第一篇：unit5教案

Unit 5

Teaching Objectives(教學目的)1.To Require students obtain the information related to the text.2.To help students learn the new words and expressions.3.To get the students to communicate in English confidently.4.To teach the reading skill---finding out word meanings through many different ways.Teaching Requirements(教學要求)1.Students are able to get a clear understanding of the text.2.Students are required to master new words and phrases.3.Students should do some extra reading and exercises after class Teaching methodology(教學方法)1.Communicative method(交際法)2.Cognitive method(認知法)3.The Grammar-translation method（語法翻譯法）4.The audio-lingual Method(聽說法)

Time distributive(時間分配)1.Preparation and analyses of the passage A(1.5-2 hours)2.Analyses of passage A and exercises(2-2.5hours)3.Analyses of the passage B(2.5 hours)4.listening and speaking(2-2.5 hours)

Focuses and difficulties(教學重難點)1.Comprehension of passage A.2.New words and phrases.3.Reading skill---finding out word meaning.Teaching Procedures(教學過程)I.Before Reading

Background Information II.Global Reading III．Detailed Reading

1．illustrate: v.1)add pictures to(something written)This book is a beautifully illustrated history of science.這本書是一本插圖精美的科學史。那本雜志有精美的插圖。

The magazine is well illustrated.2)show the meaning of(something)by giving related examples The story he told about her illustrates her true generosity very clearly.這個題目很難，請容我舉例說明。The subject is difficult.Permit me to illustrate.1 2．genius: n.1)(a person of)very great ability Her latest book is a work of genius.2)a special ability She has a genius for mathematics.genius, gift & talent 這三個詞都是名詞，都有“天才”，“天賦”，“才華”之意。

genius 語氣最強，指智力水平超越大多數優秀人才的一種獨特理解力，也指天才人物。例如： The composer Mozart was a genius;he played the piano beautifully at the age of four and conducted an orchestra at twelve.作曲家莫扎特是位天才，他4歲時鋼琴就彈得很好，12歲就指揮樂隊了。gift 強調天生的特性和技能，但與獨創性無關。例如： With his gift of gab, he would be an excellent orator.他具有雄辯口才，會成為一個出色的演說家。

talent 指能從事某種特殊工作或活動的獨特的、非凡的才能，這種才能往往先天就有。例如： His talent was largely self-developed.他的才能主要是自己培養的。

3．embarrass: vt.(cause to)feel ashamed, uncomfortable, or anxious I don’t like making speeches in public;it’s so embarrassing.許多人走進一間滿是陌生人的房間時總會感到局促不安。It embarrasses many people to walk into a room full of strangers.4．burst: v.1)(cause to)break suddenly, esp.by pressure from within The river burst its banks and flooded the town.河水沖決了堤岸, 淹沒了城鎮。

2)(cause to)come into the stated condition suddenly, often with force She burst through the door into the room.他從起跑線沖出。

He burst away from the starting line.burst是個常用詞，經常與其他詞構成短語，下面是幾個與burst有關的短語。

burst into 闖入；爆發成；突然?起來 burst out of 沖出?

be bursting with 充滿；擠滿 burst to do sth.急于?

burst in on(upon)打擾；打斷 burst out doing

突然開始

5．astonishment: n.great surprise or wonder To the astonishment of her colleagues, she resigned.express astonishment

表示驚訝 astonishment at

對?驚訝 in/with astonishment

驚訝地

to one’s astonishment

使某人驚訝的是

6．publish: vt.(of a business firm)choose, arrange, have printed, and offer for sale to the public(a book, magazine, newspaper, etc.)The New York Times is an internationally influential daily newspaper published in New York City and distributed worldwide.當她的第一部小說出版時，她只有十九歲。She was only 19 when her first novel was published.7．dumb: adj.1)lacking the power of speech She was struck dumb by what she had seen.2)(infml.)stupid Are they brave or just dumb? 他說“是”是愚蠢的。

It was dumb of him to say “yes”.deaf and dumb

聾啞的 play dumb

裝聾作啞 be dumb to do sth.做?是傻的 8．taste: v.1)be aware of the taste of sth.I’ve got a cold, so I can’t taste what I’m eating.你嘗得出這飲料有什么怪味道嗎? Can you taste anything strange in this drink？ 2)have experience or enjoyment All of them tasted the fear of death that day.3)have a particular taste These oranges taste good.這個湯有點咸了。This soup tastes salty.9．dozens of: a group of There are dozens of people waiting in the line.a dozen of

（一）打，十二個 half a dozen

（約）六個 by the dozen

成打的 by the dozens

大量的 10．minus:

adj.(of a number or quantity)less than zero I got A minus for my English homework.今晚氣溫會降到零下8度。

Temperatures could fall to minus eight tonight.prep.reduced by a stated number That will be $500, minus the deposit of $50 that you have already paid.七減三等于四。

Seven minus three equals four.11．smart: adj.1)good or quick in thinking;intelligent I wish I was smart enough to invent something and maybe get rich.2)bright;new-looking;clean Go and make yourself smart before we call on the Joneses.12．intelligent, clever, smart & bright

這幾個詞都是形容詞，都有“聰明的”，“才思敏捷的”之意。intelligent 是正式用語，指中等以上的智力，有較強的理解能力，有學習能力，強調對新知識、深奧問題的理解力，尤其是解決新問題的能力。clever 與intelligent相比，更強調天生的聰穎，有較高的理解力、思維敏捷、思路靈活，接受新東西快，但不強調理解得深刻全面。這個詞也指靈活的雙手與矯健的身軀。bright 是普通用語，多指年輕人或小孩，常用于口語，書寫語言不易多用。強調理解力強，思維非常活躍，談話與態度也活潑生動。13．echo:

n.a sound sent back or repeated, e.g.from a wall or inside a cave Thick carpet would reduce the echo in this hallway.v.(cause to)come back as an echo The room echoed with the sound of music.我說什么她都附和。

