第一篇：人教版六年級英語上冊第四單元第一課時教學設計

六年級英上冊語第四單元I have a Pen Pal

第一課時教學設計

【教學目標】

1.能夠聽、說、認讀下列動詞短語的ing 形式 ：collecting stamps, riding a bike, diving, playing the violin, making kites

2.能夠聽、說、認讀句子：What is your hobby? I like collecting stamps.What about you ？并在現實生活中能夠靈活運用，做到語音準確，語調自然。

3.能夠在Group work 中靈活自然地與他人進行交流。【教學重點】

1.熟練掌握重點動詞詞組：collecting stamps, riding a bike, diving, playing the violin, making kites 2.能夠在現實生活中靈活運用句型：What is your hobby? I like collecting stamps.What about you ？并在現實生活中能夠靈活運用，做到語音準確，語調自然。

3.著重講解動詞ride ,make ,drive的現在分詞形式 【教學準備】

1.與本課時相關的教學掛圖。

2.錄音機和本單元的教學錄音帶。

3.準備本課動詞短語和時間短語的卡片。【教學過程】

Step 1:warm-up

1.教師熱情地和學生打招呼問好，做簡單的Free Talk.Step2: Presentation: 1.教師將本單元Let’s start的教學掛圖呈現給學生，讓學生認真看圖，然后教師與一名學生示范。

T: What’s your hobby? 教師隨機將其板書。

S: Swimming.What about you?

教師回答后示范填寫Let’s start部分的表格。同桌或者周圍同學進行問答、填表。

2.教師就學生填的表格進行提問：What is your hobby? 引導學生回答：“I like …”過渡：I like swimming too, but I like playing the violin better,邊做動作邊領讀playing the violin并進行問答操練。

3.教師出示一只風箏，問：“What’s this ?”引導學生回答：“It’s a kite.”教師出示兩只風箏，問：“What are they?”引導學生回答。接著教師做放風箏的動作，問：“What am I doing?”學生回答：“You are flying a kite.”教師回答：“Yes, I like flying kites.I can make kite.I like making kites, too.”然后出示making kites的單詞卡片，問：“What’s he doing?引導學生回答：“He is making kites.”教師板書：making kites,學生拼讀，教師著重講解making 的拼寫，make-making去掉結尾不發音的e再加上ing.4.教師把Let’s learn部分的五幅圖片，一幅一幅地呈現給學生，每呈現一幅，問：“What is the boy/girl doing?”學生說：“He is riding a bike”教師說：“Yes.He is riding a bike, he likes riding a bike.教師板書：riding a bike 指出ride-riding 去掉結尾不發音的e再加上ing。（利用圖片展示新課，在情景中滲透新知，以激發學生的思維。用同樣的 方法教授其他動詞詞組。）

5.教師手指板書，學生齊拍手練習說句子，如：What is your hobby? What is your hobby? Playing playing, I like playing the violin.Collecting, collecting, I like collecting stamps.Riding, riding, I like riding a bike.Making, making, I like making kites.Diving, diving, I like diving.6.教師播放Let’s learn部分的錄音，學生跟讀，教師要及時糾正學生的語音和語調。Step 3: Practice 1.教師指導學生做游戲：看一看，比一比，看看誰的卡片多。學生拿出Let’s learn部分的單詞卡片。同桌一組，每人抽出一張單詞卡片做為自己的愛好，一人猜：“You like…”另一名學生根據手中卡片上的內容回答：“Yes/No.I like …”兩人可以進行積分比賽，猜對卡片上的內容就得到這張卡片，最后看看誰手里的卡片最多。（在游戲中操練鞏固所學句型，讓學生在樂中學，學中樂。）

2.教師把Group work的教學掛圖呈現給學生，讓學生明白活動內容與過程。學生帶好紙筆在組內進行調查，互相詢問：“What is your hobby?”調查完畢，各組派代表上臺匯報調查結果：“…boys/girls like…”也可以說出名字，如：“…and…like…”將調查活動放到課后進行，下一節課匯報，建議教師指導學生自己做個簡單的調查表，邊調查邊填寫表格（通過調查和會話，學生對所學的詞組和句型的運用更加熟練，同時進行了書寫練習。）Step 4.Summary 教師和學生一起總結本課時的教學重點。Step 5.Homework 1.讓學生熟練掌握本單元的重點句型和詞組。

