n. something done to continue what has already been started or done 后续 cruelty n. being cruel 残忍；残酷 peace n. a time where there is no war, fighting or trouble between people or countries 和平industry n. all the companies that make the same thing 行业 owe vt. to be indebted to as the source of 把……归功于 happiness n. being happy 幸福；快乐 accept vt. say “yes” when somebody asks you to have or do something 接受；认可 boss n. a person who controls a place where people work and tells people what they must to 老板；上司 live adj. (of a broadcast) transmitted while actually happening, not recorded edited 实况转转的 comment n. words that you say about something to show what you think 评论 action n. doing things 动作 ②学生易错题练习：（1）The ice began/ started . A. melting B. to melt （B）因为主语为物（2）She is beginning . A. to cook the dinner B. cooking the dinner （A）因为进行时后不再用ving （3）We a famous team, so we the football game. A. beat; won B. won; beat （A）（4）It was not until I got home I realized I had lost my keys. A. when B. that （B）此题学生常记错（5）The reason he did not come was his mother wouldn’t allow him to. A. why; because B. why; that （B）（6）Some children are playing . A. by sea B. by the sea （B）（7）This film is . A. a success B. success （A） A success 指一件成功的事；failure 有相似用法。（8）Spielberg much success his family. A. owes; to B. owes; for （9）We think of the director. A. high B. highly （B） Hard but interesting expressions for Chinese Learners: （1）Spielberg’s career really took off. （2）love and piece will win over the war. （3）meat-eating dinosaurs （4）, which won him a job as the youngest… （5）Spielberg made several follow ups

（6）Jaws was a real blockbuster Howe work: Study the grammar rules on P.180. Finish off vocabulary practicing work on P.110 Language study. Hour Four

Step one: Check the work on P110. Step Two: Do the word study work together. Step Three: Study the Grammar P.33（1、2、3）together. Workbook P111―P112（1、2） Home work:：P112（3） Hour Five Integrating skills

Step one: Play the tape. Step Two: Ask Ss read it individually or together. Step Three: Retell the story. Step Four: Fill in the chart. Useful language points in exams: ①moving story. 令人感动的故事。 I was moved by the movie. ②stay away for a month 学生易错成 leave for a month. ③a 13-year-old 10-year work a 200-word article a 10-metre-long rope ④keep the students in the classroom keep + sb + preposition phrase + sb + adj + sb + ving + sb + done + sb + adv. ⑤determine to do sth. be de + ermined to do sth ⑥can’t afford to buy 没钱买 can’t afford the time 抽不出时间 can’t afford a holiday 无法去度假 ⑦appear live on the air [laiv] a live TV broad cast a live concert It’s a live broad cast, not a recording Home work: P112―P113 Work book（integrating skills） Hour Six

Step one: Check the homework. Help Ss if necessary. Step tw Listening P109 Step Three: Talking and work on P114 Home work: Write about a film

篇5：新版九年级英语上册Unit5教案

__ ______ in Weifang every year.

6. 据新闻报道，纽约州昨晚下了大雪。

________ ____ the news report, it snowed heavily in New York last night.

7. 饭桌上铺着一层塑料台布。

The table _____ _______ _______ a plastic table clothes.

8. 大意驾驶酿成很多交通事故。

Careless _________ causes many ________ ___________ .

Keys: 1. is made of 2. is famous for 3. are sent, processing

4. No matter what 5. international, is held 6. According to

7. is covered with 8. driving, traffic accidents

Ⅱ. Finish the sentences. X k B 1 . c o m

1. In spring, we can see green ______ (leaf) and grass everywhere.

2. The Internet is ______ (wide) used in most families in our country today.

3. English ________ (speak) by many people in the world.

4. The company hopes ____ (it) product will be successful on the European market.

5. My teacher did what he could to make his class ______ (live).

6. If the traffic _____ (be not) heavy, it’ll take us an hour to get there.

7. They spent one part of their holiday in _____ (French) and the other in England.

8. Bell is ______ (know) for inventing the telephone.

9. The Chinese use _________ (chopstick) instead of knives and forks.

Keys: leaves, widely, is broken, its, lively, isn’t, France, known, chopsticks Homework

上网搜索你所喜欢的中国传统工艺品相关情况，用所学的句子写一个报告。

篇6：6A Unit5 On the farm 公开课教案。

6A Unit5 On the farm 公开课教案。

Unit5 On the farm 土桥小学刘姝一、Teaching contents： Unit5 On the farm Part A. 二、Teaching aims： A、Knowledge objects： 1、Ss can grasp the new words and phrases: last, before, did, taste, the National Day holiday, pull up carrots. 2、Ss can read and say the sentence patterns: What did you do…? What else did you do…? B、Ability objects： 1、Ss can read the text and understand the idea of the text. 2、Ss can practice the dialogue with partners. 3、Ss can make the dialogue by themselves. C、Moral objects： To develop Ss’interest in English. 三、Key points： 1、To help Ss understand, read the dialogue. 2、To enable Ss to ask and answer on the topic of “on the farm”. 四、Different points： To understand the usage of V-ed in the sentence structure: What (else) did you do? 五、Teaching methods： 1、Total physical response approach. 2、Sing and chant. 3、Task-based language teaching. 六、Teaching aids： Cards、pictures 七、Teaching procedures： Step1、Warm-up and review 1、Greetings：Good morning./Good afternoon. 2、Free talk：How are you? What day is it today? What date is it today? Step2、Presentation 1、Teach: National Day 出示六一儿童节图片：What date is it? It’s the first of June. 出示教师节图片：What date is it? It’s the tenth of September. 出示国庆节图片：What date is it? It’s the first of October. It’s National Day. 2、T：What do you usually do on National Day? S：I usually watch TV/play football/visit friends/go to the park…. S：What do you usually do on the farm? T：I usually visit a farm on National Day. (farmer―farm) What’s on the farm? Can you guess? S：There are some fruit trees. T：Yes, I pick some oranges and taste them. Guess what else I do on the farm? 出示图片教water trees, 唱拔萝卜教pull up carrots，做动作教milk cows, 图片教collect eggs. 3、National Day was gone. Last National Day I visited a farm, too. Do you want to know what I did on the farm? 引导学生利用What did you do?进行问答。引出一般过去时，让学生改一改黑板上的词组。 4、操练单词以及词组: a出示词组卡片快速反映。 b小组代替词组，师说生站。 5、We had a happy holiday. Do you want to know what about Nancy and Helen？ Listen to the tape carefully and try to answer the question. 6、Listen and read the beginning, Read and judge. a、It is the National Day holiday today. ( ) b、Nancy goes to school early. ( ) c、They meet after class. ( ) 7、Listen and read the next part, try to find some questions: Where did Nancy go last week? What did she do? （学习watched a film） C、Listen and read. Read the text by yourselves. Pay attention to the questions. Underline the main questions in the text. You may discuss with each other. Let Ss ask some questions .Try to ask and answer by themselves. What did Helen do last week? What did Helen do on Monday? What did Helen do on Tuesday? Were there any fruit trees on the farm? Step3 Practice 1、Listen to the tape and follow it. 2、say a chant. Step4 Consolidation 1、Read and complete. Last week Last week was the National Day holiday. Nancy a film with her family. It was a funny cartoon, they all it very much. On Monday and Tuesday, Helen a farm with her family .On Monday, they trees and carrots. On Tuesday, they cows and eggs. There were many fruit trees on the farm .They were apple trees, orange trees and pear trees. They oranges and them. 2、小组复述课文。 3、看黑板上的短语并复述课文。八、Blackboard design Unit5 On the farm last National Day holiday Nancy watched a film on Wednesday Helen watered trees on Monday pulled up carrots milked cows on Tuesday collected eggs picked oranges and tasted them

篇7：7B牛津英语unit5教案

welcome to the unit

Teaching aims and demands:

New words：ability , Superdog , fly , careful , collect elderly

Teaching methods: task-based approach

Teaching task: 1 to revise vocabulary about helping people in the community

2 to generate ideas about ways to care for and help others

Teaching aids: tape recorder

Teaching procedures:

一. Warm-up

Talk to students about Superman . Guide students to understand the meanings of “can” and “can’t” .