She echoes everything I say.produce an echo

產生回聲 hear an echo

聽到回聲 listen for an echo

注意傾聽回聲

14．live on: have as one’s only food or income They lived on very little when they got married.You cannot live on love only.live是個常用詞，經常與其他詞構成短語，下面是幾個與live有關的短語。

live by

靠?生活手段過活 live in/at

住在?；生活在 live off/on

依賴?生活

live out

活過（某一段時間）；活到?結束 live up to

遵守；不辜負（期望）

live with

與?在一起生活；忍受（不愉快的事情）15．ancient: adj.in or of times long ago old, ancient & antique 這三個詞都有“舊的”、“古老的”、“過去的”之意。

old 為普通用語，主要指人或物已存在或使用了相當長的一段時間，即指人或動物的年齡大、年老，也指事物的古老和陳舊。可使用于任何場合，可作定語，也可作表語。例如： Cambridge and Oxford are old universities.劍橋和牛津是歷史悠久的大學。ancient 意為“古代的”、“古老的”，特別用于歷史范疇，表示在遙遠過去時代所存在或發生的人或物。例如：

In ancient times people did not think the brain was the center of mental activity.在古代，人們并不認為大腦是智力活動的中心。

antique 意為“古代的”、“自古即存在的”、“古風的”，通常指自過去的時代一直保存下來的、具有價值的東西。其時間范圍既可指遙遠的古代，又可指近代或現代以前的一段時間。例如： I have a fine collection of antique furniture.我收集了很多古董家具。

16．at random: aimlessly;without any plan She asked questions at random.恐怖分子向人群胡亂射擊.The terrorists fired into the crowd at random.17．enclose: vt.1)put(esp.sth.sent with a letter)inside Please enclose a curriculum vitae with your letter of application.2)surround with a fence or wall so as to shut in or close The park that encloses the monument has recently been enlarged.enclose sth.in/with

把?裝在?內 I'll enclose your letter with mine.我在此信中附上50美元支票一張。I enclosed a check for $50 with this letter.en-, em-作為前綴可以加在名詞和形容詞前，構成動詞。意思為“將?放入（上）；使?成為”。例如：

encase---cover completely(as)with a case

把?裝入箱內

enclose---put a wall or a fence around

用墻（或籬笆）圍

empower---give(someone)the right or power to do sth.授權（給某人）18．favorite:

n.something or someone that is loved above all others These books are my favorites.老師不應該過分寵愛某些學生。

A teacher shouldn’t have favorites in the class.adj.being a favorite What’s your favorite television program? 19．bestseller: n.something(esp.a book)that sells in very large number J.K.Rowling's Harry Potter novels are all bestsellers.His latest book has gone to number two in the bestseller list.20．on tour: a journey during which several places are visited The singer is currently on tour in South American.我們在導游的帶領下參觀了城堡。

We went on a guided tour around the castle.journey, tour &travel

這三個名詞均含“旅行”之意。

journey 最普通用詞，側重指時間較長、距離較遠的單程陸上旅行，也指水上或空中的旅行。At first I was afraid the long journey would be too much for her.起初我擔心她受不了長距離的旅行。Life is a journey from birth to death.生命是從生到死的一次旅行。

tour 指最后返回出發地，旅途中有停留游覽點，距離可長可短，目的各異的周游或巡行。There came a party of business men on the tour.來了一群實業家觀光團。

They are now making a bridal tour.他們正在做新婚旅行。

travel 泛指旅行的行為而不指某次具體的旅行，多指到遠方作長期旅行，不強調直接目的地，單、復數均可用。

He made a number of English friends during his travels.The Travel Marco Polo is one of the most interesting books that I have ever read.《馬可波羅游記》是我生平讀過的最有趣的書之一。

21．qualification: n.ability, experience, or training ability enabling one to do something He's got all the right qualifications but is temperamentally unsuitable.在這里工作你需要的資格之一是要有幽默感。

One of the qualifications you need to work here is a sense of humor excellent qualification

優越的條件

physical qualification

體格要求 professional qualification

專業資格

educational qualification

學歷資格 the necessary qualification

必要的條件 have the qualification for sth.做這項工作需要什么資格？

What sort of qualifications do you need for the job? 22．discipline: vt.train and control the mind and character I'm trying to discipline myself to eat less chocolate.train, educate, teach & discipline 這幾個詞都是動詞，都有“教育”、“培養”之意。

train

尤其指在藝術、職業、技能等方面的教育及訓練。educate

尤指對人心智及性格總體上的教育、訓練及鍛煉。teach

意思是“教導”、“訓練”、“控制（某人）”，尤其用于文學語中。discipline

意思是“訓練或訓導”、“約束或懲罰”等。23．fit sb./sth.in: find a time to see(sb.)or do(sth.)Doctor Jones can fit you in on Thursday afternoon.你在那個箱子里已裝不下更多的玩具了。You can't fit any more toys in the box.24．odds: n.the probability that sth.will or will not happen The odds are that he will fail his exam.The skirt and jacket looked a bit odd together.by all odds

毫無疑問地

at odds over

在?上意見不一致

at odds with

與?意見不一致 against odds

盡管有極大困難

odds and ends

殘余的東西

IV Exercises and homework

1)Learn the Section B by yourself 2)Preview Unit 6

第二篇：unit5教案

Class1 Group3 趙明燈、王露、李杏樺

Background information: Students: 40 students, Grade 7 Time: 45mins

Teaching aims: 1.Knowledge: ① Students can learn 8 new words’ pronunciation, spelling, meaning, and their variant(smart, beautiful, lazy, small, friendly, cute, scary, shy).②

