let's talk部分通过mike和john第一次见面的情景对话，让学生学习如何用what's your name?询问对方的姓名并作出回答以及表达道别的方法：goodbye! bye,…. let's play部分从实际生活入手，通过在卡片上写人名来进一步巩固let's talk中的会话。let's check部分中的listen and number这道题通过听力练习检测学生对本单元所学对话内容的掌握情况。

二、教学目标：

1.能力目标

(1)能够在真实情景中询问对方的姓名并作出回答以及表达道别的说法。

(2)能完成let's check部分的听力检测。

2.知识目标

听懂、会说what's your name? my name's …. goodbye!bye.

3.情感、策略、文化目标

培养学生运用所学知识与他人交流的习惯，渗透尊重他人的情感。

三、教学重、难点：

1.重点：询问对方的姓名what's your name?及回答my name's….以及道别的表达法：goodbye! bye,…

2.难点：(1)能在实际情景中灵活运用what's your name? my name's….

(2)name's的发音。

四、教学过程：

教学设计参考个性化备课

step 1 preparation

1. sing a song"hello".课本p10歌曲。师播放录音，师生拍手、挥手齐唱。

2.师生相互问侯。用自己的真实姓名做自我介绍, hello, i'm … my name's...(注意放慢语速，可重复)

step 2 presentation

1.教学my name's….

(1)课件展示情境图并通过：what are their names ?引出本节课的人物。t:mike is talking with john .listen and answer :what does john say ?引出第一个知识点：my name's...

(2)师带着自己的姓名卡片，走到学生中间和其中一名学生打招呼：t: hello, i'm mr….my name's….重复两遍并同时指着自己的姓名卡片，再指着学生的姓名卡片问what's your name?

(3)教师引导学生回答my name's….用类似的方法与其他学生进行问答练习。

板书句子my name's….师教读、示范发音(强调name's的发音)、领读，生跟读，个读。

(4)指生做自我介绍hello!/hi! my name's….小组内练习。

(5)引导学生归纳总结，介绍自己的姓名有两种表达法：i'm..../my name's....

2.教学what's your name?

(1)listen and choose:what does mike say ?

a.what's your name ? b.my name's mike.通过听音选择引出第二个知识点：what's your name ?

(2)教师带着自己的姓名卡片说my name's….问2---3名学生what's your name?

(3)师板书句子what's your name?师教读、示范发音(多次示范what's的发音)、领读，生跟读，个读。

(4)让一生站起，其余生齐问：what's your name?此生回答：my name's …

(5)pair work小组内问答what's your name? my name's….

3.教学goodbye! bye,...

(1)listen,watch and answer.播放视频并出示问题：what does miss white say ?引出goodbye并教学。师请一位同学到讲台前与自己对话。例如：

hello, i'm….what's your name?/ my name's …./ (分别时说) goodbye!/ goodbye或bye!

教师板书goodbye! bye.师教读、示范发音、领读，生跟读，个读。

(2)师生示范，小组内进行问答练习。

(3)引导学生归纳总结道别的几种表达法：goodbye.bye.bye-bye.告诉学生goodbye.是道别的正式用语，bye! bye-bye.是非正式用语。

step 3 practice巩固练习

1. t: listen and point.生看课本，听录音,注意正确的语音、语调。

t: listen and repeat.生跟读录音，模仿正确的语言、语调。

2.师生、生生、同桌戴头饰分角色朗读课文。

3.let's play.四人或六人为一个小组，先将学生自制的名卡收集在一起，再由每组的"小老师"通过问what's your name?同学回答my name's….的方式练习，答对的同学拿回自己的名卡戴在胸前。教师与一组学生进行示范，分小组练习。

step 4 production输出运用

1.角色表演：让学生戴上头饰，表演展示let's talk的对话。

2.let's act.让学生用自己的英文名，师先与一生示范，然后小组内进行交流。如：

hello!/ hi! what's your name?/ my name is…./ goodbye!/ bye!

step 5 progress检测提高

1.做当堂达标题。

做基础训练第3页第一、二题。

2.let's check听录音，完成听力练习，核对答案。教师及时表扬。

3. summary：what have you learned today?引导生总结本课所学的内容。

3.homework

(1)听录音跟读课文。

(2)用对话中所学的内容与同学和老师交流。

unit5教案篇2

period 1&2 warming up and reading

teaching aims:

1.enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview

2. enable the students to learn some reading strategies

3. enable the students to learn the necessary qualities in their future job

important points and difficult points

learn about how to be a good reporter

teaching methods

strategic reading method; task-based method

teaching procedures:

i. elaboration (warming up): help the students to relate their known knowledge to the topic that will be learned

task 1 :( group discussion) talk about jobs in china daily?

types of jobs what it involves

reporter

task2: predict what is going to be learned by looking at the title of the text. which type of job will be talked about in the text?

ii. prediction (pre-reading):

task 3: predict the main idea of the text by discussing the following questions:

1. what are the qualities a good news reporter needs to have?