二 Main task

1 Ask for suggestions of some typical ways students help you , the school , the community and others . Write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .

2 Ask students to look at the pictures on page73 . Explain the context . Check understanding of the words “ planting , clean up , elderly “ . Then ask students to read descriptions a-f and de the task .

3 Check answers with the class .

4 Ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .

5 Do a class survey . then fill in the following form .

activities always usually often sometimes never

Helping old men

Planting trees

三 Exercises :

练习一Welcome to the unit

一、词汇

1 Thank you for （bring） me presents and cards .

2 He is a (细心的)boy .

3 I saw a lot of smoke (come) from next door .

4 I poured some water over my jacket . That’s what I did for my (safe).

5 Fire can be very (danger) .

6 It is important to be (care) with fire .

7 Children should not play with (match) .

二、翻译句子

1 我们可以为希望工程捐款。

We can for .

2 她是一位细心的学生，课堂上她总能认真听讲。

She is a student . She always to the teachers .

3 少先队员们为老人们一周两次打扫房间。

The Young Pioneers the rooms for twice a week .

4 七年级一班的学生将去河边植树。

The students of Class1Grade 7 near the river .

5 李平经常帮助老人。

Li Ping often .

6 他经常在车上让座。

He often someone on the bus .

7 他正在为希望工程筹集东西。

He is Project Hope .

8 你们这星期五去老年公寓吗？

Are you this Friday ?

7B牛津英语unit5教案 Reading a brave girl

Reading a brave girl

Teaching aims and demands:

New words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,

Teaching methods: task-based approach

Teaching task: 1 to introduce and expand vocabulary to describe dangerous situations

2 to guess general meaning from picture , key words and context

3 to identify names of specific places and actions

4 to skim the text for overall meaning and scan for detail

Teaching aids: tape recorder

Teaching procedures:

一. Warm-up

Talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .

二 Main task

PartA

1 Review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .

2 Encourage students to draw on their own knowledge about such incidents . Have they heard about similar incidents ? What happened ? Ask :

1 Who had the accident ?

2 Who helped in the emergency ?

3 How did it end ?

3 Listening the text and repeat after the tape , then tell the you the name of the hero in the text .

4 Ask six students to read one paragraph each . then ask at least “Yes /No” about the article to check understanding

1 Did Wang Fang go out on 10th May ?

2 Was there a fire in the kitchen ?

3 Was there a lot of smoke ?

4 Did Wang Fang run out of the building ?

5 Did the fire burn Wang Fang ?

6 Did she stay in hospital for two months ?

5 Read the text carefully again then answer the following questions :

1 What happened on 10th May ?

2 Who saved Mr Sun ?

3 Why could Mr Sun not get out of the kitchen ?

4 How did Wang Fang put out the fire ?

5 Why was Wang Fang in hospital ?

6 Explain the useful expressions in the the text

① help her neighbour out of a fire / danger

eg Yesterday Jim helped a little girl out of danger .

② alone = by oneself

My parents were out just now. I am alone / by myself now .

Peter can do his homework alone / by himself .

③ hear someone shouting

see / watch / find / hear sb do sth ( doing sth )

eg I often see them play football on the playground .

The teacher found them talking happily when she came into the classroom .

④ 79-year-old

eg. Mr Sun is a 79-year-old man . = Mr Sun is 79 years old .

⑤ be in hospital

My friend was ill yesterday , so she is in hospital now .

⑥ It’s important / good / + 形容词 for sb to do sth .

eg. It’s good to give someone a seat on a bus .

PartB

1 Ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .

2 According to the text , use the correct words in the box to complete the conversation between Wang Fang and the interviewer .

3 Ask students to read the conversation in pairs . Then invite two or three pairs to present it to the class .

PartC&D

1 Read the text for this task and make sure that students understand it .

2 Ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .

3 Ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .

4 Read the instructions to the class and ask students to find the correct picture on their own . Check answers as a class .

5 Ask them to think of any other safety advice .

eg . Don’t play on the street .

Cross the street at the zebra crossing .

三 Exercise

一、词汇

1 That man （quick） ran away .

2 Don’t (抽烟) here , please .

3 Jack fell (跌倒) off the ladder and (hurt) himself .

4 We should (study) hard .

5 It’s important (learn) English well .

6 We went to visit Uncle Wang and (bring) some flowers to him .

7 The fire (burn) the house .

8 He can (swim) very well .

9 Suddenly I heard someone (shout) to the next room .

10 The firemen rushed into the house (救) that little baby .

二、用适当的单词填空

1 That old man was ill hospital .

2 It’s important to be careful fire .

3 Mr Li put the fire a blanket .

4 Don’t pour water her jacket .

5 I heard a strange noise next door .

6 Mr Fang lives next to my room . He’s my good .

7 We often cook meals in the .

8 We should be when we cross the road .

9 How the girl is ! She saved an old man from the water .

10 That girl is to go out at night . So she often stays at home and watches TV .

三、根据课文完成短文

Mr Sun is Wang Fang’s . He is years old . He

lives . One day , Wang Fang him “ Fire , Fire !” So she

out and Mr Sun’s house was on . Mr Sun his leg , He

can’t get out . What can she do ?

Quickly , she back , water over her jacket , then into

the fire . She was . She helped Mr Sun out .

After this , Wang Fang often says :”Fire can be very . It’s to

be with fire . “

五、翻译句子

1 玩火是危险的。

It’s fire .

2 她有一个8 岁的女儿。

She has daughter .

3 今晚我一个人在家。

I at home tonight .

4 在五月十日，那男人从或里救出一个小女孩。

, that man a girl a fire .

5 我们应该互相帮助。

We .

6 那场火烧毁了屋子里的一切。

The fire in the house .

7 他迅速跑回公寓去取钥匙。

He quickly his flat the key .

（B）

8 他正在写一篇1500字的故事。

He is .

9 我哥哥今天不能来上学因为他的腿受伤了。

My brother because .

10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。

The mouse cut the rope and helped the lion .

11 孙太太住院多长时间了？

was Mrs Sun ?

12 我们应该互相学习，互相帮助。

We should .

13 学好英语是非常有用的。

It’s to .

7B牛津英语unit5教案 Vocabulary

Vocabulary

Teaching aims and demands:

New words：grateful , quick , slow , rude , recommend , award , super , sportswoman

Teaching methods: task-based approach

Teaching task: 1 to develop an understanding of the use of adjectives in different context

2 to use suitable adjectives to describe people’s behavior and character

Teaching aids: tape recorder

Teaching procedures:

1 Make sure that students understand the concept of opposites , Give some similar examples . eg . hot /cold , fast / slow , big / small

2 Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. Give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . When we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . When we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .

3 Ask students to look at the words in the left column of Part A and do the task on their own .

4 Have one student read out a word from the left column and another student give the opposite word from the right column. Write the correct answers on the board .

5 Explain the context of Part B . You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .

6 Ask students to read two reports on their own first . Ask them to try to make sense of what is being said in the reports .

7 Then students read the first report again and use the mixed-up letters to help them make a suitable adjective .

8 Follow the same procedure for the second report . Ask students to read out the report one sentence at a time . Write the missing words on the board .