Students can learn 6 sentence patterns(-What animals do you like？-I like?-Why? –Because they’ re?-Where are?from? –They’ re from?).2.Skills: ① Students can use 8 new words learned before to describe some animals’ character.② Students can recognize the 8 new words learned before in the record.③ Students can use the 6 sentence patterns learned before to communicate with other students about animals that they like.3.Strategies: ① Students can remember new words about animals better through look pictures of animals.② Students can learn English pronunciation and intonation by imitate the record.③ Students can make new sentences by apply sentence patterns learned mechanically.4.Emotion: Students can talk about animals they like and arouse awareness of protection for animals.Teaching contents: Text book 2 of grade 7, unit5, section B, 1a, 1b, 1c, 1d, 2a

Teaching aids: Blackboard, chalk, PPT, pictures, record

Teaching procedures: T: Good morning Ss: Good morning…

T: Today we will learn unit5 section B.Open the textbook turn to page 20.First we will review some words we learned last class.(復習2minutes)大家看著PPT中的圖片直接用英語說出這些動物。Let us begin.Look at the first picture.What is it?（依次放映PPT的圖片）Ss: Tiger.（這次復習中如果有不會讀的詞就再教讀一遍）T: Good next one.What is this? Ss: Lion T:大家明白我的意思了嗎 Ss:明白

T:接下來，大家看到圖片之后就按照剛才的步驟，說出它的英文。This？ Ss: Panda T:Very good.Next one T:Which animal? Ss: Giraffe T:Good next one Ss: Elephant T:The last one Ss: Koala

T:大家讀的很好，大家下去要多練習多記憶。上次我們學的都是一些動物的名詞，你們知道怎樣去描述它們嗎？ 如果你喜歡它們，該用什么詞去描述，不喜歡有該用什么詞去描述,接下來我們就學習一些描述動物的形容詞（新詞學習8minutes）T:Look at the 8 new words under the pictures.T:Look at the PPT and read after me T:Smart Ss: Smart T:聰明的 Ss:聰明的

T:它的名詞形式在后面加上-ness，變成smartness Read after me T:Smartness Ss: Smartness T:很多形詞的后面加上后綴-ness可以變成名詞形式

T:它的副詞形式在詞末加上-ly 變成smartly.Read after me.smartly Ss: Smartly T:Read the short sentence after me.He is a smart boy.Ss: He is a smart boy.T:Next one.這個單詞可以用來形容很多東西，學會了很有用，可以用來夸獎別人 Beautiful T:Read after me.Beautiful Ss: Beautiful T:漂亮的 Ss:漂亮的

T:根據剛才我講的形容詞變副詞大家知道beautiful 的副詞怎么變嗎 Ss:加-ly 嗎

T:對在形容詞后面加-ly可以變成副詞形式

beautifully Read aft r me T:Beautifully Ss: Beautifully T:我們學習一下它的名詞形式 beauty T:Read after me.Beauty Ss: Beauty T:It is a beautiful flower.Ss: It is a beautiful flower.T:接下來這個詞也很有意思，早上不想起床上課的同學，我們就說他是lazy Read after me lazy S:Lazy T:大家知道它的意思嗎 Ss:懶惰的

T:對！我們不能做一個lazy的人 T:Lazy的副詞怎么變 Ss:加-ly T:很好大家記住了剛才的規則，但是lazy有點特殊，它是以字母y 結尾的，我們要變“y為“i”再加-ly，它的名詞形式也是要先變“y“為” “i“再加-ness“再加-ness“再加-ness“再加-ness T:Lazy 的名詞形式就說laziness T:Read after me

laziness Ss: Laziness T:它的副詞是lazily T:Read after me T:Heis too lazy，we don’t like him.Ss: He is too lazy ,we don’t like him.T:下面這個詞很簡單，small 小的 T:Read it Ss: Small T:Small的名詞形式同樣是加-ness smallness T: Read after me smallness S:Smallness T:副詞直接加y smally T:Read after me

smally Ss: Smally T:我們來造個句子，“我想要一個小的蘋果”怎么說 TSs：I want a small apple T:作為學生我們要和別人友好相處，我們就學習一下friendly Ss: Friendly T:Friendly的名詞形式去掉ly變成friend T:我們一起造個句子“我們是友好的學生” TSs: We are friendly students T:The next one we will learn “cute T:Read after me

cute Ss: Cute

.” “友好的T:可愛的 Ss:可愛的

T:Cute 的形容詞和名詞的變形都遵循我們剛剛講過的方法，cute的副詞是什么 Ss：Cutely T:名詞呢？ Ss:Cuteness T:很好看來大家都學會了形容詞變副詞的一般方法，加-ness變名詞大家都掌握了。

T:Read after me “You are so cute” Ss: You are so cute T:這句話可以用來夸獎別人，多夸夸別人有利于和睦相處。T:Very good continue to learn the news T:Scary Ss: Scary T:可怕的 Ss:可怕的

T:Scarey的名詞有點不同之前幾個形容詞的變法，它的名詞是scare，同時也可以做動詞 T:Read after me scare Ss: Scare T:I think tiger is scary Ss:I think tiger is scary.T:Okay The last one T: Shy Ss: Shy T:害羞的 Ss:害羞的

T:Shy 的副詞有兩種形式可以直接加-ly 也可變“y”為“i”再加ly.名詞直接加-ness T: She is a shy girl.Ss: She is a shy girl.T:今天的新詞學習就到這里，接下來我們鞏固一下（學習過程中把新詞寫在黑板上）

T:我指到哪個單詞，你們就讀哪個，并說出它的漢語意思,比如，我指著shy，你們就讀“shy，害羞的”就ok了.Let us begin.（練習2minutes，可進行多遍練習）

(依次指各個單詞)Ss: Smart聰明的shy害羞的small小的 lazy 懶惰的 scary 可怕的friendly 友好的 beautiful 漂亮的cute可愛的 T:大家能不能記住這些單詞了