(have group discussion first and then finish part 1 individually)

2. what your first day at school was like? how would you feel on your first day at work? (group discussion)

iii. skimming, scanning, analyzing (reading & comprehending)

task 4: read the text quickly to get a general idea of the text.

task 5: divide the passage into three sections and match the following main ideas to the three sections：

how to get an accurate story

how to protect a story from accusations

how to become a reporter

the skills needed

the importance of listening

stages in researching a story

how to check facts

how to deal with accusations of printing lies

work in a team

task 6 read quickly to find out the information to fill in the form below

task 7: tell what is required for a reporter and a photographer

patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional

a reporter a photographer

iv. summarizing

task 8: write a summary of the text

v. assignment

read an english newspaper and retell the main idea of one article in it.

period 3&4 words & expressions

teaching aims:

get the students to know how to use some words and expressions correctly and appropriately

important points and difficult points

use some words and expressions correctly and appropriately

teaching methods

demonstrating and summarizing; practicing

teaching procedures:

1. occupation n.

1). teaching is my occupation. 职业

2). swimming is my occupation. 使…忙碌的事情;消遣

occupy v.

occupied=busy

occupy oneself in/with sth.

employment; occupation; job; profession; vocation; work; trade

he is looking around for .

: artist

he is out of .

she chose teaching as her .

she’s a lawyer by .

he’s a carpenter by .

2. assign v.

assignment n.

she gladly accepted the assignment. (分派的任务;工作)

the english assignment is a book report. (课外作业，功课)

3. on one’s own

of one’s own

for one’s own

we should complete the test _________

4. experienced adj.

be experienced in/at sth/doing sth.

who is experienced in cooking in your home?

5. the first/last time + 时间状语从句

the first time i came here, i was not used to the climate here.

cover n. 封面,掩盖(物) ;

1). tom will covered the outbreak of the disease.

2). the road was covered with snow.

3). she laughed to cover her worry.

4). the red army covered about 30 miles a day.

5). is the money enough to cover the cost of a new shirt?

7. be eager for sth. (sucess)

to do sth.

that clause

he is eager to see his daughter.

we are eager that the project should be started early

be anxious about =be worried about

8. concentrate on sth./doing sth.

we should concentrate on our study.

tom is concentrating on fishing.

9. of +抽象名词(importance; value; use; help; benefit)

of special interest=

of no use=

the meeting is of great importance.

each minute is _____ for us.

of greatly valuable

great valuable

of great value

for much value

10. acquire; get; gain

1). i sat in the front of the bus to ___ _ a good view of the countryside.

2). gradually we _______ experience in how to do the work.

3). they _____the victory after a bloody battle.

11. have a nose for 嗅觉灵敏

she has an ear for music. 有鉴赏能力

she has an eye for color and style in clothes. 有眼光

12. meanwhile=in the meanwhile

=in the meantime

=at the same time

mother went shopping; meanwhile, i cleaned the house

13. trade n. v.

1). japan does lots of trade with the united states.

2). he is a shoemaker by trade.

3). she trades 3 apples for some bananas.

14. trick

1). 窍门，手法

2). play a trick(joke)on sb.

=make fun of sb. (玩笑,恶作剧)

3). he got into the building by a trick (诡计,花招)

15. challenge

1).he challenge my view on that matter.

2).to finish the job in 2 days was a real challenge.

16. support

n. 1).i need your support.

v. 1)为…提供证据,证实

2) the old man entered the room supported by his grandson.

3). he has always supported the weaker party.

4). he has a large family to support.

17. case

1).he thought he had solved the problem , but that was not the case.

2).here is a case of being careless.

3).we will look into that case.

in case of sth. 如果,万一…

in that/this case 在那样/这样情况下

in no case 决不

in case + 从句以防;可能;倘若

take an umbrella in case it rains.

(in case 从句常用一般现在时表将来, 或should+do)

17. accuse sb. of sth.