9 Ask students to write a report about one of the classmates using one of the reports in Part B on page 77 as a model . Encourage them to use as many adjectives as possible .

7B牛津英语unit5教案 Grammar

Grammar

Teaching aims and demands:

Teaching methods: task-based approach

Teaching task: 1 To recognize and understand how to use “can” and “could” to express ability in the present and past .

2 To recognize and understand how to use “can” and “could” to talk about possibility in the present and past .

3 To recognize degrees of possibilities when u8sing “may and “might”

Teaching aids: tape recorder

Teaching procedures:

1 Revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible .

2 Students have already learned the use of “can” and “may” in making requests(Book7A , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .

3 Ask students to identify activities that they can do well . Write students’ statements on the board . First write “ I can “ on the board .

4 Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects

5 Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . We use “can” to say that we are able to do something . We use “could” to say that we were able to do something in the past .

6 Ask students to work out the rule on their own . Then they check with a partner and confirm that their answer is correct with the whole class .

7 Ask students to check the information table in Part1 about the Beijing Sunshine Secondary School students’ abilities . Reinforce the use of “could/ could not” for the past and “can / can not” for the present . Then they complete the sentences on their own .

8 Check students’ understanding of the grammar tables on page79 . Then explain the negative and question forms using “can /could” in Part2 .Ask them to work out the correct information by referring back to the table on page78 .

9 Students do Part A2 first on their own and then check their completed sentences with a partner , Then ask students to read the conversation in pairs .

10 Check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.

Part B

1 Tell students that they are now able to talk about their present and past abilities using “can/could” . Introduce the idea that we also use “can/could” to express possibilities .

2 Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .

3 Explain to students the concept of possibility . We use “can” to say that something is possible . We use “could” to something was possible . However, we are not talking about the chances that something will happen . Provide examples using students’ own experience :

School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home .

It will be warm tomorrow so we can wear short sleeves .

4 Ask them to do PartB1 in pairs , For less able students , allow them refer to the table on the top of page 80 .

5 Check the answer as a class . Pay special attention to any common mistakes and clarify them . choose five students to read aloud .

Part C

1 Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . Tell them that “might” is the past tense form of “may” .However , we also use “might” to talk about possibility .

2 Explain the context by talking to students about the Class 1 Grade 7 students’ summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .

3 Ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .

4 Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities .

5 Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ I’m sure” and “highly possible” . These words will determine the use of specific modal verbs .

6 Then ask students to complete sentences 1-4 at the bottom of the page . Check the answer as a class activity . Clarify any possible problems .

篇8：高中英语必修四unit5教案

教学目标

(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划

(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学重难点

(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划

(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学过程

Step 1 Warming-up and lead-in (5 mins)

(1)导入

教师提问学生“Have you been to a themepark?”与“What can you do in a themepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。

T: Hello, class. Today we are going to talk abouttheme parks. First, Iwould like to ask you:

① Is our West Lake Park atheme park? What about Jingqi Water Park?

②Have you been to a theme park?

③ What can you do in a theme park?

S1: West lake is not a theme park. Jingqi Water Park is a theme park.

S2: I have been to Hongkong Disneyland. In a themepark we can do a lot of activities.

T: Exactly, in the theme park we can take roller-coaster,free-fall drop,swinging ship, Ferris wheel, merry-go-round and so on. In a word,there are various rides we can take in a theme park. Well, what does “ride”mean?

S3: 游乐设施

T: Yes. Here it is a noun, meaning “供乘骑的游乐设施”.

(2)揭题

教师引导学生对课文题目进行预测。

T: With these rides, there is no doubt that we willhave great fun in a theme park, right? Just like the title of this articlesuggest: Theme parks – fun. But what about “more than fun”? What does it meanin your opinion?

S4: “more than fun” means you can also get a lot ofinformation.

[意图说明]教师通过图片及设问，从学生所熟悉的福州西湖公园和鲸奇水上乐园入手,激发学生原有的普通公园与主题公园知识体系，引导学生对文章题目进行预测，引发好奇心，从而导入新课。

Step 2 Reading (34 mins)

(1) 扫读。引导学生回答以下问题。(3 mins)

a. How many theme parks are introduced? What are they?

Andwhere are they?

b. Where do you think you would see this kind ofwriting?

T: Thank you, your opinion is quite reasonable. Nowlet’s do some reading tasks to check it. First, I would like you to find out:

“ How many theme parks are introduced?”

S5: Three.

T: Yes. It is very obvious. When we try to find outthe main idea of a paragraph, usually we can focus on the first and the lastsentence. Then tell me what the three theme parks are? And where are they?

S5: Disney Land, Dollywood andCamelot.

T: Thanks for your accurate answers. Now that we havea rough idea of this article, where do you think you would see this kind ofwriting?

S6: Newspaper?

S7: Magazine?

T: Yes, very likely. Maybe from a newspaper or atravel magazine.

[意图说明]引导学生扫读全文，关注文章结构，思考文章的出处，整体理解本篇课文。

(2)跳读及拓展阅读。(20mins)

a.引导学生填写以下表格。

T: Obviously, it aims to attract the readers to go tothese theme parks, so what else is it going to tell us? Now, please read thearticle through and find out important information to fill out the followingform.

T: All right. It is time to check. Will you?

S8: Disneyland fairy,the theme is tale stories; activities are travelthrough space, visit a pirate ship , meet fairy tale characters, ride a swinging ship, and go on a free-fall drop.

S9: Dollywood, the theme is culture of thesouth-eastern USA; activities are listen to American country music, see carpentersand other craftsmen make their work, try some traditional candy, ride an oldsteam engine train, see bald eagles, take a ride on Thunderhead and other rides.

S10: Camelot, the theme is ancient English history andstories. Activities are watch magic shows,

see fighting with swords or on horseback, visit farm area and learn aboutfarms in ancientEngland.

[意图说明] 引导学生通过跳读获取特定的信息，将这些信息转化为表格形式，加深对文本的理解。

b.展示图片，引导学生进行图片与三大主题公园的匹配，并陈述理由。

T: Thanks! Anyone has any different ideas? No? Ok, itseems that all of you have had a good understanding of this article. That isgreat. Next, We are going to play a game. I would like to show you some pictures,please tell me which theme park it belongs to and why. If you know, just standup and say it, as soon as possible. Ready? Go!

Ss: Disney land.

T: Wonderful. What about this one? What is in thepicture?

Ss: Steam engine train.

T: Exactly. So, it is…

Ss: Dollywood.

T: Next one?

Ss: Camelot.

T: Yes. We can see knights fighting with swords. Andnext?

Ss: Camelot. There is bald eagle.

T: Ok. The last one, the last chance. Ready? Go!

S11: Camelot.

T: Why?

S11: it is a farm.

T: Yes, you have sharp eyes.

[意图说明] 运用图片，提供课文关键词汇和句型的运用情境，引导学生复述三大主题公园的主要特点，检测学生对文章的理解。采用学生快速站起回答的游戏方式，可以调动课堂气氛，创造轻松的学习环境。

c. 回顾课文题目，引导学生思考其含义。

T: Now we have finished the reading, could you tell methe meaning of the title “Theme parks -fun and more than fun”? Before reading, Shuman mentioned that it can providefun but also information. Do you agree with her or do you have a new idea?

S12: I think it means themeparks can bring people happiness.

T: Yes. It brings happiness.That’s the fun part. What about more than fun?

S12: more than fun meanstheme parks are more interesting than other parks.

T: Yes, it is moreinteresting. Anything else? No? Ok, thank you. Sit down, please. He mentionedit has a lot of fun. Yeas, it is. Aboutmore than fun, we can agree with Shuman’s idea. Theme parks provide us a lotinformation. For example, Dollyhood, what can we learn from it?