T:課后再進行記憶，接下來我們完成1a的練習，鞏固一下今天所學的單詞.T:來，我和大家一起完成，March the description words with the animals.You can use some words more than once這些詞可以描述哪些動物，把表示動物的字母寫在相應的單詞后面（完成練習包括簡單句應用3minutes）這個題沒有正確答案，你認為這種動物可以用哪個詞形容就填哪個。我先帶著大家做一個，然后大家再完成，smart可以描述哪種動物，例如，你認為elephant is smart你就說elephant is smart 或者其它的 koala /panda is smart。明白我的意思了嗎？ Ss:明白；不明白（如果不明白的學生較多就再講一遍）T:Which animal is beautiful Ss: Giraffe is beautiful(不同學生會有不同的答案，但都會開口說)T :Which animal is lazy Ss: koala…is lazy

T:In these pictures which animal is small Ss: Koala is small T:Which one is friendly Ss: Panda is friendly

T:Which animal is cute?可能有些男生認為老虎也是cute, 都可以的有些同學可能比較喜歡老虎獅子這些兇猛的動物

T:Which is scary? I think lion and tiger are scary.Do you agree? The last one----shy, which one is shy ? Ss: Koala…is shy

T:Very good，剛剛練習的是怎樣描述一種動物，大家要多聯系。（總共從復習單詞到新單詞學習15minutes完成）今天的新詞學習以及練習就到這里。下面讓我們來聽一段錄音，完成1b的練習。剛學過的8個新單詞中有幾個出現在錄音里，聽錄音的過程中你需要把它們圈出來。（播放錄音）Ok，大家告訴我是哪些單詞出現在了錄音中呢？

Ss：smart，lazy，cute，beautiful，shy.（聽第一遍錄音以及學生回答問題用了3minutes）

T：Perfect!看來大家找得很好。Next, listen again,再聽一遍，完成1c的練習。大家需要分別找出Mary和Tony用了哪些詞來描述elephants和pandas。填在表格里，為了在聽的過程中節省寫的時間，大家如果聽到在1a中出現過的詞，可以先做標記，過后再完整地寫下來。（播放錄音）Ok,現在大家告訴我，這四個空分別填什么？

Ss:（只有一部分學生回答，一些學生沒有找出答案）Mary用smart形容elephants,用beautiful和shy形容pandas，而Tony用lazy形容elephants,用cute形容pandas.（聽第二遍錄音以及學生回答問題用了3minutes）

T:許多同學都漏了一個單詞，Mary還用了一個單詞來形容elephants，這個單詞是以前學過的。而且還有一部分同學沒有清楚的分清哪些單詞是Mary用來形容elephants和pandas，哪些是Tony用來形容elephants和pandas的。下面，我帶著大家一句一句的來分析。（我用PPT展示錄音內容，并進行翻譯，到“Oh, they're interesting and they're really smart”這句時進行強調）在這里Mary還用了interesting來形容elephants。大家還記得它的意思嗎？ Ss:有趣的。

T: Ok, continue.(繼續分析錄音)現在，大家都清楚了嗎？

Ss:（異口同聲）清楚了。（我帶著同學分析錄音用了5minutes）T：Ok,我在放一遍錄音。This time，you need to imitate.同樣，我放一句停頓一下，你們需要模仿它的發音復述一遍，目的讓你們學習英語的語音語調。（播放錄音，學生們模仿）Ok,聽力練習到此為止。(學生模仿錄音用了4minutes)We learned many animals,can you talk about it in English ? Ss: yes.T:Very good.now we are going to study 1d,turn to page 28.talk about the animals you know with your partner.let us read this converation.read after to me.(這里用了1minutes)Ss: Ok

T:What animals do you like? Ss: What animals do you like? T:I like elephants.Ss: I like elephants.T:Why? Ss: Why? T:Because they are cute.What animals do you like? Ss: Because they are cute.What animals do you like? T:I like dogs because they are friendly and smart.ss: I like dogs because they are friendly and smart.T:Everybody do good job.大家還是注意了這里用do,如果是第三人稱的話要用does，還有用Why,來提問原因，同學們要用because回答。同學們記住了嗎？ Ss：記住了。

T：Ok,我們回顧一下grammar focus。(這里用了2minutes)當提問為什么不喜歡老虎怎么說 Ss: Why do not you like tiger? T:怎么回答呢？

Ss: Because they are scary.T：對的，大家也可以詢問動物來在哪里where are lions from ?now I will show some picture ,please tell me where are they from? Ss:ok.(look at PPT）

T：Where are pandas from ? Ss: They are from china.T:Good,老師把這些動物在地圖上的位置給大家，大家在編對話時可以提問這些動物的家鄉.now marking a new converation with your you have 1 minutes.go ahead.(這里用了2minutes)(students make some conversation.)T:Ok,time is up ,any volunteer?(some students raise their hands)T:You two please.S1:What animals do you like? S2:I like lions.S1:Why ? S2:Because they are the king of the forest.S1:Do you know where lions from? S2:They from South Africa.do you like koala? S1:No I do not like.S2:Why do not like it? S1:Because they are lazy.T:Great.sit down.T:Now，let us do a game.每個組兩個人你可以選擇PPT上三道題中的任意一道做答，ok, first group.which one you chose?(這里用了5minutes)

S:Fist T:Ok,請用英文在十秒鐘內說出七種動物的名字，ready go.S:Dog tiger panda koala cat mouse monkey T:Great.second group ,which one you chose ? S:Third T: Ok, let us see what is the question? wow,說出兩種你不喜歡的動物及其原因

S:I do not like tiger ,because they are scary.I also do not like koala, because they are lazy.T:Very good.third group, you just have one choice ,ok ,second,你喜歡狗嗎？請現場編一段對話。

S:Ok，I like dogs ,they are cute and friendly ,you can require them do something ,they are helpful and interesting.I love them very much.T:Good,do you have one ? S: Yes T:I believe you take care of them well.三組同學都做得很好。對句子的掌握也很好。

T:Look at PPT，這是一張調查表，請詢問你的組員他喜歡哪種動物和原因，你可以使用ppt上的這些句型，you have 3 minutes.go ahead.（同學們進行問卷調查）(這里用了5minutes)

T:Time is up.this is your homework.請將剛才的調查表內容寫成句子介紹你的同學們.for example :Wang Ming likes cats, because they are cute.Li Hai likes?請同學們明天交給我，do you have some question? S:No T:Ok,bye bye.Ss: See you.Homework:將課堂上使用的那張調查表中內容寫成句子介紹你的同學們.For example: Wang Ming likes cats, because they are cute.Li Hai likes?