2.讓學生聽Let’s learn部分的錄音，讀給家長或同伴聽。

第二篇：人教九年級英語第四單元第一課時教學設計

人教九年級英語第四單元第一課時教學設計

課題：What would you do ? Ｉ．Teaching aims and demands: Knowledge and abilities: 1,Master the words below: Million, medical, research, tie, worry, what if , pimple.2,Master the following language points: What would you do if you had one million dollars ? I would give it to Old People’s Home.If I were you , I’d travel all over the world.Process and ways of teaching: 情景法和交際法

Leading to new teaching by telling a story.During the course, ask the students to talk about some impossible things in pairs.At last, let them summarize grammar “The Mood”.Teaching emotion and value 1.教師通過創設情景，引導學生談論并作出應有的反應，樹立關愛他人的意識和形成開朗樂觀的性格．

2.培養學生勇于想象和積極參與合作的情感。

Ⅱ．Important and difficult points of teaching.1.The usage and structure of “The Mood” 2.Imagine what to do.Ⅲ.Procedures of teaching Step 1, Leading in 1, tell the story “The tiger and the monkey”.2, Ask the students like this.What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?(激起學生的好奇心和積極性)3, Ask the students to answer the questions: Are you a tiger?(No, I’m not.)（引起學生對虛擬語氣的思考）Step 2 Presentation 1, According to the questions above , ask the students to summarize what the Mood is , pay attention to it’s form.2,Ask the students to say some things that haven’t happened to us.e,g.What would you do if you had one million dollars? What would you do if you were late for the party ? What would you do if you were a girl or a boy ? What would you do if you lived on the moon ?(師生互動)3，Write down the students’ best answers on the blackboard and share them with the whole class.4,Ask the students to talk about what they would do.Their answers may be : If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d pay soccer or dance.If I were you , I’d plant more trees on it.5.Ask the students to work in pairs the sentences above.（學生互動）

Step 3 Talk in pairs.1, Ask the students to talk about the topic, What would you do if you had one million dollars ? 2, The teacher writes the students’ best answers on the blackboard and ask the whole class to share them.（學生分享，享受學習的樂趣，達到學習的目的）Step 4 Test 1, Teacher leads the students to complete the tasks in Section A , 1a, 1b,2a and 2b.2,Check the answers.（檢查學生的聽，說的技能）

Step 5 sum up 1, When we talk about things that haven’t happened we can use the words “ I would ? or I’d ?”

When I regard as you, we can use the words “If I were you , ?” 2,Words who teacher gives the students :

虛擬語氣，愿望難成． 違背事實，時態后退．

3.虛擬語氣的動詞形式：主句中：would/ should/ could/ might + v , 從句中：v-ed(be---were)

Step 6 Homework 1, Recite the words in this unit.2, Write several thins that haven’t happened to us.Ⅳ．板書設計

Language goals What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?

If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d play soccer or dance.If I were you , I’d plant more trees on i.1.虛擬語氣，愿望難成． 違背事實，時態后退． 2.虛擬語氣的動詞形式：主句中：would/ should/ could/ might + v , 從句中：v-ed(be---were).Ⅴ.教學反思

通過教學，教學效果還可以，學生被我的導入故事所吸引，從而師生互動和學生互動較好，學生的作業中有不同的創想．但部分學生問我，他們有時候不能區分真實和不真實的事例，有學生就談到： “I would achieve my dream if I could go to college.” 與 “I will achieve my dream if I can go to college.”這兩個句子哪一個對？我的答案是： “If you study hard, you will go to college”, so this is a dream that you can achieve.學生就知道答案了．的確，虛擬語氣是一個學習的重難點，這一方面，以后要在教學中錘煉．

第三篇：PEP小學英語六年級上冊第一單元第四課時教...

PEP小學英語六年級上冊第一單元第四課時教學設計

教學內容：

PEP小學英語六年級上冊第一單元How do you go there? B部分中的 Let's learn和Let's play。這節課圍繞交通規則展開。主要學習三種交通燈traffic lights：red light，yellow light，green light和了解基本的交通規則Stop at a red light．Wait at a yellow light．Go at a green light，培養學生遵守交通規則的意識。

教學目標： 1.知識目標：

能夠聽、說、讀、寫短語和單詞：stop，wait，traffic lights，traffic rules。能夠聽、說、認讀以下短語：Stop at a red light．Wait at a yellow light．Go at a green light．

能夠了解基本的交通規則，即紅燈、黃燈、綠燈的功能；并能聽懂英語指令做出相應的動作。2.能力目標：

在實際生活中能夠運用本節課所學的交通規則，養成遵守交通規則的好習慣。3.情感目標：

從小養成遵守交通規則的好習慣，爭當義務安全宣講員，教育和影響更多人遵守交通規則。

教學重點：掌握四會短語和單詞：stop，wait，traffic lights，traffic rules。教學難點：書寫短語traffic light，traffic rule和理解動詞stop，wait的含義。