Ss: American culture.

T: Yes. What about Camelot?

Ss:Englandhistory.

T: Yes.

[意图说明] 在扫读与跳读练习后，引导学生回顾全文，进一步检测其对课文的理解。

(3)批判性阅读。(6mins)

a.引导学生思考以下问题：

①. Is it always fun and more than fun in the theme park?

②. Did you have any unhappy experiences in the theme park?

Orhave you heard about any unhappy experiences in the theme park?

T: Exactly. Besides those exciting rides, we can also learn a lot ofthings in the theme parks. But is it always fun and more than fun in the themepark? Did you have any unhappy experiences in the theme park? Or have you heardabout any unhappy experiences in the theme park? You just mentioned you went toDisney Land. Anything unsatisfied?

S12: At noon, we all hungry.We went to restaurant. It was expensive. It was bad.

T: So you were not satisfiedwith the food.

[意图说明] 引导学生结合自己的经历进行批判性阅读，培养学生思维的独立性。

b. 引导学生进行拓展阅读，归纳作者行程不愉快的三个理由，提出相应的应对方式。

T: Actually you are not alone. Now let’s read A Bad Day at Magic Land and find out three things that ruined thewriter’s theme park trip.

S13: First, he threw up. Itwas embarrassed. Second, his food was ruined. Third, his glasses fell in thewater.

T: Yes, the reasons are that he went on too many roller coasters and had an expensive and terrible lunch.What’s worse, his glasses fell into thewater. We don’t want such a trip. Of course, we want fun and more than fun. Howto avoid all these things? Can we try all the rides?

Ss: No.

T: We don’t have the time aswell as the energy. So we need to ?

Ss：Plan?

T: Yes. We need to choosewhat’s our favorite, for example. What about food? It is always expensive in atheme park or any destination?

Ss: Sandwich?

T: Good idea. Maybe we canhave some homemade food. What about glasses? Besides glasses, what is easilylost?

Ss: watch, purse, phone…

T: Yes. To prevent it fromhappening, we should take care of our personal things.

[意图说明] 通过拓展阅读，进一步丰富学生对主题公园的认识，并为下一环节的一日游计划做好铺垫。

(4)创造性阅读。(5mins)

组织学生进行小组活动，每个小组选择一个主题公园，结合课文内容设计一个简单的一日程安排表。

T: Indeed, a good plan is necessary. And let’s makeone. Suppose you are going to one of the three theme parks in our text, use theform in your handout to make a simple trip plan. Every four of you pick onetheme park from our text. And each one has his or her responsibility. One makessuggestion about morning activity; one noon activity; one afternoon activity;and the last one is the presenter. The presenter should be clear and loud, haveenough eye contact and of course show a well-organized plan. Clear?

[意图说明] 根据课内文本与拓展阅读这两则语言材料创设较符合学生生活实际的一日游计划活动，激活学生,发挥学生的自主性和创造性。小组合作的方式也可以让学生进行同伴互助学习，共同进步。

Step 3 Post-reading(5 mins)

学生小组代表上台陈述设计好的一日程。其他学生使用评价表从三个方面进行简单评定。

T: Everyone, it is time to present. Do rememberpresenter needs to pay attention to all the three things. And the listenersneed to pay attention and evaluate.

S14: I would like to share my plan with you. From myperspective, besides a well-organized plan, some preparations are of greatsignificance. For example we may need to take an umbrella in case of badweather and some pills in case of emergency. And our group divided our planinto three parts: morning visit, noon visit and the afternoon visit. In the morning,we can see carpenters and other craftsmen make their work in the old fashionway, I think that would be great fun. In the noon, we can have a lunch whileenjoying the country music performed in the outdoor theatre. After lunch, wecan visit candy store and try the same candy made 150 years ago. Afternoon, wecan take a ride on the only steam engine train and even see some bald eagle.That’s all. I think we can enjoy our one-day trip in Dollywood. Thank you.

T: That’s a wonderful plan. Clear and loud, fivestars. Well-organized, six stars maybe. But we only have five. About eyecontact, next time, you need to take some simple notes. Then you don’t need toturn over again and again. So I will you give you four stars. What about yourevaluation? What do you think of her presentation? Do you like it? Yes, ok justmake your evaluation on your handout. Now, What about next group?

S15: Well, what about my plan. Before I go to Camelot,I will search the internet gaining information about English culture. In themorning, I go there, waiting outside the gate. I will be very excited; I willsee some fake royal members, like King Edward and the knights of round table.After the lunch, I will go the farm and of course I will feed the animals,maybe very exciting and interesting. And then jousting. After dinner, I will gofor the sightseeing. The night will be very intriguing. Of course I will buysome souvenirs. Take pictures, enjoy the beautiful things. Ok, thank you.

T: Charming accent, right. Well, it is your group’strip plan. So maybe next time you should present: “our group is going to do sth”,that will be much better. Well, I would to see every group’s plan, so pleaseturn it into a piece of writing. And see you next time. Thank you.

[意图说明] 这是一个展示语言输出成果的阶段，学生上台陈述，既锻炼学生的口语，又可让教师了解本节课的有效性。运用同伴评价表，引导学生更加认真得倾听他人，同时激发陈述者的积极性。

Step 4 Homework(1 min)

布置家庭作业：要求学生讲口头讨论的计划重新组织为书面语。

[意图说明] 引导学生将口头讨论转化为书面语，强化本课的学习内容

篇9：高中英语必修四unit5教案

教学目标

Teaching Aims

1. Language Knowledge

Words: theme, fantasy, swing, attraction, unique, carpenter, engine, preserve, knight, cartoon, bald, craftsman, fairy tale, sword, pirate, whichever, wherever, tournament

Phrases: be famous for be modelled after no wonder

2. Language Skills

⑴.To help Ss with the skills of remembering words.

⑵ .To help the students develop their reading ability.

⑶. To help the students learn about Theme parks.

3. Affection and Attitude

⑴. Let the students to understand what a theme park is.

⑵ .Enable the students to learn about the various theme parks all over the world

⑶.Develop student’s reading ability and let them learn different reading skills.

教学重难点

Key Points and Difficulties

1. The main idea of each paragraph and a summary of the text.

2. How to help the students develop their reading ability.

教学过程

Teaching Procedures

Step Ⅰ: Greetings

Step Ⅱ: Warming up by discussing

1. Discussion (Cooperative discussion)

Q1: Have you ever been to a park?

Q2: What is a park? What is a park for?

Q3: Can you describe them? What about the old ones?

Q4: Have you ever been to a theme park?

Q5: What do you think a theme park is?

Q6: Do you know the differences between a theme park and a common park?

(Then ask the students to look at the pictures on the screen and lead them to the topic of this module.)

2. Vocabulary study

(1). Learn the new words on page99 and give Ss some explanation of the difficult words.

(2). Read the new words by themselves, and then ask the students to do some exercises about the new words.

StepⅢ: Skimming

Read the passage to get a general idea and the topic sentence of each paragraph.

The main idea of the passage: _______________________________.

Paragraph1. ______________________________________________.

Paragraph2. ______________________________________________.

Paragraph3. _____________________________________________.

Paragraph4. _____________________________________________.