第三篇：Unit5教案

Unit5 Dinner’ s ready Part B

Let’ s learn Let’ s do

教學設計

東風小學

趙婧妍

Part B

Let’ s learn Let’ s do

Unit5 Dinner’ s ready

東風小學 趙婧妍

概述：

小學人教pep版四年級上冊Unit5 Dinner’s ready本單元共需六個課時，本節課是第四課時，本節課學習的主要內容是學習單詞：knife, fork, spoon, chopsticks, bowl.能夠熟練運用句型 Would you like some …? Yes, please.Pass me the …在課堂教學中，教師要使教學內容生活化，結合學生的實際情境，使學生口語練習生活化、交際化，從而達到學以致用的目的。

設計理念:

在跨越式理念的指導下，以言語交際為中心，借助現代信息技術，努力為學生創設理想的英語學習環境，提供豐富的網絡資源，倡導體驗、實踐、參與、交流與合作的學習方式。倡導任務型教學，把語言綜合運用能力的培養落實在教學過程中。面向全體學生，突出“以人為本”的素質教育理想，使語言教學的過程同時成為提高人文素養、增強實踐能力、培養創新精神的過程。

教學目標: 1.知識目標.要求學生能夠聽，認讀單詞： knife, fork, spoon, chopsticks, bowl.2.能力目標

能夠熟練運用句型Would you like some …? Yes, please.Pass me the … 3.情感目標

結合實際生活，創設真實情境，激發學生學習興趣和熱情，提高學習的積極性和主動性，增長課外知識，激發學習熱情。

學情分析:

學習對象是四年級上學期的學生，他們已經學習了一年的英語，有水果，動物，文具，數字等等，他們對英語的學習很感興趣，也有了一定的基礎。本節課學習還主要是以培養學生學習興趣為目的，讓學生掌握一定的單詞和句型，并能運用所學句型進行簡單的交際。同時激發學生學習積極性，幫助學生提高學生的語言交際能力。

教學重難點:

教學重點：單詞knife, fork, spoon, chopsticks, bowl.熟練運用句型Would you like some …? Yes, please.Pass me the …

教學難點： spoon的詞的尾音； Chopsticks的讀音。

教學策略:

由于四年級學生已學習英語已經有一年了，讀與說的能力相對較好，因此在教學過程中采用語言交際的教學策略，通過角色扮演、情景創設、教室內真實的輔助性教學資源提供等,多種方式，激發學生學習積極性，幫助學生領會對話內容，提高學生的語言交際能力。

教具準備: 1.教學用具。2.教師自制的PPT。

3.跨越式課題組提供的拓展資源。4．教學實物

教學過程:

一．Warm-up /Revision（5minutes）1．Revision 通過ppt展示之前學過的有關食物的圖片，只露出一部分，讓學生猜這是什么，然后引導出他們聯系What would you like ? I’ d like ……

【設計意圖：通過學生觀看圖片猜測單詞，既能激發學生的興趣，又能營造英語氛圍幫助學生進入學習英語的環境中。】

2．Free talk.(劃線單詞可以替換）A: What would you like? B: I’d like some …please.A: OK, Here you are.B: Thank you.A: You’re welcome.Practice in pairs.One or two group show us.【設計意圖：老師示范，然后師生交際，最后生生交際。復習舊知識，起到溫故知新的作用。】 二.Presentation（15minutes）

1．教師展示一張圖片，是John去吳一凡家做客，他的媽媽準備了一桌的

飯菜，時鐘已經六點了，教師引導：It is six o’clock now, It is tine for dinner , I f you were Wu Yifan’ s mother, what would you say ? 引導學生說出Would you like some beef ? 接著教師出示beef一詞的圖片，說：Here is some beef.How can I eat it? Can you help me?學生提醒教師使用刀叉，引出單詞knife fork，教師拿出真實的刀叉邊做邊說：“Use fork..I can use fork.Cut with the knife, I can cut with the knife.”鼓勵學生一起做一做，說一說。用soup引出單詞spoon.并且讓學生了解國外的餐桌禮儀。

【設計意圖：通過圖片和實物展示單詞，在真實的情景中增強了學生對單詞的記憶，并調動他們學習的積極性。】

2.在PPT上進一步展示牛肉和湯的圖片進一步鞏固單詞knife，fork，spoon，bowl。

【設計意圖：通過PPT展示圖片進一步鞏固所學新單詞，可以激發學生的學習興趣。】

3.對話練習（ModelPair workFeedback）A: I’m hungry.B: Would you like some beef? A: Yes, please.How can I eat it? B: You can use knife and fork.A: Pass me the knife and fork please? B: Sure.Here you are.4.教師出示noodles一詞的圖片，說：Here are some noodles.How can I eat them? 學生示意使用筷子，從而引出單詞chopsticks，教師邊說邊做，Use chopsticks, I can use chopsticks.教師緊接著又問：W here are the noodles?在PPT上展示一碗面，回答說：They are in the bowl.引出單詞bowl.【設計意圖：通過圖片和PPT展示單詞，可以降低學生學習的難度，也可以激發學生的學習興趣。】

