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小学英语《Are you feeling sad》教案设计

时间：2023-02-24 08:08:05 英语教学设计收藏本文下载本文

小学英语《Are you feeling sad》教案设计（精选16篇）由网友“阿孔”投稿提供，下面小编给大家带来小学英语《Are you feeling sad》教案设计，希望能帮助到大家!

篇1：小学英语教案设计

一、学习需要分析：

本单元围绕“家庭”这一题材开展，使学生能用英语简单介绍自己的家庭成员及如何询问他人的身份。

二、教学目标分析：

1、知识与技能：

(1)能听说、认读man,father,grandfather,other儿歌网址：

六、教学过程：

1、Warmup

（1）师生一起边说边做前一课所学的Letuschant:ABCDEFGFathermotherandmeCDEFGABSinganddanceunderthetree

（2）日常口语对话Hello,Howareyou?Howoldareyou?

Whereareyoufrom?Nicetomeetyou！设计意图：营造轻松愉快的教学气氛，抓住学生的注意力，吸引学生参加活动。与学生间对话，问候既可以缩短师生的距离又可以培养学生的交际能力

2、Presentation

（1）口语对话结束之后，教师在黑板上粘贴“全家福”，教师指着图介绍Thisismyfather/mother/sister…

接下来，学生介绍自己的全家福:

Thisismyfather(dad)/mother(mum)/sister/brother…游戏1：对号入座

教师出示单词卡片，如father(dad)，学生迅速找到相应的照片，请反应最快的学生上台将照片贴在正确的位置上，并大声说出：Iam…Thisismydad.表达能力较强的学生还可以在教师的帮助下做进一步介绍，如：HeisfromChina.Heisateacher.设计意图：通过游戏活动使学生从一开始就有一种愉快的体验，以至于使他们忘记了是在学习外语，在无意识注意中积极吸收活动所使用的语言。

（2）句型Whoisthisboy/girl?及回答

教师注意this的发音,让学生感受this和that的区别

T(引用旧句型)Whoisthatwoman?S:Sheismymother.

T:Whoisthatman？S:Heismyfather.

（引出新句型,感知的thisandthat的区别）

T:Whoisthisboy?（注意问句的语音语调）S:Heismybrother.T:Whoisthisgirl?S:Sheismysister.

学生跟读Who＇sthisboy/girl?之后，男女生互问互答，展示成果。设计意图：利用图片的作用，引出新知识。以句子为单位，有利于培养学生直接运用外语的能力。模仿朗读的语言实践练习，在助于培养学生的语言训练技巧和语言习惯。

(3)句型Comeon!Let＇swatchTV.

教师在图片外框用粉笔描绘出的TV框架T:Comeon!Boysandgirls.

Let’swatchTV.（做出电视的样子）

学生明白其意，教师注意watch的发音。

引导学生说出相应的回答。

S:Good!Great!Wonderful!（重点指导Great!）

3、Practice

篇2：小学英语优秀教案设计

小学英语优秀教案设计

一、教材分析

本课是人民教育出版社PEP小学英语五年级上册第四单元Part A Let's talk的教学设计。在设计中主要从三方面进行教材分析。首先是基于本课的教材分析，本课以对话的形式呈现语言：What can you do? I can … 其功能是：简单介绍自己能做的家务劳动并询问对方能做什么事情;其次是基于本单元的教材分析，本单元话题是What can you do? 教学重点是有关家务劳动的表述方法，主要句型是：What can you do? I can sweep the floor.Can you set the table? Yes, I can.No, I can''t.最后是基于学生已有的知识储备的教材分析。五年级的学生经过两年多的学习已经储备了一定的语言，有了一定的学习热情并且掌握了一定的学习方法。在第一课时的学习中，学生已经学习了cook the meals, sweep the floor, clean the bedroom, water the flowers, empty the trash有关家务的五个动词词组和句子I’m helpful! I can...

二、教学目标：

鉴于以上三方面的教材分析，结合我们学生对已学习过语言的掌握情况及学生的接受能力，我对本课的目标定位是：

1. 能够理解对话内容。

2. 能听懂、会说： Are you helpful at home? What can you do? I can sweep the floor. You’re helpful! 并能在情景中运用。

3. 能够正确的模仿、朗读对话。

4. 尝试采访学校十佳少先队员代表。

5. 教育孩子要养成讲究卫生和热爱劳动的好习惯，培养乐于助人的优秀品质。

三、教学重、难点

教学重点：

1.理解功能句 What can you do? I can …的意义及其使用的语言环境，并尝试迁移到新的语言环境。

2. 创设情景，为学生搭建语用平台，使学生运用语言真实交流。

教学难点：

语言 Are you helpful at home? 的理解与朗读以及在实际情境中正确运用。

四、课前准备

1.教师准备录音机和录音带。

2.为每个学生准备一份采访记录

3.教师准备课件和单词卡。

五、教学过程

1. Warm-up and preview

T: Good morning, boys and girls.

S: Good morning, Miss Wang.

T: How are you today?

S: I’m fine. Thank you!

(走近个别学生与之问候，拉近距离，为本节课的开展做好情感、心理铺垫。)

T: First, let’s enjoy a chant. (看光盘课本44页的小歌谣，师生拍手同唱，迎合不同学习类型学生的需要，进一步调整学生的情绪，活跃课堂气氛，并激发学生已有的与本课相关的知识、技能，为本课的学习做好语言、知识上的铺垫。)

T: From this chant you can see: Dog can run after you. Panda can eat so much bamboo and Mike can draw animals in the zoo. They can do so many things. Sarah can also do some things. Now look at the screen , speak out the phrases as quickly as you can. Are you ready?

Ss: Ready.

T: Let’s go.

设计意图:大屏幕中依次出现Sarah做家务的图片，学生看到图片后快速说出英文词组，让学生通过眼疾嘴快这个游戏快速在脑海中呈现与本节课有关的关于家务的动词词组，唤醒学生已有的与本课相关的知识储备，同时激发学生参与课堂活动的兴趣。提高注意力，为本课的学习做好了准备。

2. Presentation and practice

最后在大屏幕中出现一张被遮盖住的人物图片。

T: Please look at this picture. There is something that you can’t see. What do you want to know when you see the picture?

(鼓励学生根据图片给出的信息提出问题，老师可以随机板书到黑板上，如：Who is she? Where is she?...)

T: Here are your questions. Now let’s watch the video and find the answers.

Watch the video.

(第一遍看完光盘后，解决学生提出的问题，同时课件中被遮盖的部分被打开，呈现陈洁做家务的画面。)

T: I have a question, too. Is Chen Jie helpful at home?(课件中出现老师提出的一个新的问题，让学生带着问题看第二遍光盘。课件中出现问题的时候，教师出示单词卡helpful并领读单词和问句。)

Watch the video again.

(看完第二遍光盘，解决问题，引导学生回答Yes, she is. 当学生回答完此问题后老师再进一步提问：How do you know that?)

T: This time take out your books and listen to the tape. Please underline the key sentences.

Listen to the tape.

(让学生专心听，并且画出重点句子。让学生读出重点句子的同时，教师板书 What can you do? I can sweep the floor. I can cook the meals.)

设计意图: 初步感知、理解新知，策略性的处理认读句子的教学重难点。落实教学目标一。

T: Look! Chen Jie can sweep the floor and cook the meals at home. How about you and your classmates? Ask each other.

(学生小组活动，利用新学习的句型自由问答 what can you do? I can…并找同学展示。)

T: Boys and girls, you can do so many things. You’re helpful! Now let’s listen to the tape.

Listen to the tape and follow it.

(跟录音读---自由读-----分角色读。)

设计意图: 充分的感知和必要的练习相结合，策略性的处理朗读、运用功能句的教学重难点，内化所学知识。落实教学目标二、三。

3.Consolidation and extension

T: Chen Jie can sweep the floor and cook the meals at home. You can also help your mothers do housework. You are helpful! How about them? Now let’s guess what she/he/they can do?

(课件中呈现一组半遮盖的图片，让学生利用新学习的句子what can he/she/they do? He /she / they can… 通过猜谜的形式，让学生进一步运用所学句型来提问回答，既激发了兴趣又练习了新知。巩固教学目标二。)

T:(猜谜活动结束后老师指着课件上的一些图片说)Look!They can dance. He can play basketball. How about you and your classmates? What other things can you do?

(小组活动，让学生相互询问除了家务彼此还能做哪些事情。并在课件中提示学生注意替换课文中的重点句子，并关注对话的语篇词汇。)

T: Boys and girls, all of you are great! Today I bring you a lot of friends. Look! They are top ten young pionners of our school. They can do many things.(看课件中的十佳少先队员图片)

I invite two of them here. Welcome!(请两名十佳队员上台)

You can talk with them face to face. First, please think what you want to know about them. You can write down if necessary.(学生先思考可以提问哪些问题，接下来采访现场的十佳队员。)

设计意图: 利用身边的楷模能给学生真实的感受——即榜样的力量是无穷的，通过和十佳少先队员的交流，学生可以获得除知识以外的很多别的东西。面对面的问答也体现了对话课的特点，在真实的情境中培养学生综合运用的能力。落实教学目标四。

T: Boys and girls, we know a lot about them after talking with them, Now please say something to them. You can write them down.

Hello, __________. I’m_____________. I’m_____ years old.

At home you can _________________________.

At school you can ________________. You are helpful!

You can also(也) __________________. You are great!

I want to learn from you (向你学习). Can you be my friend?

(学生采访完两名十佳少先队员后，把采访的内容通过心里话的形式写下来，由口头落实到笔头。并找同学加以展示。)

T: Boys and girls, today we have learned a lot about the things that you can do, I hope you can help your mothers do housework as often as possible and try your best to help others. All of you have done a very good job today.Thank you very much !

设计意图: 引导学生把所学语言与生活实际相结合，并渗透德育教育，落实教学目标五。

4. Homework

1. 听录音并读 47页对话。

2. 用英语谈论自己能做的事情。

设计意图: 将本课学习的知识通过作业的形式延伸至课堂外。

Bb designing:

Unit 4 Part A Let’s talk

What can you do?

I can sweep the floor.

I can cook the meals.