教學方法:

針對兒童好動、好奇、思維活躍、注意力持續時間短等特點，我主要采用以下方法：1.情景教學法：充分發揮多媒體在英語課堂的作用，創設各種情境激發學生學習熱情。2.游戲教學法：設計各種有趣的游戲，激發學生的興趣。

3.任務型教學法：結合教學內容創造性地設計貼近學生實際的活動，吸引和組織學生積極參與。

4.小組合作教學法：課堂教學活動以小組活動為主線，讓學生在團隊合作中感受英語的樂趣。這樣能充分調動學生的各種感官，激發學生積極參與課堂教學活動，培養學生大膽表達的良好習慣，從而提高英語綜合運用能力。教學手段：

根據本課教材的特點,我主要采用了多媒體現代教學技術，教學開始播放動畫--Let’s chant，在Let’s learn時，播放視頻,在Good to know中使用Flash,使學生的多種感官共同參與到整個學習過程中,激發學生的學習興趣,提高課堂教學效率.教學思路：

本課時的教學讓學生在復習完A部分學過的交通工具后，進一步學習基本的交通規則，即紅燈、黃燈、綠燈的功能；并能聽懂英語指令做出相應的動作。同時也為后面學生進一步學習交通奠定基礎。教學組織形式：

在教學過程中,從學生對觀看動畫的興趣出發，抓住學生喜歡且善于模仿這一特點，看視頻和動畫模仿對話，使學生在學中用，用中學，既練口語，又練習聽力，并采用小組合作的方式，使學生形成自主、探究性的合作學習，提高學生對英語的實際運用能力。

教學步驟：

第一步：導入環節：兒歌熱身，游戲復習。

在熱身時我首先和學生打招呼，進行日常問候，然后播放來自于農遠資源網中的動畫Let’s Chant的歌謠,讓學生邊看邊說唱Let’s chant的內容，在輕松愉快的節奏中使學生進入學習英語的氛圍中。然后我從Chant中引出句型How do you go to school?

與幾名學生進行師生對話。例如我問 How do you go to school?這樣就復習了句型 How do you go to school?和交通工具plane, ship, train, bike, bus, and on foot.接著玩一個 “火眼金睛”的游戲，課件出示李明的學校圖片，問： How does li Ming go to school? 接著課件中快速閃現交通工具，讓學生搶答，然后依次出現北京、加拿大、美國的圖片，看誰最快答出，例如：How does Mike go to Canada? How does Amy go to the USA? 設計意圖：這樣既訓練學生的反應能力又復習了舊知。以舊知引新知，為新知識的學習做好鋪墊。

第二步 ：新課呈現：情景引導，學習新知

1、接著我播放兩名學生上學闖紅燈視頻,T：This morning Peter and Jack went to school on foot.What happened? Are they right? Let’s look and think.師生討論之后，順勢引出本課新詞traffic rules，板書并教讀。我用大小聲，one by one的方法操練新詞。然后我畫簡筆畫引出traffic lights，師生問答：What color are the lights? There are 3 traffic lights: red light, yellow light, green light.并板書并領讀traffic lights。我用紅黃綠卡片操練red light, yellow light, green light.和traffic lights。

2、課件展示交通燈，師生討論：The light is red.What should we do? Can we go? 引出新句：Stop at a red light.用同樣的方法引出Wait at a yellow light.Go at a green light。同時借助肢體語言突破重點單詞Stop、Wait、Go，學生跟教師讀和做動作。接著進行趣味操練Let’s play，組織學生進行動作大PK，把教室設計為十字路口，學生扮演交警和行人。聽口令，做動作Stop at a red light．Wait at a yellow light．Go at a green light．進行“動作大PK”。這樣讓學生在玩中學，學中玩，不知不覺就掌握新知。

設計意圖：通過播放真實的生活情景導入本課的新知識，使學生身臨其境，眼前一亮，吸引了全體學生的注意力，充分激發了學生的探索欲望，并借助形象生動的肢體語言，簡潔明了。

第三步 ：鞏固拓展，靈活運用。

學英語是為了用英語，為了更好的讓學生把知識轉化為技能，在學生打開課本，跟讀課文之后，我設計了2個活動：

第一個活動：Good to know.我利用課件展示一些交通標識，讓學生聯系生活看一看，識一識，拓展課堂知識。

設計意圖：游戲是孩子最喜愛的活動，它可以滿足小學生愛玩好動的心理，寓教于樂,學生在有趣的游戲比賽中，說一說，做一做，這樣學得快、用得活，充分享受到英語學習的樂趣。