Do these multiple choice exercises

According to the text, tourists can find Snow White and Mickey Mouse in ( )

A. World Waterpark B. Disneyland C. Central Park D. Camelot Park

2. What’s the Dollywood’s main attraction? ( )

A. Its culture B. Its country music

C. Its candy shops D. Its wooden roller coasters

It can be inferred from the third paragraph that the main purpose of Dollywood is to ( )

A. entertain B. make profits

C. show cartoons D. educate people

4. If you want to see fighting with swords or on horseback, which park would you go?( )

A. Dollywood B. Disneyland

C. Camelot Park D. World Waterpark

StepⅣ Careful reading:

Read the text carefully and complete the table:

Step ⅤRead the passage quickly to tell the following statements true or false.

1. Disneyland can be found everywhere. ( )

2. You can meet any cartoon character you like at Disneyland. ( )

3. Tourism develops where a Disneyland is built. ( )

4. Dollywood is in the mountains in the southeastern USA. ( )

5. Country music singers perform in Dollywood throughout the whole year. ( )

6. Dollywood has the only electric train still working in the USA. ( )

7. Visitors to Camelot Park can taste candy like the candy made in ancient England.

8. Camelot Park has the oldest roller coaster in the world. ( )

9. Camelot Park has an ancient English farm. ( )

10. Camelot Park has places for visitors to watch and maybe take part in sword fighting. ( )

StepⅥ: group work (design)

1. What is the name of your theme park?

2. What is the theme?

3. Any attractions?

4. What do you want to show visitors and teach visitors?

课后习题

1. Please recitesome useful words and phrases and try to use them to make sentences.

2. Read thepassage after class.

板书

Blackboard design

Unit 5 Theme parks

Phrases: be famous for be modeled after no wonder

篇10：高中英语必修四unit5教案

【学习目标】 Enable the students to know something about the various theme parks all over the world, to understand the difference between a theme park and a traditional park and try to finish the comprehending exercises.

【重点难点】 Teaching important points: To solve the questions in Comprehending, and let the students find out the main idea of each paragraph, give a summary of the text.

Teaching difficult points: How to give a general instruction/ description of a place.

【学法指导】 1.Skimming and scanning;

2.Asking-and-answering activities;

3.Listening method.

篇11：Unit5 My new room教案

Unit5 My new room Part B Let’slearn

Step 1 Warm-up：Let’s chant

Step 2 GreetingsT:Today we will have a new lesson.I’ll devide youinto two groups,monkey group and rabbit group.Let’s see who can gethere.If you are here first,you are the winner.And all of you inthis group can get stickers.Understand?

Step 3 RevisionPlay a game “What’s missing”

Step 4 Presentation1.T:There is a cat in the room,what is it doing?It’s finding the mouse.But where is the mouse? Let’s help the catfind the mouse ,ok?Ss:ok!2.(CAI)show the picture of the roomT:Look,where is the mouse?S1:It’s on the box.T:(师带读on 4 times)Who can spell “on”? （read and spell in 4groups）Then,the wholeclass spell ,and T write the word “on”and Ss read thesentences“where is the ..it’s..”use the same way to teach “in (read and spell in 4 groups),under,near( spell inpersonal)”Do actions:Put your English on/in/under/near thedesk.T:Look,where is the mouse? Is it under/in/on thebox?Ss:No.T:Where is the mouse? Ss: It’s over the box.带读，拼，小组读，（开火车读one by one ）区分on,over(摆出相应位置)T:Where is the mouse,now? It’s in front of thecat.多带几遍，分四组读，拼，市小学英语高效课堂观摩研讨会上课教案。T：look at the mouse ,is it in front of thecloset?Ss:No.T:Yes ,it’s not in front of the closet.It’s behind thecurtains.开火车分两列开，区分in front of,behind.?(摆出相应位置)Now ,let’s read these new wordstogether.(伴有手势)师先示范，生齐说，齐做。Step 5 Gameguessing gameStep 6 Practisefind mistakesStep 7 Homework

篇12：Unit5 My new room教案

教学内容： Unit 5 My newroom

Ⅱ 教学目标： 1、能够听、说、认读句子：There is/are … near / … the…和The … is/are near /… the…并能在情景中运用。2、能够运用所学句型对房间摆设作介绍。

Ⅲ 教学重点：使学生熟练掌握There be 结构较长句式表达法。难点：The books are on the shelf一句为复数句式，在教学中不应强调语法，而重在结合图画让学生理解语意。

Ⅳ 教学过程

Step 1 Warm-up &Revision① Greetings②Let’s sing a song---Mybedroom③Show a box and mirror .Ask :T: Where is the mirror ?S:It’s in / on… the box .

Step 2 Presentation &Practice1、Listen and match①Answer : What can you see? Ican see ……②Listen and match thepictures③Check theanswer2、Speaking :Talking about pictures. Show a pictureof teacher’s room . Let some students talk in groups using : What’s in myroom ?There is / are ……3、Listen to “Let’s talk”.① Listen to “Let’s talk”.②Show a picture of desk ,closet … Then let students one by one . There is / are……③Let’s say (read in groups）

Step 3 Consolidation andextension① Do exercise② Design a picture of own room ,then discuss in groups .

Ⅴ 板书设计

Unit 5 My newroomThere is / are……on…There is /are… next…behind …

Unit 5 This Is My New Room

一、Teaching Aims:1.Can read and understand“Let’s read”.2.Can use the preposition andthe furniture words to describe the room in the reallife.3.Grasp thesentences:“There be……”“The closet is (near) thetable.

二、Teaching Difficult and ImportantPoints:1.Grasp the key words and thekey sentences.2.Can introduce their ownroom.

三、Teaching Prepare:Cards, CIA,PP.

四、Teaching Process:Step1:Warm-up/Revision.1. Review thepreposition.2.Do exercises about thepreposition.Step2:Pre-read.1.Ask andanswer.T:Where is the……？Ss:It’s ( )the desk.Step3:Presentation.1.Look,listen andanswer.T:Guess! Whose room is it?2.Listen, read andjudge.（Find out the originalsentences）①There is a small table in theroom.②There are white curtains inthe room.③The closet is on thetable.④The trash bin is in front ofthe door.⑤There is a mirror and anair-conditioner in the room.⑥The computer is on thetable.3.Listen,read andchoose.①The closet is thetable.A.onB.underC.near②The trash bin isthedoor.A.overB.behindC.in front of③The mirror is theair-condrtioner.A.inB.overC.under④Many clothes arethecloset.A.inB.underC.behind⑤What’s on thetable?A.There is a book.B.There is a chair.C.There is a computer.4.Look and repeat “Let’sread”.Step4.Practise.1.This Is My Room: Finish thesentences with prep.2.Look andsay.Step5. Consolidationand extension.1.Design your own room:What’syour room like?

篇13：高考复习教案Unit5 Book1

罗玉南

Revision Plan for Unit 5 Book1

Teaching aims and demands:

1.language points: burn, feed, fetch, so that, grow up, in fact, be made from, in the past, in order to, break the yules, stop sb. (from) doing sth., make sb. do sth., on purpose, obey the rules, knock down, wash away

2.Everyday English:询问做某事的目的及回答。

3.Grammar:复习被动语态和目的状语

Step1 Revision

Check the homework.

Step2 listening the tape of unit5.

Step3 Main language points :

1. burn鷙．晒黑；烫着

a She got burnt while cooking .她做饭时把自己烧伤了-

b The tea is very hot．Be careful not to burn yourself ．茶很热，别烫着嘴。

2. so that(= in order that )：引导目的状语 ,从句中的谓语动词前常带may，might ,can ,could等情态动词。so+adj (adv．) that．．．如此……以致

In order to 引导目的状语，位于句首 ; so as to引导目的状语，只位于句中.

a We started early so that ( in order that) we couild catch the early bus．

= We started early in order to (so as to) catch the early bus，

= In order to catch the early bus we started early .

b We started so early that we could catch the early bus．

Lest: for fear that; in order that--- not---唯恐;以免;为不使

He ran away lest he (should) be seen.