全国首届小学英语优质课竞赛一等奖教案

In a Fast-food Restaurant

(浙江宁波市戎徐小学朱雪君)

I.教学内容

In a Fast-food Restaurant

Waiter: Hello, can I help you?

Mum: Yes. What would you like, Dick?

Dick: I’d like a hamburger.

Mum: Me, too.

Waiter: Would you like something to drink?

Mum: Oh, yes. Two glasses of orange juice, please.

Dick: Mum, can I have an ice-cream?

Mum: Sure. Two hamburgers, two glasses of orange juice and an

ice-cream.

Waiter: OK. Here you are. 38 yuan, please.

Mum: Here the money.

Waiter: Thanks.

生词：fast-food / resaurant / hamburger

句型：What would you like?

Would you like something to eat/ drink?

II、教学目标：

1. 能听、读、说fist-food/restaurant/hamburger，并了解其含义;

2.能灵活运用重点句型，并清楚其运用的场合和语气;

(1) What would you like?

(2)Would you like something to eat/drink?

3.能模仿本文对话，并能在一定的语境中运用所学语言进行交际;

4.培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。

III、教学重难点：

1.重难点句型：

(1)What would you like?

(2)I’d like ...

(3)Would you like something to eat/drink?

(4)…，please.

2.掌握有关食物名称的词汇。

III、教具准备：

食物图片：ice-cream, hamburger, cake, bread, juice, milk, water,

hot-dog, Frenh fries等。

食物和饮料：hamburger，cake，bread，milk，orangejuice，cola等。

道具：服务员工作帽、围裙、托盘。多媒体课件一套。

IV、教学过程：

Step 1.Warm-up activities

(1)Do it! (学生按教师的指令做动作)

T：Stand up!/Sit down!/Sit down!/Stand up! (教师辅以手势)

T：Walk!/Stop!/Jump 5 times!/Stop!/Push!/Stop!/Run!/Stop!

(教师和学生一起做，每个动作持续一段时间后，教师突然说：“Stop!”要求学生立刻停下来。)

(2)Do as 1 do?(教师做动作并表达，引导学生边做边说：“Me，t00.”)

教师做睡觉状，并用低缓语调说：“I’m tired.”引导学生说：“Me，t00.”

教师做笑脸状，并用欢快语调说：“I’m happy.”引导学生说：“Me，t00.”

教师做干渴状，并说：“I’m thirsty.”引导学生说：“Me，.too.”

教师手摸肚子，并说：“I’m hungry. ”引导学生说：“Me，.too.”

(3)Listen and act!(学生按教师的指令做动作。)

教师说：“Let’s eat!“(做吃东西状)，学生跟着做动作。

指令依次为：Eat slowly!/Eat fast!/Let’s drink!/Drink slowly!/Drink / fast! /Eat fast! (通过此活动，操练对话中的有关单词，例如：eat，drink，fast。)

Step 2.Revision and presentation

(1)教师问：“What do you like to eat?”让学生根据自己的喜好，用已学句型“I like…”回答。

(2)教师出示卡片hamburger，并问：“Do you like a hamburger?”

(3)学生学说hamburger一词，教师板书单词，并抽查一组学生，学生快速读词。

(4)出示有关食物的卡片(hamburger，cake，ice-cream，iuice，milk，…)，让学生认读。

(5)做游戏：“What’s missing?'’(教师从卡片中任意抽掉一张，再让学生看卡片读单词，然后让学生说出拿掉的是哪一张卡片。)

Step 3. Pattem drills and dialogue teaching

(1)选取单词卡片4—5张，同时出示给学生，并提问：“What would you like?'’引导学生回答：“I’d like…”教师把该卡片送给说出正确答案的学生。

(2)教师把手中卡片送完后摊开双手说：“No food lefi! But

don’t worry，let’s go to the restaurant.You can choose whatever you like.”

(3)屏幕上出现单词RESTAURANT及三幅食物图片：noodles，fish，rice。教师提问：“What would you like?'’让学生用“I’d like ...”回答。当学生选中一种食物时，教师点击该图，出现该食物的价格。教师对该生做手势并说：“20/30 yuan，please.'’引导学生说：“Here’s the money.”当屏幕上显示的是免费食物时，教师则带领全班学生对该学生说：“Conigatulations!”

(noodles—20 yuan;fish—free;rice—10 yuan)

(4)屏幕上出现单词BAR和三幅图片：wine，coffee，juice (wine—600 yuxm，coffee—30 yuan，juice—free)，教师请一学生提问并操作(练习方式同上)。

(5)教师指着，juice说：

“I’d like juice very much.I even drink juice on my birtllday.”屏幕上出现Happy Birthday to you! 和一只蛋糕。教师说：“Suppose today was your birthday，what would you like?'’引导学生用“I’d like…”句型表达自己的愿望。

(6)屏幕上出现一叠叠钱的画面。教师问：“If you had lots of money，what would you like?'’让学生继续用“I’d like...”句型回答。教师引导学生说：“A car? A computer?”等，拓展学生的思维。

(7)教师说：“If I had lots of money，I’d like to open a big fast-food restaurant.”自然引出对话主题。教师出示快餐店图片，并介绍说：“Look，this is a fast-food restaurant.A big nice fast-food restaurant! We sense hot-dogs，hamburger，salad，French fries…” (出示食物图片)

(8)让学生模仿跟读单词fast-food restaurant，并选1、2组学生朗读，教师板书该词。

(9)教师系上围裙，拿起装有食物(cake，hamburger，bread，juice，milk，water，ice-cream)的托盘，扮演服务员，并说：“Are you hungry? Would you like something to eat? What would you like?'’让学生回答，回答正确的学生可以得到该食物。

(10)当食物分完后，教师解下围裙，做出疲倦状，并说：“Oh，I’m tired and hungry.”引导学生说：“Would you like something to eat? What would you like?”教师收回学生所选的食物后说：“I’m full.I’m not hungry.But I’m thirsty now.”教师继续引导学生说：“Would you like something to drink? What would you like?”

(11)教师说：“I’m not hungry and thirsty now.Thank you，boys and girls.

You’ve done a very good job today.”

Step 4. Communicative practice

(1)屏幕上出现招聘服务员的海报，教师扮成快餐店经理，并说：“Our fast-food restaurant needs a waiter or a waitress.Who’d like to have a try?'’

(2)邀请几位学生上来，给他们戴上服务员的帽子，并让他们站成一排;然后，教师(扮演经理)对“应聘者”发指令：“Line up!Turn left!Turn right!Smile and say：Welcome! Can I help you? What would you like? Would you like something to

eat?'’每做几个动作，就请不合要求的“应聘者”回去，最后剩下两位“应聘者”。

(3)教师对全班学生说：“Who’s the best one?Please discuss in pairs.”引导学生两人一组讨论，以确定最后被“录用者”。

(4)请几组学生扮演顾客，来快餐店购物，比较两位应聘者所提供的服务。

(5)最后选出最佳“服务员”。

(6)教师说：“Now 1et’s open our fast-food restaurant.”教师出示有关食物，引导所选的“服务员”与全班同学进行以下对话：

W：Can I help you?

Ss：Yes.

W：What would you like?

Ss：I’d like a hamburger.

W：Would you like something to drink?

Ss：Two glasses of orange juice.

W：OK.Here you are.48 yuan, please.

Ss：Here’s the money.

W：Thanks.

Step 5.Dialogue practice

屏幕上出现课文对话。教师让学生先听对话并跟读，然后分角色朗读

篇3：小学英语《Shapes》教案设计

小学英语《Shapes》教案设计

教学内容：

1． New words: an ostrich, an octopus, a pig, a peacock

2． Sing the song

教具准备：

1．本单元的卡片

2．学生的图形卡片

教学过程：

1． Warm-up

（1）将图形卡片放在地板上，各图形间隔一定的距离，教师说：“Square.” 然后跳到方形的'卡片面前；教师说：“Circle.”跳到圆形的卡片前面。

（2）选一名学生按指令做。随意说图形的名称，让该学生从一个形状前跳到另一个形状前。

（3）让学生轮流说图形的名称。

2． Sing the song

学生用书第13页

（1）让学生看歌曲旁边的图，问学生看到的是什么颜色，并说出颜色的名

（2）说形状的名称，让学生指每个图形。

（3）读单词，学生听并跟着默读。

（4）把歌曲录音完整地放一遍。学生听并依次指歌曲中唱到的图形。

（5）再放一遍歌曲，学生跟唱，边唱边指图形。

（6）让学生拿出形状卡片。再放一遍录音，学生举起歌中提到的图形。

3． Let’s say

学生用书第14页

（1）让学生打开书，看书中鸵鸟的图片。指着鸵鸟说：“This is an ostrich.”

（2）放录音，指单词的图片；再放一遍录音，学生听录音，并跟读。

（3）重复以上步骤学习其他单词。

篇4：英语教案设计

1 To learn the following words and expressions.

fight against/for, in the end, set free, end v., What’s on….?, That sounds interesting.

2.To train the Ss’ ability of telling stories.

3.10 train the Ss’ ability of making up dialogues.

Teaching procedures

Step I Warming-up

1.Get the Ss to talk about the films or the TV plays they have seen/watched recently. The teacher may start asking.

1).Do you know that many years ago in America, there were a lot of slaves?

2). Do you know where these slaves came from? and who knows how they came to America?

3). Do you know what life they were living?

4).Do you know who let the slaves become free men?

2.Show the pictures find the right sentence for each of the pictures on Page 49

Step II Listening

1.The SB Lesson 49 Part 2. Say to the Ss:

T: A new film “Fight for Freedom” is on at the cinema this week. Explain: “on” here means “being shown” and “freedom” is the noun form of “free”. And now two friends are talking about it. Listen to the dialogue and try to find the answers to the following questions.

1) What’s the new movie about?

2) When did the story take place?

2. Play the tape for the Ss to listen to with their books closed. Then get some Ss to answer the above questions.

篇5：英语教案设计

1. To learn the story about Abraham Lincoln.

2.To learn the writing － in time order.

3. To learn to retell the passage with their own words.

4. To master the useful expressions.

Teaching proceduresStep I Revision

1. Check up the homework exercises.

2. Get some students to tell their stories according to the pictures given in the last period.

Step II Warming-up

Show some pictures and ask the questions

1.What do you already know about Abraham Lincoln?