=charge sb. with sth.

tom ____ his boss of having broken his word.

blamed

accused

charged

scolded

18. so as to do sth. 只能在句末

= in order to do sth.

=so that + 从句

= in order that + 从句

i got up at five so as to catch the train

19. admit

admit doing /having done

admit sb. into/to (the university)

lily finally admitted___ my umbrella by mistake.

to take

to have taken

having taken

have taken

20. n. adj.

profession professional 具有….特点

finish ex 3 on page 29

assignment

finish ex1 and ex 2 on page 28 and ex 3 on page 29 (discovering useful words and expressions)

finish ex 2 , ex3 on page 63 and ex4 on page 64 (using words and expressions) in workbook.

period 5 grammar

teaching aims:

get the students to use “inversion” correctly and appropriately

important points and difficult points

use “inversion” correctly and appropriately

teaching methods

task-based method; demonstrating; discussion; summarizing; practicing

teaching procedures:

i. presentation

task 1: comprehend the following sentences

only then did i begin my work on designing a new bridge.

=i began my work on designing a new bridge only then.

2. not only was there a christmas tree, but also exciting presents under it.

=there was not only a christmas tree, but also exciting presents under it.

inversion: 起强调作用

ii. analyzing & summarizing

task 2: find 4 examples of inversion in the reading passage

1. never will zhou yang forget his first assignment at the office of china daily.

2. only when you have seen what he or she does, can you cover a story by yourself.

3. not only am i interested in photography, but i took a course at university.

4. only if you ask many different questions will you acquire all the information you need to know

task 3: analyze the sentences above and summarize the rules

1. why can these sentences use inversion ?

2. how are these inverted sentences made?

※ 否定副词no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only 等开头的句子要部分倒装。

※ 部分倒装:只把谓语的一部分(如助动词\情态动词)等放到主语前，或把句子的强调部分提前。

task 4: analyze more sentences below and summarize the rules

1) only after he had spoken out the word did he realize he had made a big mistake.

※ 如含有从句,只要求主句倒装

2) ______,there was no hope of her being able to sleep.

as she was exhausted

if she was exhausted

exhausted as she was

now that she was exhausted

※ 当as(尽管)引导让步状语时,要部分倒装

3) . i often go out for a walk after supper. so does she.

4). if you don’t wait for him, nor shall i.

※ 当so, neither, nor表示另一者也具有前面所述的情况时,要部分倒装.

iii. practice

task 5：do exercise 3 on page 30 (“discovering structures”)

iv. analyzing & summarizing

task 6: analyze sentences below and summarize the rules

1). there appeared a man in black in the distance.

2). under the tree sits a beautiful girl.

inversion(倒装) → 部分倒装

↘ 完全倒装

※ 以地点副词here, there, down, under和时间副词now, then开头，后面的动词是be, come, exist, fall, follow, go, lie, remain, seem, stand等，而且主语是名词时，构成完全倒装句.

※ 完全倒装:把整个谓语动词放到主语之前

3)the teacher came in and the class began.

=in came the teacher and the class began

4).____ from the tenth floor when the policeman pointed his gun at him.

a. jumped down the thief

b. down the thief jumped

c. the thief jumps down

d. down jumped the thief

5). here we are.

※ 在here, there引出的倒装句中，当主语是普通名词是用完全倒装句,当主语是代词时,则用陈述句语序(主+谓)

v. assignment：

do exercise 1 on page 64 (“using structures” in workbook)

period 6 extensive reading

teaching aims:

1. enable the students to know writing and printing process for an article and what is the primary source and the second source

2. enable the students to consolidate some reading strategies

3. enable the students to learn the necessary qualities in their future job

important points and difficult points

enable the students to know writing and printing process for an article and what is the primary source and the second source

teaching methods

strategic reading method; task-based method

teaching procedures:

i. elaboration (warming up): help the students to relate their known knowledge to the topic that will be learned

task1.review the types of jobs in a newspaper

task2. talk about the process of making a newspaper? (group discussion)

give the following hints when needed: interview; do some research; write a story; check the article written by a reporter; print the first edition; set the page; check again

ii. skimming and summarizing

task 3: read and fill in the form

task 4: learn some words and expressions

1. accurate 准确，精确

1) is this watch accurate?

2) his information was accurate

2. set to sth./doing sth. 开始做某事

=get down to sth./doing sth

1). as soon as i got home, i set to preparing supper.

2). they’ll set to the project, as soon as it is approved.