5． 教師播放Let’s do 部分的動畫材料，先讓學生整體感知，在讓學生做動作。

【設計意圖：通過播放動畫材料進一步鞏固所學新單詞和詞組，可以激發學生的學習興趣。】

三、Practice 1.modelpair workfeedback A: I’m hungry.B: Would you like some …? A: Yes, please.B: Would you like a knife and fork? A: No, thanks.I can use chopsticks.B: OK.Here you are.【設計意圖：把學到的知識活用到言語交際中，讓學生在練習中掌握新知。從而實現跨越式的要求。】

四．Cooperation and making dialogues

A: I’m hungry.B: Would you like some …? A: Yes, please.How do I eat this? B: You can use a knife and fork? A: Pass me the …please.B: sure.Here you are.【設計意圖:此環節是對學生聽讀情境對話的反饋和運用，同時也是在語言輸入的基礎上為學生提供語言輸出的機會，在老師的示范和引導下進行對話，培養學生靈活運用語言的能力。既能落實課標的要求，又能實現語言的遷移運用。】

五． Summary What did you learn?

【設計意圖:總結本課學習的內容，使學生產生成就感，激發學習英語的興趣。】

六． Homework 1.How are they eat foods? 問一下你的父母親或朋友是怎樣吃東西的。

【設計意圖:復習鞏固本課所學內容。】

2,。學過的單詞每個兩行 【設計意圖：鞏固單詞】 板書設計：

Unit5 Dinner’s ready Knife—knives(復數)

fork spoon

chopsticks

bowl

教學反思：

本節課新授時我使用了具體的實物餐具，激發了學生學習的興趣，但有些混亂，所以給學生的對話練習帶來了不便，下次要多注意，設置游戲操練時應仔細考慮學生的學習的難易程度。

第四篇：unit5 教案

育英外國語學校集體備課教案

八年級英語（上）

主備人：段雪芳

審核人：李麗娟

Unit5 Do you want to watch a game show?

Section B Self Check

一、教學目標：

1.語言知識目標：

1)復習下列單詞: educational, news, discussion, stand, happen, action movie, successful…

2)能夠綜合運用所掌握的知識來描述自己所喜歡的一些動畫片或影視劇。3)通過自己所喜歡的一些動畫片或影視劇來達到熟練運用所學知識的目的。

2.情感態度價值觀目標：

1)每個人都有自己的愛好，要了解個體的差異性，了解自己的愛好，尊重別人的愛好。

2)了解一些影視片的內容，通過觀看不同形式的影視片來了解社會，豐富自己的文化知識。

二、教學重難點 1.教學重點：

1)能運用所學的知識及提示來閱讀相關影視片的簡介，并能完成相關任務。

2）能運用所學的知識與句型表達方式來簡介一下自己所看過的影視片。2.教學難點：

能運用所學的知識與句型表達方式來簡介一下自己所看過的影視片。

三、教學過程 Step1:Teaching aims.1.Review old words: educational, news, discussion, stand, happen, action movie, successful…

2.To learn to talk about all kinds of movies and TV shows.3.To finish self check.Step2.Revision Review the main words and phrases learned this unit.Step3:Teaching procedures.1.Lead-in

Ask some questions about Mulan.Let the Ss think and answer the questions: “Do you like cartoons? Do you know Mulan? Can you say anything about it?”

Ss discuss the questions and answer the questions.e.g.S1: Yes, I do.Mulan didn’t have any brothers.She took his father’s place to fight 育英外國語學校集體備課教案

八年級英語（上）

主備人：段雪芳

審核人：李麗娟

in the army.S2: Mulan dressed up like a boy.Nobody knew she was a girl in the army.2.Let ′s discuss which TV show do you like best ?(1)A:What kind of TV show is it?

B:It’s a soap opera.A:What do you think of it?

B:I don’t like it.(2)A:What kind of TV show is it? B:It’s a sports show.A:What do you think of it? B:I don’t mind it.3.Survey: Do you like watching movies? Do you know the kinds of movies? Which kind do you like best? Why ? 4.Pairwork.5.Group work.A: Do you want to watch a movie? B: Yes, I do.B: What kind of movies do you like? C: I like ……

D: Why do you like watching….? C: Because it is ……Let′ s go 6.Finish self check(1.2).Ss try to fill in the blanks.Work on Self check 1:

1.Fill in the blanks with the superlative forms of the words in the box.2.本題是根據提示詞來進行問答。問句和答語中沒有對人稱的提示，因此應自主確定人稱。可以用you來詢問，則回答應用I；如果是用第三人稱來詢問，則回答也相應的用第三人稱來答，如果是第三人稱單數形式還應注意動詞用恰當的第三人稱單數形式。

具體分析：

如：1）─What do you think of soap operas? ─I can’t mind them.─What does your father think of soap operas? ─He can’t mind them.…

育英外國語學校集體備課教案

八年級英語（上）

主備人：段雪芳

審核人：李麗娟

4.學生做每個試題，并校對答案。Work on Self check 2

1.Tell Ss to read the statements below.Then think about them.Which of the statements they agree.Check(√).Check(×)if they disagree.Give at least one reason.2.Ss work and by themselves.說明原因： Give some examples: e.g.I think we can learn some interesting things.3.學生們完成試題并說明原因。Step4:Exercises.Step5:Homework.教學后記：

第五篇：Unit5 The seasons教案

Unit5 The seasons教案

Unit5

Theseasons教案

TeachingAims： ,Studentscanunderstand,read,sayandwritethenewwords:

weather,spring,summer,autumn,winter,hot,cold,season,because,countryside,warm,cool,rain,rainy,sunny,windy,snowy,cloudy

2,Studentscanunderstand,read,sayandwritethenewsentences:

what'stheweatherlike...?

whichseasondoyoulikebest?

Ilike...why?