2.What do you expect to learn more about Abraham Lincoln from this passage?

Step III Listening

Listen to the text carefully and then answer what happened in the following years .

1809:In Kentucky, the U.S.A. , on February 12th.

1818:__his mother__died_________

1860:__He became President_______

1864:__He became president for the second time

1865:_He was shot at a theatre___

Step V Reading

Read the passage in Lesson 50 again and then answer the questions.

1.What did he use to do when he was a child?

2.Where did he work as a young man?

3.What did he work for in all his political life?

4.What happened after the war ended in 1864?

5.Why was Abraham Lincoln killed after the war ended?

Answer:

1)He used to work hard and help his father on the farm.

2)In a store and later in a post office.

3) Because the Southern States wanted to set up a country of their own, where they would be free to keep the black slaves.

4) Lincoln was killed at a theatre in Washington, D. C.

5) Because the slave owners in the South and the rich people hated him.

Step VI Language points

Explain the new words and expressions, so that some of the new language items will be familiar to the Ss when they read the passage.

1)as a child as/when he was a child

2) no more than － only

3)in all － in total, totally

4)set up － start/found

5) break out － (war, fire, etc.) appear, start suddenly

6) break away from － go away from

7)consider. . .as － regard. . .as/look on. . .as

Fill in the blank with the following the words

1. Lincoln became very interested in ____. In all his ____ life, he worked hard to build a free state for all the people, (political; politics)

2. Lincoln worked hard against ____, because he wanted to free all the ____. (slavery; slaves)

3. After the ____ woman was taken away, all the villagers were in deep sorrow (悲痛) for her ___. (dead; death)

4. A ____ businessman is a man who has made a big ____ in his business, (success; successful)

5. I think German is the roost ____ for me, because I have a great ____ in learning German grammar. (difficult; difficulty)

6. I’m going to join in the games to ____ for medals. Use the words in the box to ____ the dialogue. (complete; compete)

7. What’s the ____ of the meat? The winners will get a good ____. (price; prize)

8. The ____ which was agreed on last month will be put into operation soon. Children’s ____

on TV is usually shown at 4 o’clock in the afternoons, (programme; project)

Step VII Workbook

1. Go over the explanations of the words and expressions in this lesson.

2. Do Part 2 on Page 119. Complete the passage with the verbs in the right form. Let the Ss read through the passage and put in the missing words. They may discuss with their partners. Don’t refer to the text. Then check the answers with the whole class.

Step VIII Practise

Complete the passage with verbs in the right forms.

In 1860, Abraham Lincoln ________President of the united States. Then he ________still harder for the freedom of the slaves. But the Southern states wanted to _____up a state of their own, where they could be free to ______black slaves. Lincoln said that it was not right for the South to ______away from the Union. Fighting _______out between the North and the South. This was the American Civil War, which _____four years. In the end the North _______. Northern and Southern states _______up again as one country and the slaves were _______free.

Key: became, set up, keep, break, broke, lasted, won, joined, set

Step Ⅸ Homework

1. Retell the story about Abraham Lincoln.

2. Write the story of Li Dazhao in their exercise books.

篇6：英语教案设计

1.Suppose you are Lincoln’s father, say sth. About Abraham when he was a child.

For example: I am a poor farmer in Kentucky. My son, Abraham was born on February 12th., 1809. At that time we were very poor. When Abraham was very young, he had to help me on wife, and she was very kind to little Abraham. She knew he liked reading, so she did everything she could to help him. Little Abraham wanted to go to school very much. We tried our best to send him to school. But we were so poor that he had to leave school soon and work on the farm.

2.Suppose you are a slave, say sth. About your life as a slave and how you felt after you were set free.

For example: I used to be a slave and I worked on a farm for the slave owner. At that time we slaves were bought and sold like animals and the owners of the farms mad us work from morning till night . We were not treated like human beings. We were treated like animals. We did not have any freedom and very often many of the slaves were beaten to death. The Civil War broke out and in the end the North won. All the blacks were finally set free. How happy we were!

3.假设你是一名记者，以第一人称口吻，写一篇采访林肯的对话。

I am a reporter for a newspaper , Yesterday I raised two question to the president. The following is about our interview.

R: What he was going to do when so many people were calling for freedom for all salves?

L:I was fighting for an end to slavery and for the freedom of all slaves.

R: Have you thought about the farmers in the South?

L: The farmers there might have some problems without slaves, but the freedom of all people in the world was more important.

篇7：英语教案设计借鉴

英语教案设计模板借鉴

教学内容：SectionA

知识与能力

SectionA主要是通过介绍服装，学习谈论服装的价格和颜色;学会谈论对服装的喜好和购物时使用的礼貌用语。

教学重、难点及教学突破

重点

学习运用重点句型和语法点：HowmuchisthisT-shirt?It’ssevendollars.Howmucharethesesocks?Theyaretwodollars.。

教学突破

SectionA重在培养学生口语交际能力，谈论如何询问服装的价格和颜色，并学会如何购物。让学生进行情景操练，重复使用是一个可行的方法。

教师准备

设计课文中所涉及的服装图片或教学幻灯片或实物;设计课后巩固练习的幻灯片;制作la、3a部分的插图和人物对话的课件，将听力部分的内容插入，谈论服装的价格和如何购物。

学生准备

收集一些常见的服装名词，并经过调查，弄清常见服装的价格。

教学步骤

一Greetings:

LetSslistentoanEnglishsongandsingit.

二Presentation:

SectionA主要是通过介绍服装，学习谈论服装的价格和颜色。可采取情境导入法：

1.让学生拿出自己喜爱的物品，创设情景，激发他们的兴趣

我先通过收集学生的物品,和让学生回答,引出本课的结构,功能.

T:WhataretheseinEnglish?

S:Theyarebags,hats,pants,socks,shorts,sweaters,shoes,pandas,cars,andbasketball…

T:Whatdoyoulike?

S:Ilikeredhats,greensweaters…

T:Howmucharethey?

S:Theyare…

2.引导学生进行pairwork对话练习，运用所学知识进行互相交流。

三.Practice;

1.播放1b部分的录音让学生听，引导学生在图画中圈出所听到的服装，完成1b部分的教学任务。

2.引导学生展开Pairwork活动，完成1c部分口语交际的教学任务，运用howmuch进行询问价格与应答，可采用师生互动带动生生互动的交流方式：Howmuchis/are…?It’s/They’re…;再让学生自编对话进行操练，巩固所学词汇和句型。

3.Playgames:让学生做一做猜颜色的游戏。

4.播放2a部分的录音让学生听，引导学生圈出他们所听到的服装图画教学一些表示颜色、长短和大小的形容词，完成2a部分的教学任务。

5.重新播放2a部分的录音，要求学生根据所听到的内容填写价格标签，完成2b部分中的听力训练任务并掌握howmuch问句的构成和应答。

6.引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生就1a部分中的`服装进行对话练习，巩固howmuch问句的构成和应答。可采用师生互动带动生生互动的交流方式：Howmuchis/are…?It’s/Ihey’re…(学生根据自己所调查的实际情况作出回答)。

7.引导学生进行对话填空的练习，完成3a部分书面表达的教学任务。可先播放该部分的课件(购物场面)让学生一边看一边听，然后再填空，既练习了听力，又锻炼了写作能力。

8.引导学生操练3a部分的对话，熟悉并掌握购物的对话，学会如何购物;再让学生就3b部分的图画内容进行对话练习，运用所学的目标句型。

四.记忆游戏-----TheMemoryGame

引导学生展开TheMemoryGame游戏活动，完成第4部分口语交际和听力训练的教学任务。要求学生通过重复前面同学所说的句子(谈论服装的价格)来复习、巩固所学的目标词汇并锻炼学生的听力和记忆力。

五.Homework

1.Recite3a

2.DictateGrammarFocus

3.DoworkbookofUnit7(1)

板书设计

Unit7Howmucharethesepants?

SectionA

Words:pant,sock,T-shirt,sweater,shoes,color,black,white,red,green,blue,big,short,long

Sentences:Howmuchistheredsweater?Howmucharetheseblackpants?

It’seightdollars.They’retendollars.

Grammars:Howmuch引导的特殊疑问句的构成以及回答

本课总结

本课利用课件或教学图片、幻灯片来展开课堂Pairwork问答式或对话式的口语交际活动，谈论服装并学习询问服装的价格与颜色，学会如何购物，本课重在对学生进行听力和口语交际能力的训练。

篇8：英语教案设计

英语教案设计

Teaching Content

Asking the Way

A: Excuse me, sir. Can you tell me the way to Bihai Hotel,

please?

B: Sure. You can go there by bus.

A: Is it a long way from here?

B: No, itll take you fifteen minutes.

A: Which bus can I take?

B: You can take a No. 2 bus.

A: Where is the bus stop?

B: Just go straight. Look, the bus is coming.

A: Thank you very much.

B: Youre welcome.

II. Teaching procedures

Step 1. Warming-up

T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall

we sing an English song named ”Bingo“, and try. to change the

word ”Bingo“ with my name ”Bright“?

Step 2. Presentation

T: Im new here, when I arrived at the airport, I heard

someone said ”对不起“(注①)，”早晨好“(注②).I really want to know their

meanings in English. Could you help me?

S: ”对不起“ is ”Excuse me“ and ”早晨好“ is ”Good morning“.

T: Thanks a lot. And now could you tell me something about

your city? I want to travel in this city, but I dont know

where I should go.

S1: Bai Lian Dong Park.

S2: Fisher Girl.

S3: Jiuzhou Town.

T: Good. But I want to find a hotel now.Please do me a

favour. Can you tell me

the names of some hotels in this city?

S1: Hotel.

S2: Yindu Hotel.

S3: Bihai Hotel.

(The teacher takes notes while the students are speaking.)

Step 3. New structures learning

T: They all sound very nice. But how can I get there, by

bus or by bike?

S: By bus.

T: And how long will it take me to get there? Maybe

fifteen minutes is enough.

(The teacher looks at the watch and gives the students a

gesture.)

1) Draw a stick-figure picture to help the students understand

the meaning of the sentence:

”Itll take someone some time to do something.“

2) Write the sentence ”Itll take you fifteen minutes. “ on

the blackboard, and have the

students imitate the sentence.