※ look forward to…, devote… to…, be/get used to…, lead to…, prefer…to…, pay attention to…, object to…

3. approve vi. (approval n.)

approve of sth./doing sth.

=agree to/on/with

1).your parents won’t approve of your going there. = agree on

2).i cannot agree to this plan. =approval of

4. process v. 加工,处理

1) the street is in the process of repair

2). they are using a new process to make glass.

process food adj. 加工过的,处理的

task 5: retell the main process of making a newspaper

iii. read the passage on page65 (“reading task) and answer the following questions

iv. assignment

read an english newspaper and retell the main idea of one article in it.

period 7 listening and speaking

teaching aims:

1. learn how to make an appointment

2. improve the students’ listening and speaking skill

important points and difficult points

learn how to make an appointment

teaching methods

task-based method

teaching procedures:

i. elaboration & prediction: get the students to predict what they will listen to and elaborate the topic to their known knowledge.

task 1: go over ex1 on page 31 and guess what they will listen to on the tape.(group discussion)

ii. listening

task 2: listen and circle the correct summary of the listening passage.

this is about a young man who is refused an interview with liu ming.

this is about a young man who is trying to arrange in interview with liu ming.

this is about a young man who wants to ask liu ming about how to work abroad.

task 3: listen to the tape again and answer questions on page 32.

task 4: listen to the tape again and try to note down the dialogue (pair work)

task5: role-play the dialogue and elect the best actors (the most similar to the original dialogue)

iii. speaking and listening

discuss the phrase that may be used in making appointments (input)

shall we make an appointment? how about…?

when are you free? when do you think is convenient for you?

is it possible to…? i shall be busy at… and… but i can be free at…

where is the best place? maybe we can meet at…

task 6: make an appointment according to the situation in ex3 on page 32

task 7: listen to the tape and do ex 1 and ex2 (listening)) on page 62.

iv. assignment

work in pairs. make an appointment according to the situation in ex 1 (talking) on page 62

unit5教案篇3

教材分析

本节课要求学生学会谈论自己及家人朋友的属相。这节课内容由词汇，对话，练习三部分构成。其内容在教材中占有重要地位。为后面学习谈论中国文化奠定了基础。

学情分析

课前对学生做了简单的调查，五年级学生对十二生肖有一定的了解，以前也学习了十二生肖中的大部分动物，对一些基本的句型也能够了解和掌握，能够在教师指令下参加一些活动，对直观生动的东西充满兴趣。所以本节课利用猜谜语、卡通图片、小组活动调动学生学习的积极性。

1、了解熟悉十二生肖动物的名称

2、能正确使用第一至第十二的序数词。

3、能正确理解图文意思，了解十二生肖的排位情况。

4、了解自己与家人朋友的生肖属相，并树立热爱动物，保护动物的意识。

学习重点及难点

词汇：dragon rooster rat ox

句型：what is your year? my year is the year of the.

教学难点：重点句型的拓展

教具准备：课件，录音机，生肖卡片

教学基本策略及设计思路

本课题是根据本年段学生学习语言的认知规律和《课标》提出的学习目标来设计的，注重直观，形象，激发学生好奇心和兴趣，以学生熟悉的生活情境和经验为基础，通过卡片、小组合作等活动让学生在“做中学，用中学”的过程中学习语言，运用语言。

教学过程

step1师生问候，增进交流，复习旧知。

step2讲授新知：

1、设计情景，用猜谜语的形式逐一出示动物图片，在复习和学习12个动物单词中，渗透拓展词汇。

2、复习12个序数词。

3、学习句型theis the.

4、小组合作，为12只动物排序。

设计意图

猜谜语，调动孩子的积极性，生动形象，图文并茂，模仿读音，形象记忆，并就问题进行思考。小组合作，完成课文内容为12只动物排序。

step3

1、引出新知，每一年都有动物的名字，再次按顺序读十二生肖。

2、听录音，并思考相关问题。

3. 让学生分组对话，教师巡视。

4. 学生回答所给问题。

5、知识拓展：what is his/her year?看听 ,师生对话。

my year is the year of thexxxxx

what is your year?

听音，看书，跟读

初识对话，再读对话，体会英语表达培养自主学习能力和合作意识。检验学生掌握对话和知识生成情况.

step4

1、播放课件，看短文。

2、回答问题。

what is li ming’s year?

what is jenny’s year?

what is denny’s year?

分小组练习对话

my year is the year of thexxxxx.what is your year?