注意：so that也可以引导结果状语, 主句和从句是原因与结果的关系，作“因此”.此时，它不等于in order that．

a My pen was just under my desk，so that I couldn’t find it . 。

用于so that 结构, 有时 that 可以省略。以便, 为了, 所以

Speak louder so(that) the people in the hall can all hear you.

大声点讲, 以便大厅里的人都能听清。

※※ [用于as...so...结构]象...那样, 也...

As you treat me, so will I treat you.

我将象你对待我那样对待你。

[用于not so ...as结构]不象...那样

I'm neither so young as you think nor so ignorant.

我既不象你想的那么年轻, 也不那样无知。

so ...as to...那样...以致[以便]

He is so naive as to believe such a lie.

他竟然幼稚得连这种谎言都相信。

We left for the station so early as to catch the first train.

我们很早就动身去车站以便赶上头班火车。

3.keep + 宾语 + from doing鷖top+ 宾语+ (from) doing prevent+宾语+(from) doing 阻止…做某事 cf. keep sb/sth doing sth. 使人一直做某事

注意：被动语态里from均不可省去,而在主动语态中stop与prevent可省去from, 但在被动语态中不可省略。

这场大雨使我们没能去；

a The heavy rain kept us from going there.

b The heavy rain stopped / prevented us (from) going there．

C He kept us working all day.

4. make sb(sth.)do sth =let sb./ sth. do sth. =have sb. do sth. = get sb./ sth. to do sth.．使……做某事/鷖b (sth.) be made to do sth．

注意：变为被动语态时，接带to的不定式作主语补足语：

eg. Mother makes me do some reading every day . .= I am made to do some reading every day.

Cf. He made some candles to light the room./ He has made some friends to learn English well.

5. feed sb．(sth) 喂食 feed sb．with(on) sth．用……喂养 feed sth, to sb. 喂……给……吃 ( animals ) feed on．．．以……为食(people) live on．．．以……为食/继续生活/ 靠……为生鷏ive on his salary/ money cf. live by selling vegetables

a She fed her baby with / on milk .= She fed milk to her baby.

b Cattle mainly feed on grass．鷆 The people in the south live on rice ．

6. fetch鷙t. (= go and get and bring back)去取(拿)

fetch sb.( sth. ) 去接某人(拿某物)鷆arry 随身携带物品运动，不表明运动方向take 指携带人或物离去或不表明方向 bring 携带人或物向我而来 fetch去并且回来

a Please feteh me some chalk from my office．

b Take this pencil away and bring me a pen．

c The wounded soldiers were carried away.

7. purpose鷑．目的；意图；用途 with/for the purpose of为了……的目的

on purpose 故意的

a鶺hat is his purpose of studying this?

b鶶he went to Australia for the purpose of studying music .

c鶬 didn’t hurt you on purpose .

8 obey the rules = keep the rules遵守规则鷅reak the rules破坏规则

work out ( make) a rule 制定规则 carry out a rule 执行规则鷅y rule 按照规则

9. the rest (of．) 作主语时，谓语动词可用单数，也可用复数，取决于of后面的名词形式或 the rest 所指代的意义。

1) the rest of + n. (pl.) + V. (pl.)鷗he rest of + n.(U) + V.(sing.)

2) the rest 指代 n.( pl.) + V.(pl.) ; 指代 n. (U) +V.(sing.)

a Mary and Beth will go to the movie and the rest of the girls are to go shopping .

b I finished 60％of the work . The rest was done by Tom ..

10. knock鷇own击(撞)倒鷎nock．．．into 把……敲(插)入鷎nock into sb．撞在某人身上

eg. A bicycle knocked into me，but I was not knocked down．自行车撞着了我，但我没被撞倒。

11. in the past“过去”，常与过去时连用。

in the past…years ( months..．) “近几年(月)”，常与动词的完成时连用。

a In the past the villagers lived a poor life．

b I have been busy writing my book in the past few months．

12.keep away from 离开 keep back留在后面;阻止;隐瞒;留下keep off 让开.不接近

keep on doing sth继续干某事. keep out 使在外 keep up 坚持下去;维持

keep up with 跟上

13.Do you have to feed plants like you feed chicken ?

like鷆onj.“ 如像” “ 同….一样”, 连接一个方式状语从句, 可以用 as代替,其词义与句法作用相同.但也有人认为 ,like 的这种用法是一种非正式的, 在正式文体中还是用as 好.

a Nobody loves you like ( = as ) I do , child . b .Please do it like ( = as ) I tell you .

c . The poor children need education ___ they need air and water .

A because鶥 like C when D just as

14. by this means / in this way / by this method

15. grow up 长大,生长/辈grown-up (grown-ups)

grow down变小, 减小

grow from由...长大; 由...发展起来 grow onions from seed

grow in 增加; 在...方面成长

grow into成长为; 变得成熟有经验 She is growing into a beautiful woman.

grow out of长得太大而穿不上衣服 ; 起因于, 来自于 ;(由于成长)抛弃(早年的习惯) grow out of one’s clothes/ My interest in English grew out of my childhood.

grow up into长大成为...

grow [ ^rEu ]鷙i.生长, 成长, 渐渐变得, 增长, 增高鷙t.种植, 栽培, 培育

16.wash away洗掉; 洗净; 冲走; 冲坏

wash down洗掉; 冲洗; (用汤等把食物)送下

wash off洗掉, 冲走

wash oneself洗澡

wash out 洗掉; 洗净; 冲垮; 冲走; 淘汰; 排斥; 洗褪了色; [常用被动态]面色苍白而带倦容, 精疲力竭; 取消

wash up洗(手, 碗, 碟) [口][通常用被动式]断绝关系; (活动)终止; [口][常用被动式]筋疲力尽 ;把...冲上岸

17.1)以why开头的特殊疑问句就行为目的行提问，用不定式来回答

案-Why do you sow cabbages?--To feed my family.

2)口语中也可以用so that 引导的目的状语从句进行简略回答

--Why do you water them?--So that the soil won’t get too dry.

18．(NMET)中测试过的不同时态中的被动语态

1)一般现在时的被动语态

eg. I need one more stamp before my collection is completed．(NMET1994)

2)现在完成时的被动语态

eg.一I have been told the sports meet must be put off．

--Yes，it all depends on the weather． (NMETl995)

3)现在进行时的被动语态

eg. ---Have you moved into the new house?

--Not yet．The rooms are being painted．．(METl991)

4)一般过去时的被动语态

eg. I was given ten minutes to decide whether I should reject the offer．(METl989)

5)过去完成时的被动语态

eg. The police found that the house had been broken into and a lot of things stolen．(MET l990)

Step4 Exercises

Mutiple choice:

1.His face was badly ____by the hot sun while he was working in africa .

A burnt B hurt鶦 hit D shone

2.I hurried ____ I wouldn’t be late for class .

A since B so that C as if D unless

3. Speak to him slowly ___ he may understand you better.(NMET)

A since B so that C for D because

4. Tom kept quiet about the accident ____ lose his job . (NMET)

A so not as to B鷖o as not to C鷖o as to not D not so as to

5. Some policemen should be sent to ____ them ___ the trees .

A prevent ; to cut down鶥 stop ; cutting down

C keep ; to cut down鶧 keep; cutting down

6. Paul doesn’t have to be made ___ . He always works hard( NMET1995)

A learn B to learn C learned鶧 learning

7.There they got married and ____ their young .A brought鶥 fed C raised D rose

8.They can’t send the books to you , so you have to go to __ them .

A carry鶥 take鶦 bring鶧 fetch

9.The ___ of puling down the old house is to make room for a new highway .