3) A guessing game:

T: Please look at these pictures and guess

”How long will it take me to ...?“

T: How long will it take me to have a football match?

S1: Itll take you ninety minutes.

T: Yes.

4) Get the students to listen to the recording of the

dialogue, in order to introduce the

new sentence: ”Just go straight.“

5) Use the multi-media to help the students understand the

meaning of the sentence

”Go straight.“

6) Write the sentence on the blackboard, and have the students

imitate the sentence:

”Just go straight.“

Step 4. Practice

1) Ask the students to listen to the dialogue once more, then

ask them to repeat after the tape, first individually and then

in pairs.

2) Encourage the students to read their dialogue with their

deskmates.

Step 5. Consolidation

T: You know Im from Shanghai. Maybe in the future youll go

to Shanghai, so Ive prepared some photographs for you.

1) Show the photographs of ”Nanjing Road“, ”Pudong New Area“

and ”the Bund" to the students.

2) Get the students to ask the teachers from Shanghai

something they dont know, such as

directions, transportations in Shanghai.

3) Ask some students to introduce their tour plans to

Shanghai.

篇9：小学五年级英语教案设计

一.【教学目标】

1、认知目标:

①能够正确说出字母组合ou的发音, 并能够根据其发音规律拼单词。

A层学生:能通过例词自主地归纳出字母组合ou的发音,并能够根据

发音规律拼读新单词。

B、C层学生:在A层学生归纳的基础上与老师的引导下理解字母组合ou的发音规律。

②掌握四会单词mouse, house, sound, count

A B层学生:听到单词,能根据发音规律迅速准确书写四会单词。

C层学生:听到单词,能在教师适当的引导下根据发音规律书写四会单词。

2、能力目标:

①通过不同的教学设计,让不同层次学生的自主学习能力都得到锻炼。

②培养学生认真观察、发现规律的能力和自主探究能力。

3、情感和态度目标:

①创设良好的学习氛围,保护不同层次学生的学习积极性,帮助其树立信心。

②培养学生对英语的兴趣。

二.【学情分析】

本课的教学对象是小学五年级的学生。学生已经掌握了26个字母的名称音、21辅音字母的发音规则、5个元音字母长短音的发音规则以及一些常见元音字母组合的发音规则,比如er\ir\ur\ar\al\or\le\ee\ea\ow\oo\ai\ay。学生有了扎实的字母语音基础,学生会运用自然拼读法拼读出简单的单词,是新版教材的受益者。他们的学习积极性较高,学习能力较强。

三.【教学重难点】

根据教学目标和学生的认知规律,本节课的教学重难点为:

重点:ou字母组合的发音规律,能听辨朗读,并拼写相关的单词 mouse、house、sound、count

难点:根据ou的发音规律,能够用自然拼读法尝试拼读不认识的单词,试着掌握阅读绘本故事的意思

四.【教学过程】

一、Warm up

1、师生问好，自由交谈在没上课之前，我就会与学生进行朋友式的会话：Hi! Good morning, boys and girls. How are you 教师就这样面带微笑，边说边走下讲台与学生握手问候。

2、播放Phonics Song，全班吟唱。【设计意图】学生吟唱Phonics Song，加上一些动作。让孩子们和英语一起舞起来，这样既符合了孩子“好动的天性”，也帮助了英语学习，逐渐把音标教学和动作结合起来。复习了26个字母发音，为后续的直拼法进一步学习做好铺垫。歌曲和歌谣能活跃课堂气氛，使得学生很快融入到英语学习的氛围之中。

二、Create situation.

1、出示图片引出本课的主人公Mickey Mouse，渗透新知。教学生读Mickey Mouse 的名字，mouse中的ou渗透这节课的教学新授点。

3、创设整体语境，布置评价机制。T: Mickey Mouse will invite some of you to Disneyland . Do you want to go there? Now you will divide into four groups. The winner can get the ticket to Disneyland .【设计意图】创设本课语境，学生通过学习，训练，接受挑战，最终取得去香港迪士尼乐园的门票。引出本课的主线，激起学生对课堂学习活动的兴趣。一节新课的导课设计至关重要，富有情趣的导入将和学生们之间架起沟通的桥梁。

三、Presentation

1、出示Mickey Mouse图片，问学生Who is he?引出单词mouse，教读并教学生怎么拼音。Read the word one by one.

2、A mouse is in the house. 出示图片引出单词house,并教读让学生试着去拼读。

3、继续教学count、sound

4、自主发现ou的发音规则，讨论一个问题：What’s the same about the four words? 以自主体会发现ou的发音。

5、Play a butterfly game.

6、用不同的字母和ou搭配，强化学生的拼读能力。

7、有节奏的朗读chant。小组PK.【设计意图】小组成员PK，这种富有竞争的活动，就会使学生会适时关注自己的学习过程与结果，逐渐学会自我调整学习方法。

四、Consolidation

1、完成课本内容，巩固发音规律。(1)Look，listen and circle.听单词圈出正确的单词。(2)Look，listen and write. 听单词书写单词。【设计意图】学生在参加游戏后，需要安排一个让学生静下来的活动，做到动静相结合。Look，listen and circle.听单词圈出正确的单词。Look，listen and write. 听单词书写单词。这两项活动使全班都参与进来，并以此巩固新知。这两项活动能训练学生的辨音能力和听音能写的能力。

2、欣赏绘本故事。教师在播放绘本的动画前，让学生试读故事标题，然后播放两遍绘本动画：第一遍侧重于学生整体感知故事，第二遍鼓励学生尝试跟随录音一起朗读。【设计意图】phonics教学不仅仅是为背单词服务的，如果只是停留在“见词会读，听音会写”的层面，那无异于舍本逐末。这一环节的设计就是让学生所学的Phonics 技能在阅读实践中得到进一步地强化和提高;同时也让这些不断提高的phonics技能反过来帮助学生理解阅读材料，成为阅读的一种方法。这样一来，就形成了一个螺旋循环上升的态势，长期坚持下来，终会达到我们孜孜以求的提高学生阅读能力、让Phonics为阅读服务的目的。语音的最终指向是能提升学生的阅读能力，因此在本课的拓展环节，设置了一篇的绘本故事，让学生能够在基于掌握语音规律的基础上，自主的查寻阅读，并且能够在朗读中做到发音清晰，语调正确，语流自然。

五、Summary and homework.

1. 小结板书,并评出哪些同学获得Mickey Mouse的奖励

2. 布置作业:1、练习ou的发音及尝试拼读新单词。

2 、Read the story to your parents.

五、板书设计

Unit6 In a nature park

Let’s spell

mouse house

ou/au/

count sound

小学五年级英语教案范文二：美国的文化

知识与技能目标：

1. 学生能听懂、会说、认读并书写以下词汇of， star

2. 学生能认读、理解并运用下列句子：

They speak…

3. 学生能介绍有关美国的基本信息，知道美国的重要景点，在地图上能够找到美国的位置。

情感目标：

创设学习情境，激发学生学习的热情和兴趣，提高学生学习的积极性和主动性。

文化意识：

要求学生学会如何分享对世界的看法，并比较和对比中国和美国生活方面的

1. 不同。

2. 了解美国的文化，并和中国相比较，能简单描述中美文化差异。

教学策略及教法设计

这节英语课教学以学生为主体，以训练为主线，以能力的培养为宗旨。

倡导积极与他人合作，共同完成学习任务，使学生在教师的指导下，处理遇到的问题，通过感知、实践、参与和合作等学习方法完成任务，感受成功。

教学过程：

Class Opening

1. Greetings

2. Warming up Game: Stop, go!

Hello, my name is ----.

I live in the U.S..

I speak Chinese.

New Concept

1. Talk about the map

【设计意图：通过师生交流，辅以多媒体课件

，让学生更有兴趣且记忆深刻。】

This is a map of the U.S..

2. Ask a question.

What is the capital city of the U.S.?

Do you know about Washington D.C?

【设计意图：给学生机会请他们谈谈自己所了解的

Washington D.C。学生对他们感兴趣的话题很乐于来表达。】

3. Listen and answer the questions.

1). What country is next to Canada?

2). What do they speak?

3). What is the capital city of the U.S.?

4). What colour is the map of the U.S?

5). What does the map of the U.S. have?

4. Introduction-- How to say it in English?

Do you want to know?

the U.S.’s flag, the White House, president of the U.S , Statue of Liberty , ect.

课件呈现the U.S.

’s flag, the White House, president of the U.S , Statue of Liberty, ect.

【设计意图：学生们对美国很好奇，很向往，利用这一契机，教给他们这些地方的英文，

提高他们的学习积极性，同时扩大了学生的知识面。】

Practice

1. Pair work --Introduce the U.S.This is a map of __.

They speak__.

__is the capital city of __.

The flag of the U.S.is__.

It has ____ and ____ .

2. Look and write.

Here is a __________ of the U.S.

They speak __________ in the U.S.

Washington, D.C. is the capital __________ of the U.S.

The flag of the U.S. has __________ and stripes.

It’s __________, white and __________.

【设计意图：让学生们小组进行合作式练习，加深学生对国家介绍

的词汇、句型的理解与记忆】

Expand

Introduce more places in the U.S..

the Capitol Hall

Uncle Sam

Class Closing Homework：

Write a passage about the U.S.

板书设计： Lesson9: The U.S.

The U.S is next to Canada.

They speak English.

Washington D.C is the capital city of the U.S.