用课文内容进行听力练习。学会表达自己及他人的属性，从而将知识拓展延伸。

3、布置家庭作业

unit5教案篇4

?词语】

1. first aid 的意思是“急救”，例如：first aid to the injured 给予伤员的急救。

短语联想

give/offer aid 援助 come to sb's aid 帮助某人

teaching aids 教具 medical aid 医疗救护

with the aid of 借助于

get injured 受伤，在现代英语中大量地出现了由“get + 及物动词不达意的过去分词”构成的被动语态，这叫 get - 型被动语态。又如：

the computer got (was)damaged when we were moving.

my bike is getting (is being)repaired row.

2. protect 动词，“保护、维护”，用于句式“protect + 名词 + against/from + 名词”。

e.g. he is wearing sunglasses to protect his eyes from the strong sunlight.

?短语联想】

Ø keep... from... 不让/避免

Ø stop... (from) ... 阻止

Ø prevent...(from) ... 妨碍/防止

Ødisable... from... 使……失去(能力/资格)

Øsave... from... 挽救、拯救

3.depend on 取决于。

e.g. the amount you pay depends on where you live.词义拓展

depend on 依靠，依赖：his family depends on him. 他的一家人全靠他养活。

依赖，信任：we are depending on you to finish the job by friday.

4. squeeze 动词，意思是“榨取”、“挤出”，例如：squeeze an orange 榨橘子

squeeze + 名词 + out(of/from) + 名词，

e.g. those blackmailers intended to squeeze more money out of him.

5. hurt 既可作及物动词，作“伤害”、“使受伤”解，也可作不及物动词，作“疼痛”、“感到疼痛”解。既可表达身体的受伤，也可以表达情感的伤害。例如：

e.g. the little boy has fallen off a ladder and hurt himself.

the driver hurt himself in the accident. 司机在事故中受了伤。

6. unless 除非……;如果不……。如：

7. icy adj. 冰凉的

-y 是个形容词后缀。如：

windy 有风的 hilly 多小山的 sleepy 困倦的

greeny 略呈绿色 spicy 辛辣的 woody 树木茂密的

thirsty 饥渴的 dirty 脏的 snowy 下雪的

8. in place 放在适当的地方。如：

e.g. the librarian put the returned books in place. 图书管理员把还回的图书放到原处。

yon'd better put things back in place.otherwise, it will be difficult to find things.

9. sense n. 感觉

Øsense of touch 触觉 sense of sight 视觉

Ø sense of hearing 听觉 sense of smell 嗅觉

Ø sense of humour 幽默感 sense of beauty 美感

Øense of hunger 饥饿感 the sixth sense 第六感

10. variety n. 多样, 种类,

★ a variety of… 各种各样……

?词语联想】

various a. 不同的, 各种的, 多方面的, 许多的

e.g. everyone arrived late at the party for various reasons.

?重点句型】

1. remove clothing using scissors if necessary unless it is stuck to the burn.

除非衣服粘贴在烧伤面上，否则都要把衣服脱掉。如果需要的话，可以使用剪刀。

unless是连词，意为“如果不，除非”。在真实条件句中，unless引导的肯定条件状语从句，可以和if...not...引导的否定状语从句互换。

unless you change your mind，i won，t be able to help you.

=if you don?t change your mind，i won ’t be able to help you.

除非你改变想法，否则我不能帮助你。

i want you to keep working unless i tell you to stop.

=i want you to keep working if i don’t tell you to stop.

如果我没说让你停，你就得继续干。

注意：unless 不可用于假想的事情，因此当if...not引导非真实条件状语从句时，一般不可改用unless。

例题：单项填空

①all the dishes in this menu, ______ otherwise stated, will serve two to three people.

a. as b. if c. though d. unless

②don’t promise anything ______ you are one hundred percent sure.

a. whether b. after c. how d. unless

解析: ①选d。考查状语从句的引导词。句意为：在这份菜单上的所有菜，除非另外说明，会给两到三个人食用。

②选d。句意为：除非你有完全的把握，否则不要做出承诺。unless除非。

2. john was studying in his room when he heard screaming.