Becauseit's...Ican...3,Studentscansaythesound:

4,Studentscansingtherhyme:《Seasons》

Periodone

Ⅰ.Teachingcontent:PartB,c

Ⅱ.TeachingAims:

.Studentscanunderstand,read,sayandwritethenewwordsandphrases:

weather,spring,summer,autumn,winter,hot,cold,season,because,countryside,warm,cool,rain,rainy,sunny,windy,snowy,cloudy

2.Studentscanunderstand,read,sayandwritethenewsentences:

what'stheweatherlike...?

whichseasondoyoulikebest?

Ilike...why?

Becauseit's...Ican...Ⅲ.Teachingfocusanddifficulties:

.Studentscanmasterthenewwordsandphrases.2.Studentscanusethenewsentences..Ⅳ.TeachingAids:

Pictures,cards,copybook，computer.Ⅴ.knowledgerecurrences:

whatdoyoulike?

Ⅵ.TeachingSteps:

Step1:Pre-taskpreparation:

.FreeTalk.T:whatdateisittoday?S:It'sthe...T:what's

theweatherliketoday?

S:It's...Step2.Teachsnowy,windy,foggy,rainy，cloudy，sunny，cool,warm.T:Lookatthepicture,it'ssnowy.讓一排學生讀。

T:canyoutellmewhichcityisoftensnowyinchina?

S:（引導學生說）...isoftensnowy.T:Lookattheseweatherpicturesandworkingroups。

采取的步驟是，先是組內交流，后是組間交流，最后由組長提問把全班不知道的單詞解決。Step3.Reviewthewordsinstep

．小組內快速記憶，互相幫助。

2．單詞接龍，無錯誤的小組積分。3

．

知

識

竟

猜，whichcityisfoggycity?whichcityissnowycity?

whichcityiswindycity?

3.Seequickly.老師拿出兩幅天氣的圖片，快速在學生眼前閃過，讓學生猜。猜對小組積分。

4.Step4.Teachspring,summer,autumn,winter.5.T:Howmanymonthsarethereinayear?

6.S:Therearetwelve.7.T:Howmanydaysarethereinayear?S:Thereare365.8.T:Howmanyseasonsarethereinayear?師自問自答，9.Therearefour.在學生理解season的含義后，問whatseasonsdoyouknow?讓學生自由說，說對小組積分。

0.Step5.Reviewseasons.小組競賽活動如下：

.一位學生先說季節，另一位學生說季節特征。如：spring和warm。

2．一位學生形容季節，另一位學生說是哪一個季節。如：

Thehouseiswhite.Thetreeandgrassarewhite.Everythingiswhite.3．一位學生來到講臺上，老師拿出一幅圖其他學生說出季節，這位學生做有關這個季節的動作。

Step6.Playagame.拿出準備好的圖片，每組出一人，組成一個新的小組，每人四張，第一個學生說出圖的內容，Step6.說說唱唱。

Spring,spring,spring,it'swarm,warm,warm，Summer,summer,summer,it'shot,hot,hot，Autumn,autumn,autumn,it'scool,cool,cool，winter,winter,winter,it'ssnowy,snowy,snowy，windy,windy,windy,it'sBeijing,windycity，Step7.Teach“because”

T:I'mwearingthreesweaters.Becauseit'scold.I'mdrinkingsomewater.Becauseit'shot.在學生理解because的涵義后，讓學生用because造句。

Step8.TeachIlike...best.Becauseit's...Ican...T:Ilikewinterbest.Becauseit'ssnowy.Ican

makeasnowman.Step9.Sayit.whichseasondoyoulikebest?

Ilike..why?

Becauseit's...Ican...T:whichseasondoyoulikebest?

S:Ilikesummer.Becauseit'shot.Icanswim

inthesea.Step10.Homework：

,copythewords

2,Recitethenewwords.writing：

Unit5

Theseasons

what'stheweatherlikeinsummerinBeijing?

It'shot.PeriodTwo

Ⅰ.Teachingcontent:PartA

Ⅱ.TeachingAims:

2.Studentscanunderstand,read,sayandwritethenewwordsandphrases:

weather,spring,summer,autumn,winter,hot,cold,season,because,countryside,warm,cool,rain,rainy,sunny,windy,snowy,cloudy

2.Studentscanunderstand,read,sayandwritethenewsentences:

what'stheweatherlike...?

whichseasondoyoulikebest?www.tmdps.cn

Ilike...why?

Becauseit's...Ican...Ⅲ.Teachingfocusanddifficulties:

1.Studentscanmasterthenewwordsandphrases.2.Studentscanusethenewsentences..Ⅳ.TeachingAids:

Pictures,cards,copybook，computer.Ⅴ.knowledgerecurrences:

whatdoyoulike?

Ⅵ.TeachingSteps:

Step1:Pre-taskpreparation:

.Lookandguess.T:what'stheweatherliketoday?

S:……

2.S1：what'stheweatherlikeinchongQing?

S2:

It'ssunny.Step2.Lookandanswer：

Q1:whatcityisit?

Q2：what'stheweather

likeinautumninNewyork?

Q3:whatdotheAmericans

usuallydoinautumn?

Q4:whatdothechildren

usuallydoinwinterinNewyork?

Step3.聽A部分，小組根據所聽內容把下列句子排序并讀出，同時解決countryside的意思

．Newyorkisverybeautifulinspring.2．BenlikesmakingsnowmeninNewyork.3．Newyorkisusuallyveryhotinsummer.4．Suyang'sfatherisgoingtoNewyork.新課標第一網

5．PeopleinNewyorkliketogotofarmsinthecountryside.Step5.以小組為單位自己讀課文，注意語法現象，讀過后小組內討論解決，解決不了的在自由提問時間由老師或其他學生解決。為幫助學生有一定的針對性，老師出示以下問題：

.what'sthedifferencebetweenthetwosentences?

a.Suyang'sdadisgoingtoworkinNewyorknextweek.b.Suyang'sdadisgoingtoNewyorksoon.2.Tellusthemeaningsofthefollowingphrases:

inthecountryside,pickpumpkins,makesnowmen,snowball

fights,ashotasNanjing

3.Findthesameruleofthefollowingsentences

a.It'scolderthaninNanjing.b.yourdadneedssomewarmerclothesforthewinterinNewyork.Step6.逐句模仿跟讀課文一遍后，獨立完成課后的填空練習。

Step7:Homework: ,Listentothetape.2,Haveadiction

writing:

Unit5

Theseasons

what'stheweatherlike...?

whichseasondoyoulikebest?