The flag of the U.S

小学五年级英语教案范文三：了解喜剧大师卓别林的故事

教学背景分析:

(一)对课标的理解与把握：

五年级英语课标基本要求是综合语言运用能力达到二级标准，基础教育阶段英语课程标准的总目标是培养学生的综合语言运用能力。

(二)教材内容分析与理解：

本课是阅读课，阅读课是五年级教学着意要培养学生的能力。作为单元的最后一部分，阅读课的作用是让孩子通过阅读开拓视野，了解文化知识，发展阅读技能。从素质教育的要求和学习语言的目的看，五年级英语教学重视培养学生的阅读能力以及文化意识的培养。只有通过大量阅读，才能积累大量的词汇、结构和句型，扩大知识面，培养语感，提高对文字的反应能力。因此，本节阅读课教学应着重培养学生从群意上去阅读，锻炼根据上下文的猜词能力，不要一见到生词就查字典。

(三)学生情况分析：

五年级的学生是小学阶段学生的高水平者，已经有了两年的英语学习经验，无论是从单词量还是句型上来说都有了一定的积累，前两年的英语基础对于五年级英语的学习有很大的帮助。孩子们现有的水平已能够做到初步阅读，理解文章的大概意思。同时，卓别林是中外闻名的喜剧大师，不少学生都曾在读物中接触到过，他夸张搞怪的形象能够引起孩子们的兴趣。教师可借助学生的这种兴趣，在老师的引领下去精读文章。

教学目标：

(一)知识与技能：100%的学生通过初步阅读，概括了解喜剧大师卓别林的故事，以及他表演的特点。80%的学生能够寻找出描述卓别林表演、着装、动作等具体特点的信息，回答相应的问题。60%的学生能够熟练朗读，并且在老师的提示下复述本文，进一步培养英语能力。

(二)过程与方法：通过观看卓别林的视频，通过分层次阅读和拼图式阅读来研读文章，与教师的互动交流等方式，能对课文或以外的相关信息进行描述，并能与他人进行简单的谈论。

(三)情感态度与价值观：了解喜剧大师卓别林的故事以及他的表演特点，了解哑剧，增强对英语学习的兴趣，产生对西方文化的好奇心。

教学重点和难点：

I教学重点：积累词汇、句型和结构，扩大知识面，提高对文字的反应能力，学会根据上下文去猜词，学会精读和泛读，培养良好的学习习惯，提高阅读的准确率。

II教学难点：如何去根据上下文去猜词，提高阅读的准确率，以及如何培养英语语感。

教学资源、教学手段和主要教学方法：

(一)教学资源：卓别林表演的短剧视频、精美的多媒体课件

(二)主要教学方法：分层次阅读、拼图式阅读、任务型阅读、小组讨论法以及情景模拟

教学过程:

我将从读前，读中，读后三方面进行教学：

1.阅读前(pre-reading):1.自由会话，激发情感;2.创设语境，升华情感;3.引出主题，激发动机

【具体做法】教师准备一个卓别林表演的短剧视频，读前播放，作为读前的铺垫并向学生透漏一定信息。然后分组进行讨论，谈一谈短剧的特点以及卓别林的表演特点，让学生总结出哑剧的特点：不说话、有背景音乐;以及卓别林的表演特点：黑色帽子、小胡子、长长的裤子、大大的鞋子、拐杖、以及夸张的表情的滑稽的走路方式。

【设计意图】够迅速引起学生的兴趣，为学习文章做铺垫。

2阅读中(while-reading):1.默读感知文章，扫清单词障碍，搭建支架;2.通读全文，找关键词，找主题句，了解文意.

【具体做法】要求学生分两次阅读(泛读、精读)

第一次阅读(泛读)：请学生按照自上而下(Top-down)的方法从语篇整体出发，抓住短文的大致意思，不纠缠于生词。然后请学生们各抒己见，说一说自己读懂了什么(猜测词汇语义的意识和能力)

第二次阅读(精读)：比起泛读，精读是点。就是学生能否知晓卓别林，他表演的突出特点，着装特点，动作特点等进一步获得准确信息，找出每个自然段的核心信息句子，标出来。并且在精读采用拼图式阅读的方法，将全班分为R、E、A、D四组，给不同的组分配不同的文章段落，小组阅读，探讨段落中的生单词，总结段落大意。然后通过活动，教师引导二度分组，将零散的段落进行拼图，结成新的小组，组内合交流作(当然，在学生探讨、猜词时教师要给与适度的指引)完成全文的阅读任务。

【设计意图】两次阅读是为了传授阅读中精读和泛读的概念;逐步帮助学生构建完整而具体的信息，避免因为对某个生词的关注而弱化阅读文章。采用多种方法启动学生的阅读活动，是为了有目的分次提取本文段的重要信息。

3阅读后(post-reading):小组进行讨论，完成课本上的“思考小任务”。然后采用教师领读、个人领读、学生领读等方式熟读文章。老师给出卓别林装扮的特点的重点单词以及卓别林所表演的哑剧的重点单词或短语，引导学生根据教师所给单词复述文章重点段落(第二三四段)

【设计意图】加强对文章的深度理解。良好的阅读习惯要求平时要多朗读，甚至复述或背诵精彩段落和文章，这样能够培养英语语感。拓展训练采用根据提示复述文章的方式，让学生真正理清文章脉络，更重要的是能够锻炼学生张嘴说英语的能力，以及为以后写简短小文章打下基础。

板书设计：

Unit 3 My father is a write.

Fun Facts Charlie Chaplin

The first movies:

did not speak

can hear music; and watch action

read some words

A picture of Chaplin

Chaplin:

looks funny

a black moustache; a white face

wears a black hat; trousers are too long; shoes are too big

walks with a walking stick in a funny way.

【设计意图】板书是课堂里不可或缺的环节，板书是一堂完整课程的浓缩。在设计板书时要注意挑出本课重点内容的单词或句子，让学生能够看到板书，根据板书的脉络就回忆起课堂所学。

篇10：小学英语《Funny cartoons》教案设计

小学英语《Funny cartoons》教案设计

教学目标：

1、能正确拼读6个单词:head,arm,hand,leg,foot,body

2、能通顺、流利地朗读课文句子。

3、会用句型“I have……”来描述自己的身体特征。

教学重点：

认识并正确拼读身体各部分的单词。

教学难点：

1、名词的单数变复数。

2、用“I have……”“My ……is/are……”来描述自己的身体特征。

教学过程：

Step 1 课前热身( Warming up)

课前游戏:唱反调《Big and small,short and long》

Step 2 谈话导入（Greeting）

1、播放卡通人物的图片，引入本单元话题Funny cartoons.（板书课题）

2、教师介绍自己的新朋友Beebo.

T:I have a friend .He is a cartoon,too.Look! He is coming .

3、播放录音，生听录音并向Beebo问好及介绍自己的姓名。

Beebo：Hello! I’m Beebo.

T : Hello! Beebo.I’m Wang Maomao.

S1: Hello! Beebo.I’m ……

S2: Hello! Beebo.I’m ……

……

Step 3 复习旧知（Revision）

游戏：《Lucky hand》通过抽奖游戏来复习已经学过的有关身体部位的`单词。

如：eye ear nose mouth hand hair face

Step 4 新课呈现(Presentation)

1、教学单词

（1）、教学单词：head

由刚刚的游戏引出单词head,出示Beebo的图片，并圈出头部。T:Look !This is Beebo’s head.

教师带读单词head，拼写单词。然后学生齐读，开火车读，分组读。（板书单词）

最后学习词组a big head,a small head与句子I have a big/small head.

同理教学其他单词：arm,leg,hand,body,foot.

（2）、let’s chant说唱练习

（3）、Look and say看图说单词。

（4）、Fill in the blanks补全单词

2、教学课文

（1）、播放课文录音，学生根据老师发放的任务单完成任务一，听录音排序。

（2）、再次播放录音，学生听录音跟读课文。

（3）、生自由读，师巡视指导。

（4）、生分组读课文。

Step 5 巩固与拓展(Consolidation and extension)

1、根据老师发放的任务单完成：Introduce myself 自我介绍

2、根据老师发放的任务单完成：Introduce your favourite cartoon介绍介绍自己最喜欢的卡通人物。

Step 6 家庭作业

1、画一副自己的自画像。

2、用今天所学的单词和句子向你的家人或朋友进行自我介绍。

板书设计：

Unit 10 Funny cartoons

head arm

hand leg

篇11：小学英语微课教案设计

一、教学内容：part d & e

二、教学目标

1、复习巩固问候语how are you?及其答语，要求读音正确，语调自然。

2、复习巩固句型: how are you?i‘m fine/well/good，thank you。

3、激发学生英语学习兴趣，会唱歌曲how are you?

4、完成教学uint2。

三、教学重难点：

1、激发学生英语学习兴趣，会唱歌曲how are you?

四、教具准备：

磁带、录音机。

五、教学过程：

a. greeting

(the teacher stands at the door and greets the students as they come in the door.)

t: hello. hi.

(the teacher stands in front of the class and greets all the students again and prompts them to answer.)

t: hello.

ss: hello.

t：class begings.

s1: stand up.

t: hello, boys and girls.

ss: hello, miss que.

(the teacher looks at individual students and prompts them to answer.)

t: what’s your name?

s1: hello, my name is ….

t：how are you?

s1:i’m fine, thank you.

开起小火车，一个接一个和后面的小朋友打招呼。

b、presentation：

when we meet someone, we should say “how are you?” now, let’s watch and listen.

c、sing a song

1) 反复播放how are you ?让学生先熟悉曲调。

2)带领学生学歌词，并按音乐节奏做歌词诵读练习。

3)带领学生学唱歌曲。

4)引导学生替换歌词，如fine 可替换成well, good等。

d、play a game

1) 课前布置学生找一个或者作一个自己喜爱的卡通形象的手偶。

2)教师讲解游戏的做法，并进行示范。

3)小组内使用手偶开展对话游戏，用学过的语言进行交流：

s1: good morning/ afternoon/ evening. what’s your name?

s2: my name is …

s1: how are you?

s2:i’m fine/ well/ good. thank you .

e、practise

(1)活动1：listen and judge.

教师先向学生解释清楚题目的做法。

——how are you ， helen?

——i’m fine , thank you.

请学生听录音，要求学生根据录音判断对话内容是否与图画意思一致，相符则为笑脸，否则为哭脸。

(2)活动2：listen and respond.

录音中，画面上的某个人物正在和另一个人打招呼。根据图片所示内容用已学句型作出应答。

师生互问，生生练习问答。

(3)学习活动3：listen and colour

要求学生在听录音后，根据录音内容将字母涂上合适的颜色。

(4)学习活动4：look and act

要求学生先看图，然后依据图意说英语并表演。

教师组织学生操练句型。

——is this david?

——no./…

f、assign homework

(1)听录音，进行对话。

(2)鼓励学生平时用本单元所学的日常交际用语相互打招呼。

(3)鼓励学有余力的学生学习其他的打招呼用语。

g、writing on the blackboard

unit 2 how are you?

——how are you?