A purpose B meaniong鶦 fact D use

10 When the little boy from America was studying in China , he found it difficult to ___the school rules .A work out鶥 make鶦鷎eep鶧 break

11.I’ll take my share of money ; the ___ yours .A other are鶥 other is鶦 rest are鶧 rest is

12.He was reading a magazine while walking . He almost ___.

A knocked me down B knocked down me C turned me over D turned over me

13.A great number of trees ___ in the past few years in the city .

A have planted鶥 have been planted鶦 had been planted鶧 will be planted

14. In some parts of the world , tea ___ with milk and sugar . (NMET1993)

A is serving鶥 is served C serves鶧 served

15. Shortly after we ___ , a waiter came over to our table with a smile.

A seated B were seated鶦 sat ourselves鶧 took place

16. All the preparations for the task ___, and we’re ready to start . ( NMET春)

A completed鶥 complete鶦 had been completed D have been completed

17. Visitors ___ not to touch the exhibits. (NMET )

A will request鶥 request鶦 are requesting鶧 are requested

18.A lot must be done ____ too many trees ___ in this area .

A in stopping ; cutting off鶥 for stopping ; being cut down

C to stop ; from being cut down鶧 to stop ; from cutting off

19. Then she climbed onto the box , grasped the pole , and ___ down the food with the pole .

A knocked B picked C took D shook

20.In America , he made a lot of friends ___ English well so he could make himself ____.

A learn; understand鶥 to learn ; understood鶦 learning ; understand鶧 learned ; understood

21.Half of the class _____ most of the work . The rest ______ really difficult .

A have done ; is鶥 has done ; are鶦 has done ; is鶧 have done ; are

22.____ , you will succeed in time .A Keep on B Keep up鶦 Keeping on鶧鶮eep out

23.Will you please ___ me to say for myself ?A promise B agree C let D allow

24. The plan is ___ in no time .

A to carry out B to carry on C to be carried out鶧 to be carried away

25.He would find no shade to____ while waiting.

A. stand B. stand in鶦. stand under鶧. stand in it

26. Tom kept quiet about the accident _____ lose his job.

A. so not as to B. so as not to鶦. so as to not D. not so as to

27. He was named Robert _____his father by mother.A. to B. upon鶦. after鶧. under

28. The boy often told lies,______ no one believed him.

A. as a result鶥. so that C. in order that鶧. now that

29.The wind was so hard that we could hardly ______ our eyes open.

A. leave B. make C. keep鶧. have

30. “How many elephants did you see in the zoo?” “______ .“

A. None B. No one C. Nobody鶧. Nothing

31.Though I talked with him many times, he never took any____ of what I said.

A. notice鶥. remark鶦. observation D. attention

32. In Britain milk_____ to each house in bottles.

A. is supplied B. supplies C. is supplies with鶧, supplies with

33. I have seen the film twice,but I want to see it _____.

A. again and again鶥. more or less C. a third time D. the third time

34. ”Shall I keep it for you or pass it on to someone else?““_____ , please.”

A. Yes,please to B. No,you mustn't鶦. Ok, keep it鶧. Pass it on

35.The climate here doesn’t _____ me .

A agree to B agree on鶦 agree with D agree

高考英语快速阅读训练

（5）Pudong's education reforms

The Shanghai Pudong New Area held a seminar（研讨会）on Primary and High School Bilingual（双语）Education on June 25at the Gold Apple Bilingual School．鶬t was sponsored by the Pudong New Area Social Development Bureau's Education Section．About 30schools from the Pudong area， the city of Tianjin，and nearby Zhejiang Province participated．鶬n the morning，teachers demonstrated（演示）classroom technique，showing how to teach music，fine arts，history，geography，maths， and physics in English．鶯ater in the afternoon，Guan Zhen，vice director of the Pudong Social Development Bureau，joined other officials in awarding certificates（证书）to 73teachers to recognize the progress they had made in bilingual education．鶶ome of the teachers and principals spoke about their experience in the field．鶷he meeting concluded with Chen Nangang，assistant to the Pudong director，joining Zhu Pu and Wang Juexuan，of the Shanghai Education Committee，in speaking on bilingual education．鶯ongman，which publishes bilingual educational materials，was asked to join other domestic and foreign publishers in exhibiting bilingual textbooks．鶷he Longman materials covered almost all subjects from preschool education up to high school to demonstrate easy access methodology for nonnative English speakers．鶷he majority of the textbooks have been used abroad，where bilingual education was being used prior to（先于）its appearance on the Chinese mainland．鶷he textbooks have proved to be practical at experimental schools in the Pudong New Area and could continue to play an important role in future．鶳udong has had an opportunity to experience surprisingly rapid growth and the local people believe basic education is the way to keep up the pace of development．鶤rea leaders have paid close attention to education reforms，especially in bilingual education．Bilingual education experiments have been tried at quite a few of the area's primary and high schools．（Words：293Minutes：6）

1．The seminar was held mainly鷂___ ．

A．to exchange experience and concerned information about bilingual education

B．to extend bilingual education in China

C．to discuss about what textbooks were suitable for bilingual education

D．to demonstrate some teachers'classroom technique in bilingual education

2．At the seminar，73 teachers from ____ were awarded bilingual education certificates．

A．the Pudong area of Shanghai鶥．Tianjin and Zhejiang Province

C．all over the country D．both A and B

3．What does the underlined word“participate”mean？

A．offer鶥．set up C．attend鶧．make speeches

4．All the following statements are false EXCEPT鷂___ ．

A．some other non-English speaking countries have also carried out bilingual education

B．bilingual education is not yet received by local people in Pudong

C．all the subjects are taught in bilinguals in the schools that attended the seminar

D．it's still unknown whether the Longman textbooks are fit to be used in bilingual education

5．We have the reason to believe that ____ ．

A．all the subjects will be taught in bilinguals in future in China

B．Pudong is one of the best in bilingual education in China

C．bilingual education has been widely accepted in China

D．the Longman materials are the only textbooks for bilingual education

（5）1-5鶤DCAB

篇14：人教版六年级上册unit5教案

一、教学目标与要求

1.能够听说读写五个情绪单词：tired, angry, excited, happy, sad ,bored.

2.能够听说读句型：How does Amy feel? She’s tired.并进行关键词的替换操练。

3.能够完成Task time的任务。

二、教学重点与难点

重点是使学生熟练掌握五个四会单词，并能替换句型“How does she/he feel? She’s/he tired.进行回答。

难点是学生熟练掌握五个四会单词。

三、课前准备

1.教师准备本课时所需的词卡。

2.教师准备录音机和录音带。

3.教师准备本单元的挂图。

四、教学过程

1、Warm-up

(1)教师放歌曲“The way I feel”，学生跟唱。

(2)学生朗读A-Let’s read，教师提问：How do you feel if you have the flu/a toothache/a headache等，学生做简要回答。

2、Presentation and practice

(1)播放歌曲 ( If you are happy.)用歌曲来引出新授单词happy的教学。边唱边做

动作。教师做出“开心”的样子对学生说：You are happy. I am happy, too. Look at my

face. This is a happy face. 然后在黑板上画“happy face”和“sad face”。教师指着

sad face问学生：Is it a happy face?以此教学单词sad。教师可让学生同桌之间一人

做表情，另一人画脸，再描述如：He/She is happy/sad.用简笔画的形式教授其他单

词：excited, tired, angry, bored.