PeriodThree

Ⅰ.Teachingcontent:PartD,E

Ⅱ.TeachingAims:

3.Studentscanunderstand,read,sayandwritethenewwordsandphrases:

weather,spring,summer,autumn,winter,hot,cold,season,because,countryside,warm,cool,rain,rainy,sunny,windy,snowy,cloudy

2.Studentscanunderstand,read,sayandwritethenewsentences:

what'stheweatherlike...?

whichseasondoyoulikebest?

Ilike...why?

Becauseit's...Ican...3,Sound

Ⅲ.Teachingfocusanddifficulties:

3.Studentscanmasterthenewwordsandphrases.4.Studentscanusethenewsentences..Ⅳ.TeachingAids:

Pictures,cards,copybook，computer.Ⅴ.knowledgerecurrences:

whatdoyoulike?

whichonedoyoulike?

Ⅵ.TeachingSteps:

Step1:Pre-taskpreparation:

Lookandspell.把weather,spring,summer,autumn,winter,hot,cold寫在卡片上，以小組為單位半分鐘內，一個學生看卡片做口形，另一個猜并拼讀，看一看哪個小組完成得多，勝者積分。

2Lookanddo.把warm,cool,cloudy,rainy,windy,snowy,sunny,foggy,rowing,snowballfights,countryside寫在卡片上,一個抽卡片并做動作，其他學生舉手搶答，答對為小組積分。

3Talkabouttheweathersofsomecities.老師準備一些寫有地名的卡片，每個小組代表來抽，按所抽地名準備對話并表演。

A：what'stheweatherlikeinwinterinHaerbin?

B:It'scoldandwindy.It'softensnowy.A:whatdopeopleusuallydo?

B:Theyusuallygoskiingandgoskating.4.workinpairs

A．采取兩人對話式報告一城市的天氣。

B．采取兩人聊天式談論一城市的季節及活動。

Step2.抽簽朗讀排序。幾位學生到講臺抽簽，讀出簽上內容，并根據課文順序站好。

Step3.LookandlearnPartD

Step4.結合四幅圖看短文，了解大概含義，小組討論已出現的短語，猜想空內該填什么內容。

Step5.聽第一遍，做簡單的記錄，試填空。

Step6.聽第二遍，根據短文的發展填空。

Step7.聽第三遍，進一步理解短文，全力完成剩余的空。

Step8.小組內匯總組員的錯誤，討論錯誤的產生原因，該如何避免。

Step9.在小組匯總的同時，老師深入各個小組掌握典型錯誤，進行分析。

Step10.聽第四遍，小組討論回答問題。

a.whatdoesmaLiusuallydoinspring'smorning?

b.DoesGuangzhouoftenraininsummer?

c.DidmaLigoswimminginsummerinGuangzhoubefore?

d.whatdoesmaLiusuallydoafterschoolinwinter?

Step11.每小組出四人準備后，接龍式復述D部分。

Step12Talkaboutthestudents'hometown,finishpartE.小組間交流檢查答案是否正確。

Step13PlaygamesaboutpartF.在小組內交流玩這個游戲，并鼓勵學生改變游戲。

Step14:Homework ,SsreadPartE,c,D

2,Sshavethediction.PeriodFour

Ⅰ.Teachingcontent:PartF,G,HwB

Ⅱ.TeachingAims:

4.Studentscanunderstand,read,sayandwritethenewwordsandphrases:

weather,spring,summer,autumn,winter,hot,cold,season,because,countryside,warm,cool,rain,rainy,sunny,windy,snowy,cloudy

2.Studentscanunderstand,read,sayandwritethenewsentences:

what'stheweatherlike...?

whichseasondoyoulikebest?

Ilike...why?

Becauseit's...Ican...3,Sound

4,rhyme

Ⅲ.Teachingfocusanddifficulties:

5.Studentscanmasterthenewwordsandphrases.6.Studentscanusethenewsentences..Ⅳ.TeachingAids:

Pictures,cards,copybook，computer.Ⅴ.knowledgerecurrences:

whatdoyoulike?

whichonedoyoulike?

Ⅵ.TeachingSteps:

Step1:Pre-taskpreparation:

.根據A部分的對話，把小組自創的對話表演出來。

2.看詞連對話。老師給出一些單詞讓學生獨立完成對話，寫在課堂作業本上。小組間交流評比，無錯誤的小組積分。

．Lianyunguang,summer,goswimming

2．Nanjing,autumn,goclimbing

3．ShangHai,spring,gowalking

4．SuZhou,spring,visitthegardens

3.連詞成句

．in,best,which,Newyork,you,do,season,like，2．in,go,people,farms,countryside,to,the,like，3．Newyork,is,soon,to,father,going,my

4．season,Newyork,autumn,best,the,is,in

4.每個小組把其中一個組員在步驟2中的對話變成填空給其他組做。

Step2.完成G部分。

．學生聽錄音跟讀brown,cow,how,now,四個單詞，體會并發出ow組合發音。

2．呈現G部分，啟發學生用這四個單詞編一句話，對能參與的學生給小組積分。

3．利用李陽瘋狂英語的辦法操練G部分這句話。

A．跟磁帶慢讀三遍，在自己中速讀三遍，快速讀三遍。

B．試著一口氣讀這個句子，每組選讀得最多的進行比賽。

c．每組選一個代表看誰能最快速最清晰最大聲讀出這個句子。

Step3:Homework ,ReviewUnit5