——i‘m fine/well/good，thank you.

篇12：小学六年级英语教案设计

【课题】Lesson 3

【重点】句型Are these/those…?

【难点】有关名词复数浊辅音后面加-s 及单数变复数的读音规律。

【过程】

一热身/复习：

1、日常口语会话活动。

2、教师播放歌曲《Twinkle，Twinkle，Little Star 》，学生表演唱。

3、教师拿出一个准备好的盒子：里面装有学生学过的各种文具，让学生触摸后猜，此时教师可以提问，也可以让孩子自己提问：What’s this ? 由猜的孩子回答。教师可以适时引导：Is this a …?

4、在游戏中复习有关文具的词汇。

二新课展示：

1、教师拿出图片，只让学生看一部分，问：What are these?/ What are those ?

2、学生猜测，可能有的学生在教师的引导下会问：Is this a …?这时教师可以告诉孩子自己手里并不是一个，引导孩子用Are these … / Are those… 提问。教师不要急于公布答案，应让孩子多猜一猜，练习本课重点句型。

3、教师用第二部分的图片引导孩子练习句型。建议教师把图片画的模糊些，这样就为孩子提供了使用本句型的情景，而不是明知故问。

4、教师在引导学生练习的时候要有意识的提示孩子关于名词变复数的读音。

三看图说话：

1、教师让孩子打开书，看着书上的图，两个人一组互相提问、回答。

2、请学生提问，自己找同学回答。也可以以小组竞赛的形式开展这一练习。

3、教师出示词语卡片：map + s = maps [ maps ]请学生读。

4、再出示：pig + s = [ pig ]请学生填。此时教师可以引导孩子回忆、讨论，然后再回答。教师带读单词：dogs pigs eggs bags flags cups

四学习课文：

1、教师请一位同学到前面来按要求画简笔画。教师准备一张小纸条，上面写着tree。学生画tree。教师问大家：What is this ?再找两位同学同样画树，教师再问：What are these?Are these trees?

2、下面由教师画，同时提要求：我在画的时候你们可以随时用英语提问。教师边画边引导孩子提问，随着画面的呈现，由孩子自己回答。 Question：What is this?

Answer：It is a star。

3、如果孩子不会星星这个词，教师出示单词卡片并带读几遍。

4、教师继续画：

Question：What are those?

Answer：They are stars。

Question：What are those?

Answer：They are hills。

Question：What are those on the hills?

Answer：They are trees。

5、教师不断根据课文内容完成画面，并引导孩子谈论画面。

6、出示单词：plane spaceship picture star hill tree，指导学生读词。然后再将本课新词拼读几遍。

7、看视频对话，要求孩子认真听，然后回答问题。

8、提问：(1)What is the boy doing?

(2)Is he draw a plane?

(3)Do you like his picture?

9、教师播放课文跟读部分课件，学生重复句子，模仿课件中的语音语调。

教师请学生朗读句子，及时纠正学生的发音。

10、两个人一组进行对话练习。

11、课堂评价：根据学生朗读的情况，由教师评价，或由同学之间评价。

12、教师：你们愿意到月球上去看一看吗?关于其他星球你们知道什么知识呢?希望你们在课下多阅读一些这方面的知识，丰富自己。

小学六年级英语教案范文三：Unit1Whatarethese?Lesson4NewStamps

【课题】Unit 1 What are these? Lesson 4 New Stamps

【教学重点】

1、使用指示代词“这些”“那些”，表达复数物品。

2、课文的理解与认读，以及围绕主句型的问答练习。

3、拼写朗读单词have、like，以及These are Chinese/English/American/stamps.句子的认读和运用。

【教学难点】

1、stamps发音比较困难，“-mps”有闭唇，吐音的现象，教师要注意引导纠正，不要吞音。

2、恰当地使用一些形容词修饰名词

【教具准备】

1、教学资源：音频课文和视频课文。

2、教师为学生准备一张新邮票和几张旧邮票

3、单词卡片。

【教学过程】

一 Warm-up/Revision

1、师生问候，进行日常口语会话活动。

2、教师播放歌曲《Head，shoulders，knees and toes 》, 和学生一起演唱，边唱边做动作。

二 Presentation

1、Guessing game教师将一张邮票握在手中让学生猜。What’s this? It’s a…。引出单词stamp在适时引导学生摸仿学习stamp之后，教师又拿出一个已装有几张邮票的小盒，晃一晃让学生感受到盒里不只有一件东西。教师又问What are these? 引导学生说出These are stamps。并反复练习。

2、教师将一张邮票和盒中的几张邮票分别放在手中，引导学生描述This is a stamp. These are stamps. This is a new stamp. These are old stamps. These are Chinese stamps.

3、教师从陈列的邮票中选出一张，借助体态语表达出I like Chinese stamps. 在学生初步理解后问学生And you? 引导出对Me too.的学习。

4、教师播放资源中的视频部分，指导学生仔细观看后，引导学生回答下列问题：

①Are Peter’s stamps new?

②Are Peter’s stamps beautiful?

③Are Peter’s stamps Japanese?

根据学生回答情况，教师自己选择再看录像的遍数。

5、教师播放资源中的课文跟读课件，学生跟读，教师注意及时引导纠正发音。

学生两人一组操练对话。

请学生到前面表演，教师和学生一起互相评价。

6、教师出示have，like，these，those，Chinese，stamps的单词卡片，让学生拼读单词。

三 Practice

1、悄悄话。教师将These are hens/pens. Those are pencils/apples.等句子悄悄地告诉每组的第一个学生。每组告诉一句，当教师说开始后，同时间后传，看哪组传得又快又准确。

2、教师将画有Let’s practise中物品图的一张放在面前，另一张放在较远处，引导学生，看图说话。These are ……Those are ……。

四 Add activities

教师为学生提供一些不同国家生产的物品。如Chinese bags, American books, Japanese pencils(或画出相应的图片陈列),引导学生描述这些物品,并用上I like……表达个人喜好。如：These are American ships. These are Chinese ships. I like Chinese ships.

五 Workbook and homework

1 听录音圈答案

2 听音标号

3 Read and copy.

4 仿照例子造句。

第一、二题可在课堂上完成，后两题作为家庭作业由学生回家完成。

篇13：小学二年级英语教案设计

课前准备

1.教学挂图。

2.教学投_。

3.教学录音磁带。

4.单词卡片。

5.听力检测用的贴片。

6.实物玩具：娃娃、毛绒熊、小火车、小轿车、球、小飞机、纸风车。

教学内容

A Listen and stick.

1.本部分的教学内容主要是通过听录音、贴人物图，检测学生听力。

2.画面中呈现了一张娃娃脸和一双鞋，示意了两个人物的局部画面图，为听录音正确贴出所缺部分的教学活动提供了必要的视觉参照物。

3.娃娃脸和鞋以外的其他身体部位和服装的贴片在教科书最后的贴图页中。

4.本部分教学的重点是训练学生的听力，并检测学生对本单元单词的掌握情况。

5.本部分教学的难点在于每幅图提供的听力材料只限定了两套贴片中的一套，学生必须仔细听，在听懂的基础上才能选择正确。听力材料中有干扰项。

B Let's talk and find out.

1.本部分设计了一张带有7个玩具的问卷调查表。

2.问卷提供了与同学或朋友就玩具话题进行沟通和交流的具体内容和情景。

3.问卷上7种玩具下方的空格的设计意图：填写喜爱该玩具的同学或朋友的姓名。

4.本部分教学的重点是组织学生开展相互询问交流、填写表格的活动，之后再就表格内容进行语言描述。

教学建议

1.本课是单元检测课。在这一课时的学习中，教师应注意先复习本单元的全部内容，然后检测学生掌握的情况。

2.教师可采用多种方法带领学生首先对本单元的6个形容词进行复习。可采用说单词画图，做动作表演猜形容词，唱歌曲、说歌谣、看投影画面说词、认单词卡片说词等形式复习、巩固、掌握单词。

3.在复习形容词时，教师可同时引导学生用形容词词组进行练习，为后面的听力检测做必要的铺垫。如：pretty face, pretty hair, ugly T-shirt, tall boy, short girl...

4.在复习形容词和形容词词组的同时，教师可有意识地适当引入身体部位、服装、动物教具、玩具或实物，引导学生运用所学的形容词对这些有趣的事物进行充分的描述训练，使学生能自如地开口说身边的事物，对学习产生兴趣。

5.在复习的基础上，教师指导学生观察A部分画面，有意识训练、培养学生的观察能力，让学生看清楚画面上有什么，还缺什么。同时教师可鼓励学生预测、猜想录音材料中的内容，可能会让大家贴什么。这样既培养了学生进行预测的学习方法策略，又能达到吸引学生将注意力集中投入到听录音上。教师在教学过程中可以经常使用一些具有感召性、鼓动性、激励性、暗示性、启发性的方法，引发学生的兴趣，并使他们积极参与到教学的活动中来，从而使教学收到意想不到的效果。

6.在复习与预测之后，教师为学生播放教学录音带3遍。在播放过程中，教师示意学生仔细听录音中的内容。教师可讲授一些做听力的技巧：先完整地听，了解大概意思;在听第二遍时要注意听关键词，哪些词是本单元学习过的;再听这些词与什么有关系，修饰形容了什么，与书上的娃娃脸和一双鞋有什么联系，从而决定要贴的内容，选择贴片。

7.在学生完成听录音贴贴片之后，教师组织学生交换教科书，开展pair work相互进行批改，分别用√或×在所贴部分的旁边做出标志。之后教师发听力反馈检测表，让学生自己填写听力结果。教师将检测表收回记入学习档案。

8.在做B部分练习时，教师可先让学生开展group work活动，说一说调查表中的玩具。可运用已掌握的句型进行表达，如：I've got a.... This is a.... I like this / the.... My favourite toy is.... This / The ... is my favourite toy.小组同学一起发言讨论，看谁说出的玩具名称多，谁能就玩具话题用更多的英语句子进行表达。

9.复习完这些玩具词后，学生开始找同桌、组里的同学或好朋友去进行问卷调查。教师鼓励学生在调查中尽量找更多的同学和朋友，渗透广交朋友、建立良好人际关系的意识。

10.教师建议学生在调查中使用规范礼貌的语言，如：Hi! ... Hello! ... Nice to meet you.I like the pinwheel.Do you like it? Do you like the teddy bear? What's your favourite toy? 如果被问同学、朋友回答：Yes.I do.或Yes.I like the teddy bear very much.做调查询问的学生在绒毛熊下边的空格中打勾(√)表示被采访人喜欢。如果被采访者说：No，I don't.采访人在玩具下的空格中打叉 (×)则可，表示被采访人不喜欢。

11.本课为单元检测课，主要活动是训练学生通过观察、听、思考，进行选择、贴、说、问答和完成问卷。教师可根据学生听、说的反馈情况，针对学生不足和存在问题，采取恰当的补救与改进措施。

12.录音材料：

A项：DIALOGUE

Boy: Who is she?