第二個活動：Role play.給出四個場景，學生分組進行表演。這樣讓全體學生主動參與到課堂中，充分訓練學生英語聽說能力，并樂在其中！

設計意圖：利用任務性教學，讓學生團隊合作激發潛能。拓展知識，學以致用，在真實的環境中靈活運用本課的知識。第四步 ：歸納總結，升華情感。

最后和學生一起總結本課所學的知識，自編Chant。我將學生分成四個小組，組內討論，用Stop at a red light．Wait at a yellow light．Go at a green light自編Chant，并讓學生吟唱，評出最佳歌曲。順勢出示一些交通事故的圖片，引出本課的情感教育目

標：從小養成遵守交通規則的好習慣，爭當義務安全宣講員，教育和影響更多人遵守交通規則。

設計意圖：通過此活動，能最大挖掘學生的潛能，發揮學生的主體地位，體現了以生為本的理念。

第五步： 分層作業，延伸課堂。

根據學生的個體差異，我布置了不同層次的作業，讓學生各有所得。作業1：聽讀課文，背誦單詞。

作業2：了解更多交通標識，爭當義務安全宣講員，教育和影響更多人遵守交通規則。第六步 ：板書設計，突顯重點。

我利用簡筆畫展示三種交通燈，突出重難點，學生一目了然。

最后，在這節課的構思中，我始終以學生為主體，以學生的興趣為主導，在導入環節我使用情景教學導入新單詞，以舊知引新知，在操練環節我使用各種有趣的游戲，寓教于樂，我以任務型教學為指導來鞏固和拓展新知，層層遞進，環環相扣，使學生好學英語，樂學英語，大大激發學生學英語的興趣！并在英語教學中對學生滲透情感教育，這就是我本課的教學設計，希望各位老師提出寶貴的意見。謝謝大家。

第四篇：人教九年級英語第四單元第一課時教學設計與反思

人教九年級英語第四單元第一課時教學設計與

反思

課題：What would you do ?

Ｉ．Teaching aims and demands: Knowledge and abilities:

1,Master the words below: Million, medical, research, tie, worry, what if , pimple.2,Master the following language points: What would you do if you had one million dollars ? I would give it to Old People’s Home.If I were you , I’d travel all over the world.Process and ways of teaching: 情景法和交際法

Leading to new teaching by telling a story.During the course, ask the students to talk about some impossible things in pairs.At last, let them summarize grammar “The Mood”.Teaching emotion and value

1.教師通過創設情景，引導學生談論并作出應有的反應，樹立關愛他人的意識和形成開朗樂觀的性格．

2.培養學生勇于想象和積極參與合作的情感。

Ⅱ．Important and difficult points of teaching..The usage and structure of “The Mood”.Imagine what to do.Ⅲ.Procedures of teaching

Step 1, Leading in

1, tell the story “The tiger and the monkey”.2, Ask the students like this.What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?(激起學生的好奇心和積極性)3, Ask the students to answer the questions: Are you a tiger?(No, I’m not.)（引起學生對虛擬語氣的思考）Step 2 Presentation

1, According to the questions above , ask the students to summarize what the Mood is , pay attention to it’s form.2,Ask the students to say some things that haven’t happened to us.e,g.What would you do if you had one million dollars? What would you do if you were late for the party ? What would you do if you were a girl or a boy ? What would you do if you lived on the moon ?(師生互動)3，Write down the students’ best answers on the blackboard and share them with the whole class.4,Ask the students to talk about what they would do.Their answers may be : If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d pay soccer or dance.If I were you , I’d plant more trees on it.5.Ask the students to work in pairs the sentences above.（學生互動）

Step 3 Talk in pairs.1, Ask the students to talk about the topic, What would you do if you had one million dollars ? 2, The teacher writes the students’ best answers on the blackboard and ask the whole class to share them.（學生分享，享受學習的樂趣，達到學習的目的）Step 4 Test

1, Teacher leads the students to complete the tasks in Section A , 1a, 1b,2a and 2b.2,Check the answers.（檢查學生的聽，說的技能）

Step 5 sum up

1, When we talk about things that haven’t happened we can use the words “ I would ? or I’d ?”

When I regard as you, we can use the words “If I were you , ?” 2,Words who teacher gives the students :

虛擬語氣，愿望難成． 違背事實，時態后退．

3.虛擬語氣的動詞形式：主句中：would/ should/ could/ might + v , 從句中：v-ed(be---were)

Step 6 Homework

1, Recite the words in this unit.2, Write several thins that haven’t happened to us.Ⅳ．板書設計

Language goals

What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?