(2)教师做出各种表情，请学生猜：Are you happy/tired/bored…? 然后两人一组

一个做表情另一个猜，以此复习巩固所学的形容词。

(3)教师播放B-Let’s learn的录音，学生跟读单词。然后出示教学挂图，请学生

仔细看图片。教师提问：How does Amy feel? How does John feel? 此活动也可在小

组之间进行，鼓励学生人人参与。活动之后，请几组学生来做回答，检测活动的

效果。

活动名称：Read a feeling book

活动目的:文字、图片、声音相结合，通过观看，加深学生对几个表情单词的理解。

活动过程：

Feelings are inside of me and my face shows how I feel. these are the ways I feel sometimes:

I look like this when I feel happy. When my birthday comes near and when I eat my favourite pizza, I feel very happy.

I look like this when I fell sad. When I’m sick in bed, and when I can’t play football because of rain, I feel very sad.

I look like this when I feel proud, when I get a good grade in school, and when I ride the bike without falling, I feel very proud.

I look like this when I feel scared, when the light goes suddenly, and when I read stories about ghosts, I feel very scared.

I look like this when I feel angry, when my toy gets broken, and when someone says bad words to me, I feel very angry.

I feel lots of feelings everyday.

(4)Pair work。教师给学生半分钟的时间看Pair work部分的图画，提示学生尽量

记住图中的人物及其表情，比一比谁能猜的又快又对。Task time,引导学生仔细看

图，猜测每幅图中发生的事，教师适当讲解故事内容，接着领读图中的提示句子。

(5)活动名称：What is missing?

活动准备: 单词卡片

活动目的：提高学生的注意力和观察力，并达到熟练记忆单词的目的.

活动过程：教师出示几张表情图片，给学生看半分钟。然后随意拿出一张，让学生判断哪一张少了，将缺失的单词报出来并做出相应的表情。

(6)活动名称：Look for your friends

活动目的：操练、认读及拼写单词。

活动准备：单词和字母卡片

活动过程：将全班分成几大组，把所需操练的单词angry, sad, bored等拆分成字母，如grany, das, robde分发给组里成员或班里的同学。当教师或指定同学读到这个单词时，手上持有这个单词的同学必须在最短的时间内按照字母顺序报出该单词，反应最快的同学为胜。

3、Consolidation and extension

(1)学生听读P19五遍。

(2)学生背诵和抄写单词和短语4遍。

五、板书设计：

Unit 2 What’s the matter, Mike?

tired angry excited happy sad bored

篇15：人教版六年级上册unit5教案

一、教学目标与要求

1.能够掌握四会句子：How are you? You look so happy. You look sad today.

2.能够听懂Let’s try和Let’s check部分，并能根据录音内容正确标号。

二、教学重点与难点

重点是四会句型：How are you? You look so happy. You look sad today.

难点是学生能够陈述产生某种心情的原因。

三、课前准备

1.教师准备本课时所需的词卡。

2.教师准备录音机和录音带。

3.教师准备本单元的挂图。

四、教学过程

1、Warm-up

(1)播放If you are happy的歌曲。

(2)日常口语对话：

T: How are you today?

S: I’m fine.

T: I’m glad to hear that…

如学生回答说：“I am sad/bored.”教师可说：I’m sorry to hear that. Can you tell me why? 请学生尝试阐述原因。

2、Presentation and practice

(1)Let’s try.教师播放录音，学生看图，静听并标号。教师略做讲解，校对答案。

(2)教师出示Let’s start部分的教学挂图，说：Look at the picture. What are they

doing? What’s the matter with them? They look so tired. I’m sure they have had a hard

trip.教学新词trip。教师领读并板书，学生跟读，然后过度到学习短语：a hard trip,

a big trip。

(3)教师放Let’s talk部分的录音，学生听后回答问题：How is Liu Yun? Is she

happy? Is she excited? Why? 教师帮助学生回答：Yes, she’s excited. She is going on a

big trip.

教师继续提问：Is Sarah happy today? How does she feel? Why? 教师帮助学生

回答：She’s sad. She failed the math test.并板书：fail the math test。准备一张很糟的

数学试卷，是学生了解语意。进一步教学其他短语a Chinese test, a English test，并

让学生了解pass the Chinese test, pass the English test, pass the math test.

(4)教师请学生扮演Sarah，师生对话如下：

T: Hello! Sarah, how are you? You look sad today.

Sarah: Yes, I failed the math test.

教师接着说：I’m sorry to hear that.让学生理解意思。并引申出句子：I’m glad to hear that.让学生分角色朗读对话。

(5)Let’s check.让学生看Sarah的表情，并读两篇对话，选出正确的答案。

(6)活动名称：心理医生

活动目的：操练句型“How are you? You look…”.学生间自由组合编排对话.通过对话对学生展开情感教学，让学生理解健康的体魄和愉悦的心情的心情是一个人成功的重要因素，使学生形成良好的心理健康状态。

活动过程： A: How are you? You look bored today.

B: Yes. I failed my math test.

A: I’m sorry to hear that. Believe yourself. Work hard. You can pass the text next time.

(7)活动名称：难忘时刻

活动目的：围绕照片上的表情展开询问和讨论.操练句型 “How do you feel? How does she/he feel?How are you? You look…”

活动准备：学生自带日常生活照或家庭成员的照片。

活动过程：学生根据带又特殊表情的生活照片，同桌间相互讨论问答或者小组同学间相互询问。

A: How are you? You look so happy.

B: Yes. I am in Beijing. I visit the Great Wall. It’s very beautiful. How are you? You look bored.

A: Yes. I stay at home. It’s rainy. I can’t play.

3、Consolidation and extension

(1)学生听读P20五遍。

(2)学生背诵和抄写句子4遍。

五、板书设计：

Unit 2 What’s the matter, Mike?

You look happy.

I’m going on a big trip.

You look sad today.

I’m sorry to hear

篇16：人教版六年级上册unit5教案

一、教学目标与要求

1.能够听说认读Let’s read部分，并能回答短文后的问题。

2.能够理解story time的故事。

3.能完成Group work部分的小组活动。

二、教学重点与难点

重点是能听说认读Let’s read部分的故事并回答问题。

难点是能充分理解并大致讲述Let’s read的故事。

三、课前准备

1.教师准备本课时所需的词卡。

2.教师准备录音机和录音带。

3.教师准备本单元的挂图。

四、教学过程

1、Warm-up

(1)师生共唱歌曲“The way I feel”。

(2)日常对话：

How are you feeling?

Do you like sports/football?

What’s your favourite sports?

What class are you in?

2、Presentation and practice

(1)教师出示篮球，教学单词basketball及短语a basketball match，适当扩展a volleyball match, a football match。并让学生熟悉与球赛相关的动词，如：pass the ball, throw the ball, catch the ball等。然后将学生分成两队Team A 和 Team B，进行投球比赛，呈现单词：a ball match, between, goal, win the game.其中between…and…教师站在学生中间，I am between A and B.

(2)学生阅读短文，回答问题：

Which class won the game?

How many goals did they get?

Who got the first goal?

Who got the second goal?

(3)学生自由朗读1-2篇，然后完成短文后的问题，并与同桌互相讨论、交流。教师校对答案。

(4)Story time.教师向学生展示story time的教学挂图，指着图中的人物提问：How is Zoom? How is Zip? Why is Zip happy and Zoom unhappy? 播放录音，听录音跟读。

(5)解说员

活动过程：

①全班同学跟读录音，模仿课文中的语音、语调，感受当时比赛的气氛。

②将全班分成几大组，组员轮流朗读课文，选出朗读的同学代表该组参加小组间比赛后班级中评出解说员。

全班分成两大组——苹果队和香蕉队，部分学生到台前扮演球员，并给队员们佩带相应的队标志，其余的学生做拉拉队。为了安全起见，用橡皮球或沙包代替足球，活动场地也可转移到操场。