Girl: She's my classmate, Jane.

Boy: What is she like?

Girl: She's thin.Her hair is pretty.She's from America.

Girl: Who is he?

Boy: He's my friend.

Girl: What is he like?

Boy: He's short.His T- shirt is ugly.He's from Britain.

B项：MONOLOGUE

Girl: What toys do you like?

Boy: I like the pinwheel.

Girl: He's my friend Tom.

His favourite toy is the pinwheel.

课堂学习评价

1.教师把学生听录音并正确贴出贴片和完成调查问卷的情况用和符号记入学习档案。学习档案的记录内容可以选择以下项目：

—教师收集学生听录音贴贴片的检测结果(检测表如下图)，将其放入学习档案。

—教师检查学生的调查问卷并给出评价，将评价放入学习档案。

听力贴图检测表 (根据情况在第三行格内打勾显示检测结果)

左图

右图

全对

错一处

错二处

错三处

全对

错一处

错二处

错三处

2.教师具体而简要地记录学生当堂表现：

—能够说出形容词并用形容词描述身体部位、服装、动物的学生有多少人?

—能够认真听录音的学生有多少人?

—能够根据录音内容正确挑出贴片的学生有多少人?

—能够看图说出图中玩具名称的学生有多少人?

—能够就玩具问题与同学或朋友进行主动沟通的学生有多少人?

—能够根据调查结果进行短句表达的学生有多少人?

3.本课对学生掌握同学、朋友话题的有关单词和句型内容的评定方法：

—根据对图片和人的观察，学生快速反应形容词并用英语说出。教师进行现场记录。

—根据录音内容要求学生指图、做动作表现、出示正确贴片。教师进行现场记录。

—学生分组进行采访活动，询问并记录自己的同学和朋友对书上展示的玩具的态度。

—根据采访结果，请学生介绍几位朋友和他们喜欢的玩具。教师进行现场记录。

—学生回家向家长用英语介绍自己的新同学、好朋友，请家长就孩子的介绍及其对本单元的掌握情况写出简单的评价意见。

—请学生每人交一份最有创意、自己最喜欢的同学或朋友的材料(可以是绘画美术作品，也可以是布贴手工作品，还可以是夹图夹字的文学作品，更可以是贴照片加关键词语注解的艺术作品。教师可激发鼓励学生充分展示自己的才华和表现自己与众不同的想象力、创造力和动手能力)。教师对这份作业进行评价后，可将其作为本单元的学习成果存入学生的学习档案。

篇14：小学二年级英语教案设计

课前准备

1.教学故事组合挂图(分背景图和故事人物图：小猴、小兔、小松鼠、小熊、大象)。

2.教学投_。

3.教学录音磁带。

4.单词卡片。

5.部分实物或模型水果。

6.怪兽鬼脸面具一个和披风一件。

教学内容

Fun Time

1.本课设计了一个幽默的小故事。故事大意是小猴恶作剧装扮鬼怪吓跑其他小动物，然后偷吃了小动物们的水果。当大象伯伯根据小动物们的描述找到小猴时，小猴很惭愧、很紧张，连忙撒腿逃跑。匆忙中小猴被石头绊了个大跟头，疼得直叫唤。小动物们纷纷围过来帮小猴包扎伤口。小猴很感动，承认了自己的错误，并向大家道歉。大家原谅了小猴，并齐声说：我们都是好朋友。

2.故事设计意图：通过故事情节为学生提供了复习巩固描写、形容人物长相的单词和句型的情景，使学生在轻松愉快的气氛中既复习了本单元的主要内容，又在一个完整的语境中学会了幽默的故事。同时故事中还渗透了朋友之间要团结友爱、真诚相待的思想，从而引导学生学会如何与同学和小朋友相处，如何建立良好的人际关系。

3.故事教学的重点是让学生通过观看教学挂图，听录音，理解故事的大意，并在理解的基础上跟读模仿录音。学生可以边听录音边表演动作，以充分复习巩固本单元描写同学、朋友的单词和句子;教师还可让学生分角色表演故事大意，培养学生在语篇的学习中形成初步的阅读能力。

4.故事语言：

(1)Delicious... 这句话中的delicious是形容词“美味的”、“芬芳的”的意思。这里是小猴看其他小动物吃水果，delicious指那些水果“好香呀”，“真好吃呀”。“.....”省略号代表的是水果：香蕉、苹果、梨、桃等。整句话的意思是“好香的水果啊!”

(2)Grrr... 这里是指怪兽吓唬人发出的声音。

(3)Ouch... 的是感到疼痛时发出的声音。小猴摔倒磕了腿，便喊道：“哎唷!痛呀!”。

(4)Yummy是口语中常用的一种表达方法，意思是吃着、尝着很香。

教学建议

1.教师在学习故事之前先带领学生复习形容词和询问某人什么样子的句型。

2.教师先出示教学挂图，然后整体介绍故事内容;要求学生观察挂图并认真思考，再用汉语简单介绍故事大意。教师也可以引导学生说出故事中每幅图的大意。

3.教师指图，用英语介绍故事。

4.教师请学生观看教学挂图并听录音，然后让他们试着到黑板前面边听边指出相应的图画。

5.教师还可以让学生再仔细反复听录音或听教师本人讲述故事。

6.在反复听、理解故事大意的基础上，让学生模仿录音或跟教师一起说句子。学生可边说边表演，如摸肚子说：I'm hungry.摸嘴说：Delicious... 等。

7.教师指图，请全班学生一起说故事。

8.教师可让接受能力比较强的学生先进行讲述或表演。在激励这部分学生的同时，引导他们在小组里带动、帮助其他学生共同讲述故事，发挥合作学习的优势，争取全班学生都能把故事讲出来。

9.教师将水果、披风和鬼脸面具发给学生，请他们以group work形式分角色进行叙述故事或表演故事，也应鼓励以小组为单位表演故事，可一人讲述一幅图，培养小组合作学习精神。各小组向全班进行汇报表演，组织大家集体评比。获表演的小组可获得一面大红旗、一朵大红花或一颗大星星，每一位组员可得到一个小的红旗、红花或星星，以此鼓励学生积极参与、大胆发言。

10.在讲述表演故事之后，教师在适当的时候可向学生提问：小猴子为什么吓跑了?当它摔倒后其他小动物们是怎样做的?故事最后的结局是什么?你们从故事里得到了哪些启发?

11.简笔画教学与训练：

在本课幽默故事中，小猴的表情和乔装打扮以及其他小动物们害怕吓跑的形象都是十分可爱的，教师可以参照下面的图画指导学生画简笔画：

12.录音材料：

Monkey: I'm hungry.

Monkey: Oh, delicious....

Monkey: Grrr....

Yummy!

Bear, rabbit, squirrel: Elephant! There is a monster.

Elephant: What is he like?

Bear: He is big.

Rabbit: He is tall.

Squirrel: He is ugly.

Elephant: Look! He is Monkey!

Monkey: Ouch!

Monkey: I'm sorry.

Rabbit: That's OK.

Squirrel: We are friends!

课堂学习评价

1.教师指导学生把听故事、理解故事和用英语讲故事的情况记入学习档案。

内容

一般

较好

好

看图听懂故事

看图用英语讲故事

参与小组表演

回答教师问题

是否获得小红花等

2.教师具体而简要地记录学生当堂表现：

—能够理解故事内容的学生有多少人?理解部分内容的学生有多少人?

—能够用汉语讲出故事的学生有多少人?

—能够仔细听录音并跟读录音的学生有多少人?

—能够边读边表演的学生有多少人?

—能够看图说出故事的学生有多少人?说出部分故事的学生有多少人?

—积极参与表演的学生有多少人?

3.本课对学生掌握学习内容情况的评定方法：

—通过看、听、指活动，检查学生对故事的理解情况。

—通过看、指、说活动，检查学生讲故事的能力。

—通过角色表演，检查学生对故事及其语言的内容的理解和掌握。

—通过表演和语言表达，检查学生对本单元词汇和句型的掌握情况。

—通过回答问题，检查学生对课文所包含的思想内涵的理解程度。

篇15：小学二年级英语教案设计

课前准备

1.教学挂图。

2.教学投_。

3.教学录音磁带。

4.单词卡片。

5.公园实物模型(假花，假草，假树等)。

6.彩笔。

教学内容

A Look, listen and chant.

1.本部分利用美丽的图画引入与公园有关的7个单词：花(flower)，草(grass), 树(tree), 桥(bridge), 小山(hill), 湖(lake), 还有公园(park)。

2.学生借助图画和录音学习与公园有关的7个单词。这是本课学习的重点。

3.这部分学习内容的难点是“bridge”的发音，还有对某地有某物的表达：There is a lake in the park.

4.文字部分仅供教师参考，不要求学生阅读或掌握。

B Listen and draw.

1.学生在A部分训练的基础上通过听指令画画，复习巩固所学有关公园的单词。

2.在本部分的教学中，教师应把重点放在看学生画得是否正确，而不是放在是否美观上。

教学建议

1.教师可用多种方法引入有关公园的单词。如：

(1)用教学图片边说边演示：

T: Flower, flower, a red flower.

Flower, flower, flowers are red.

...

(2)向学生出示实物模型：

T: Bridge, bridge, I see a bridge.

(3)向学生展示他们比较熟悉的、离学校比较近的公园的照片，激发他们的兴趣。

T: What do you see in the picture?