If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d play soccer or dance.If I were you , I’d plant more trees on i.1.虛擬語氣，愿望難成． 違背事實，時態后退．

2.虛擬語氣的動詞形式：主句中：would/ should/ could/ might + v , 從句中：v-ed(be---were).Ⅴ.教學反思

我在＂國培計劃＂中學習，聽了老師們的講課，就自己設計了這一教學事例．通過實踐教學和課后的作業分析，教學效果還可以，學生被我的導入故事所吸引，從而師生互動和學生互動較好，學生的作業中有不同的創想．但部分學生問我，他們有時候不能區分真實和不真實的事例，有學生就談到： “I would achieve my dream if I could go to college.” 與 “I will achieve my dream if I can go to college.”這兩個句子哪一個對？我的答案是： “If you study hard, you will go to college”, so this is a dream that you can achieve.學生就知道答案了．的確，虛擬語氣是一個學習的重難點，這一方面，以后要在教學中錘煉．

第五篇：六年級英語上冊第三單元第一課時教學設計

六年級英語上冊第三單元第一課時教學設計

教學目標

1知識與技能：本課時的重點內容是一般將來時態”be going to句型，”詢問并回答未來幾天或周末的活動安排，主要句型是：”What are you going to do? I’m going to … ” 要求學生能在實際語言環境中熟練運用，并能準確記憶單詞nex tweek、tonight、tomorrow、this morning等重點單詞。過程與方法： 通過幻燈片、課文插圖、以及單詞卡片等方法提高教學效果。3 情感態度與價值觀：通過本節課的學習，教育學生合理安排好自己的時間，培養學生合理安排自己學習與生活的能力。

2．重點與難點

聽、說、認讀 Let’s read 部分的對話。

三、教學目標：

1、能夠聽、說、認讀 Let’s read 部分的對話；

2、能夠根據對話內容回答文后的問題；

四、教學準備用具

小黑板、錄音機、磁帶、人物圖片、教學實錄

Step 1:溫故知新，創設愉快學習氛圍。，根據教材及小學生的年齡特點，我在進入新課前先讓學生回憶上節課的內容：先抽查個人，然后集體背誦。

GS: What are going to do?(twice each time)Play football, Play football

BS: I’m going to ply football.(如此不斷替換新詞)這樣不但可復習大量舊詞組：take pictures, play chess, play games, plant tree, watch TV, go chopping, go hiking and so on 且可較好操練新句型。”What are you going to do? I’m going to…

Step 2:站起來，你說我說大家說，提高自信心 自由問答（教師不點名，讓學生勇敢站起來one by one 問答）

Step 3:Game:Guessing:”What is she /he going to do? She /He is going to …” 增強學習的趣味性，導入新課。出示人名圖片。（在背面寫將要干的事情）（John, Amy.WuYifan,Zhang Peng Sarah）

E.g.一What is Amy going to do this weekend? Guess!

一 She is going to…

T: What is Sarah going to do this afternoon? Let’s have a look.(卡片后沒寫任何東西)

Oh, There’s nothing.Today Let’s learn.Unis 3 B Let’s read” and find out.Step 4:學習新課，講究方法

1、Read and circle your new words.(學生共同找出新單詞，并板書)

NW：need , else , use

plant trees

some plants-----對比學習

plant shop /

2、Listen the tape and try to learn by yourself.a.First time: Just listen.b.Second time: listen and follow.c.Third time:listen and follow loudly.3、Learn the new words and sentences.(ss try.T help and explain)

4、Reading

a.Follow the teacher.b.Read together

c.Read in group.(Use the way they like)

(小組內可選擇自己喜歡的方式讀，教師指導閱讀方式，強調語音、語調、語速)

d.小組讀書比賽，突破“讀”

5、Writing

Finish the exercises(課后練習和教師增加的課外題)

More exercises: 5)What are you going to do this weekend?

6)What is your father going to do this afternoon?

7)What are you going to be in the future?

Step 5: 課外拓展，施展才華，真我風彩/你演我演大家樂！（改編或照演Let’s read 的對話）

Eg:(學生編的內容)

A：Hello,Peter,What are you going to do this weekend?

B：I’m going to the bookstore.I want to buy some comic books.What are you?

A：I’m going to the bookstore ,too.I want to buy some post cards.B：Let’s go together.A：Great!

B：When are we going?

A：On Saturday morning.B：OK.A：See you then.Step 6 :小結本課內容