2.教师在教歌谣的时候，可先边听边指，做出示范，然后让学生模仿教师边听边指。在学生理解歌谣的基础上，指导学生模仿录音边说边指。

3.教师采用多种方法引导学生学习并巩固所学有关公园的单词。如：

(1)快速闪现：教师以最快的速度闪现单词图片，练习学生迅速反应的能力，看谁最快，说得最正确。

(2)猜一猜：教师在黑板上一笔一笔画出公园景物图，看谁先猜对老师画的是什么。

(3)咬耳朵：教师悄悄告诉每组的第一个同学一个有关公园的单词，然后请这位同学告诉下一个同学，这样依次下去。最后一个同学到前面选出本组所说的单词图片和实物，并向大家宣布正确答案。之后，比一比，看哪组又快又正确。

4.在进行B部分练习时，教师可以采用如下方法：

(1)先发给学生每人一张纸，请学生们拿出彩笔来，做好准备。

(2)把要求讲清楚，请学生按教师指令画画。

(3)播放录音，并在教室中巡视，给学生一定的时间。

(4)把学生的作品展示给大家看，边看边带学生重复录音的内容，对学生的作品给予充分的肯定。

5.简笔画教学与训练：

本课涉及到了不同的景物，教师可利用简单的线条画出这些不同的景物。

6.录音材料：

A项：CHANT

(1)

I see a hill,

In the beautiful park.

I see a bridge,

In the beautiful park.

I see a lake,

In the beautiful park.

The flowers are red.

The grass is green.

The trees are tall,

In the beautiful, beautiful park.

(2)

I see a hill, I see a bridge, I see a lake.

I see a beautiful park.

Flowers are red, grass is green, trees are tall.

I see a beautiful park.

MONOLOGUE

There is a lake in the park.

There is a bridge in the park.

There is a girl in the boat.

There are flowers in the park.

There are trees in the park.

There are boats on the lake.

NEW WORDS: hill, lake, tree, bridge, flower, grass, park

B项：MONOLOGUE

Girl：Hill! I draw a hill.

There's a green tree on the hill.

Look! There's a big lake and a long bridge.

Oh! What beautiful red flowers, blue flowers and yellow flowers!

7.补充材料：

A项：CHANT

I see a hill.I see a hill.

I see a beautiful hill.

I see a tree.I see a tree.

I see a beautiful tree.

I see some flowers.I see some flowers.

I see some beautiful flowers.

I see a bridge.I see a bridge.

I see a beautiful bridge.

课堂学习评价

1.教师引导学生把掌握有关公园的7个单词的情况用和符号计入学习档案。可参考如下的评价表格：

教师指导学生把课堂上参与活动的次数及教师的评语记入学习档案。

2.教师具体而简要地记录学生当堂表现：

—能积极参与说唱歌谣活动的学生有多少人?

—表现突出、特别踊跃的学生有多少人?

—能听懂课堂用语或指令，但反应不够积极主动的学生有多少人?

3.本课对学生掌握学习内容的情况的评定方法：

—通过听单词指出相应图片的方法，检查学生听懂有关公园单词的情况。

—通过看实物或图片说出公园单词的方法，检查学生掌握单词英文表达的情况。

—通过歌谣表演，检查学生对歌谣掌握的情况。

篇16：sports英语教案设计

sports英语教案设计

Teaching Plan for Unit 8 Sports

Teaching aims and demands

类别课程标准要求掌握的项目

话题 1． Talk about sports

2． Talk about interests and hobbies

3． Talk about the Olympics

4． Write a sports star’s profile

功能 Interests and hobbies

Which do you like…or …?

What’s your favorite sport?

Which sport do you like best?

Which do you prefer…or…?

What about…?

Are you interested in…?

词汇 continent well-known athlete gold medal torch badminton tie final dive shooting

Greece competitor motto further rank gymnastics prepare preparation effect flame

compete flag weight position superstar point skill weigh title gesture facial

stand for because of speed skating track and field take part

in preparation for

语法 Future Passive Voice

The people of Beijing will plant more trees and build new roads.(陈述句)

More trees will be planted and new roads will be built by the people of Beijing.

Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）

When will the 29th Olympic Games be held in Beijing.

Period Arrangements:

warming up reading materials

Period 1 listening Period 2,3

speaking language focus

listening (WB) complementary listening material

speaking

Period 4 speaking Period 5 complementary reading material

writing(WB)

integrating skill(writing) assessment

Teaching Procedures of Period 1:

Step1.Warming up (15 mins)

Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):

Q: What do you know about sports?

During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a

good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.

Possible response:

school sports meet

Sports meet the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games: volleyball, basket ball, football, table tennis, tennis, ,golf

badminton, bowling, baseball, American football, ice hockey etc

Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc

gymnastic: rings, double bars, high and low bars, horse , free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham, Mike Owen, Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate

relevant vocabulary.

Step 2. Speaking(15 mins)

Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness (See postscript 1)

Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.

1). Do you think your group is doing well or not? Why ?

2). How can you become fitter?

Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.

Step 3. Listening (15 mins)

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

Purpose: to work as a guide of listening part.

Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.

Step 4. Homework Assignment

Task: Find out some background information about the Olympics. T will offer them some websites as well:

www.olympic.org www.specialolympics.org/

www.athens.olympics.org/ www.beijing-2008.org

Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.

Teaching procedures of period 2

Step1. Lead-in(10 mins)

Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.

Five rings Aisa Europe Africa America Oceania

IOC International Olympic committee

Headquater Lausanne Switzerland

Motto swifter higher stronger

Present President Jac ques Rogge

Official language English French Spanish Russian German

Host city of 2000 Olympics Sydney Australia

Host city of 2004 Olympics Athens Greece

Host city of 2008 Olympics Beijing China

Host city of the first Olympics Athens Greece

Sort Winter Olympics Summer Olympics

Purpose: to help Ss get as much background knowledge about the Olympics as possible

Task 2.Group work to discuss any of following questions:

1).Why do so many athletes want to take part in the Olympic Games?

2).Are the Olympic Games important to our society? Why or why not?

Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.

Step2. Reading(10 mins)

Task1.Skimming to find out what is the reading material going to talk about.

Possible answer: the Olympics

Task2. Scanning to find the topic words

Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,

the modern Olympics, the Olympic motto, the 2008 Olympics

Purpose: to train Ss to glance through the passage quickly to get a general idea.

Task3. Careful reading to find out the main idea of each paragraph.

Purpose: to train Ss how to find out the main idea of a paragraph.

Step3.Consolidation(10 mins)

Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.

Task2.Match the new words and their meanings(See WB Ex)

Task3.Fill in a form about the passage

Olympics Year Location China’s gold medals competitors

old Greece

no female competitors

1st in modern times

23rd

2000

2008 ? ?

Purpose: to have a better understanding of the passage and note some useful words and phrases.

Step4.Discussion(15 mins)

Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.

Topic1. What is the spirit of the Olympic Games? What can you learn from it?

Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?

Topic3.Is it important to win in a sports match? Why or why not?

Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.

Task2: Debate

Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding

of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.

good effects bad effects

promote the economy costing a large amount of money

make china better known to the world cause disorder to our society

… …

Purpose: to have a further understanding about the Olympics.

Step5.Homework assignment

Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.

Purpose: to cultivate them how to write discussed topics

Teaching procedures of period 3

Step1. Extensive reading (WB) (15 mins)

Task 1. Read the passage and have a discussion about some related questions.

1).What are some problems that unknown athletes have to deal with?

2).Why are the Olympic Games so important to many athletes?

3).Why do stars like Michael Jordan make more money than other athletes?

Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?

Sports Popular /not very popular Reasons

Tennis

Soccer

Table tennis

Badminton

Purpose: to know more about sports and the Olympics.

Step2.Speaking(5 mins)

Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.

Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?

Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.

Step3. Language focus (25 mins)

Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.

Structure: Subject+ will be done

Task2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)

Task3. Pair work to ask questions about the passage with what , when, where, how etc.

Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.

Next week we are going to clear the school as follows:

Monday--- Classroom Building No.1

Tuesday--- Classroom Building No.2

Wednesday--- the computer center and language lab

Thursday--- the science labs

Friday--- the library

Purpose: to consolidate their understanding about the Future Passive Voice.

Step4.Homework assignment

Task1. Finish some consolidation Ex of the Future Passive Voice

Task2. Find out as much information as possible about their favourite sports stars

Purpose: to encourage Ss to do what they are interested in

Teaching procedures of period 4

Step1.Listening(5 mins)

Ss will hear something about some sports stars and make their own decision according to what they have heard.

Step2.Speaking (10 mins)

Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.

Purpose: to work as a preliminary step of writing.

Step3.Writing (30 mins)

Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.

Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.

Purpose: This activity is to let Ss find out how to write a profile by themselves.

Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.

Step4.Homework assigment

Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.

Teaching procedures of period 5

Step1.Listening(10 mins)

Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)

Purpose: to make Ss get used to listening to English sports news in daily life.

Step2.Speaking(10 mins)

Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.

Example sentences:

Eating food I think all food will be turned into juice and chopsticks won’t be used.

Drinking water

Wearing clothes

Building houses

Driving cars

Reading books

Purpose: to revise the language focus in this unit.

Step3.Reading(10 mins)

Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)

Purpose: to offer Ss further information about sports so that they will have better understanding.

Step4.Writing(15 mins)

Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.

Sport: Soccer

Objective:

Shoot the ball into the other

Team’s goal

Number of players:

Two teams of eleven players:ten outfielders and a goalkeepers

Sports field:

Grass playing field

Equipment:

Football,two goals

Basic rules:

1. Players are not allowed to use their hands.

2. … Sport: Table tennis

Objective:

Number of players:

Sports field:

Equipment:

Basic rules: Sport:

Objective:

Number of players:

Sports field:

Equipment:

Basic rules:

Sport:

Objective:

Number of players:

Sports field:

Equipment:

Basic rules:

Task 2: Write a short essay in which you compare two sports

Step5.Homework Assignment

Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.

Purpose: This activity is designed to check what Ss have learned from this unit.

Task2: Assessment

Purpose: to help Ss to reflect on how and what they have learned from this unit.

Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.

Form 1: (total score 5)

listening speaking reading writing

Self assessment

Peer assessment

Teacher assessment

Form 2: set improvement goal

Your name Date

a. What were your goals for this unit?

b. Did you reach your goal?

c. What different ways of learning did you use?

d. Which did you like best?

e. What your goals for the next unit?