约翰正在房里学习，突然听到一声尖叫。

此句型中when作并列连词,相当于and then,意为“正当……时，突然”。

常用结构：

be doing...when... 正在做……突然……

had done...when... 刚做了……突然……

be about to do...when... 刚要做……突然……

be on the point of doing sth. when... 刚要做……突然……

例题：单项填空

①she had just finished her homework _____ her mother asked her to practice playing the piano yesterday.

a. when b. while c. after d. since

②we were swimming in the lake ______ suddenly the storm started.

a. when b. while c. until d. before

③i ______ along the street looking for a place to park when the accident .

a. went; was occurring b. went; occurred

c. was going; occurred d. was going; had occurred

解析: ①选a。由句意可知此处when用作并列连词，意为“这时”。②选a。when作连词，表示“正在这时”。句意为：我们正在湖中游泳，突然暴风雨来了。③选c。主句要用过去进行时,表示当时正在路上走着;when引导的从句多用一般过去时。

?重点短语】

1. fall ill 生病

hearing the bad news, he fell ill. 听到坏消息后，他病了。

联想拓展

fall behind 落后

fall sick 生病

fall asleep 入睡

fall down 掉下;倒塌

fall in love with ... 爱上……

fall off 脱落;减少;从……上掉下

fall into the habit of ... 养成……的习惯

fall over 跌倒;翻倒;落到……上

fall silent 沉默

2. in place

在适当的位置;适当

i like everything to be in place.

我喜欢所有的东西都放在原来的地方。

with everything in place, she started the slide show.

一切就绪，她开始放幻灯片。

联想拓展

be in/out of order 有条理/无条理;坏了

be in/out of control 正常/失控

be in/out of danger 有危险/脱离危险

in place of...=take the place of... 代替;取代

give place to 被……取代;让位于……

out of place 不在适当的位置; 不合适

3. make a difference

有很大差别;有很大不同;有很大的关系/影响

whether he could get the support from his parents made a great difference to the plan.

他是否能得到父母的支持对这个计划的影响很大。

does it any difference whether he?ll attend the meeting?

他出不出席会议有什么区别吗?

联想拓展

make a difference between ...and ... 区别对待……

make some difference to对…… 有些关系

make no difference to 对……没有关系

make all the difference 关系重大;大不相同

unit5教案篇5

一、教材分析：

我们所使用的湘少版四年级上册的教材是根据《英语课程标准》要求进行编写，以“话题---功能---结构---任务”相结合的原则，力求使话题、功能、结构和任务四个方面在比较真实的情景中紧密联系，融为一体;本教材提倡“任务型”的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

本教材共由12个单元和两个评价单元组成，其中第一~第十二单元为新授单元。新授单元主要由a、b、c、d、e、f，g七个板块构成。新版教材相较于老版多了一个新的板块，let’s read and write,旨在使学生通过该部分故事的学习能将所学单词和句型运用于片段中从而达到真正理解语言并使用的目的。

二、学生分析：

四年级的学生对英语学习兴趣整体相比于三年级有所下降，英语基础较弱但比较平均，所以本学期主要任务是提高整体水平，并适当培养2-5个尖子生。教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。

三、教学内容及相应的教学措施：

1、情景对话或配图短文阅读教学。

通过该板块的教学，着重训练学生的阅读能力、朗读能力和会话能力。在教学中，我将采用“先听说、后读写，先整体、后局部”的方法，尽量创设信息沟，借助图片、关键词等，让学生进行看图说话、故事接龙、简述故事等，或编成小短剧，引导和鼓励学生积极、主动地参加语言实践活动。

阅读教学，对于小学生来讲有一定的难度，我们可以从以下几个方面进行训练：教会学生使用英汉词典;激发阅读的兴趣;培养快速阅读能力;学会浏览;扩大阅读视野，学会跳跃式阅读;培养朗读的能力;在快速阅读的基础上培养学生的精读的能力;自由表达，仿照课文用英文编个故事或对话或用自己的话复述课文。

2、词汇教学。

在教学中，我将尽可能用学生已知的情景引出新的词语,并与句型教学有机地结合起来，做到词不离句，使学生能在情景中学习和运用词汇;除此以外，在教授难以区分的新单词时，要多利用新鲜的游戏来进行教学，这样，将手势与词义结合进行练习，新颖、好玩、有趣。游戏对任何年级的小学生来说都是很受欢迎的。只要我们不盲目提高要求，承认学生认知水平的差异性，很多学生都能接受并掌握这一部分的内容。

我将把这块的内容设计为英语活动课，要以语言的运用为出发点和落脚点，鼓励学生积极参与这些活动，让他们通过模仿、体验、实践和合作等方式发展能力和智力，开开心心地学以致用。

另外，通过形式多样、生动活泼的故事部分，有计划、有重点地综合复习所学词语、句型和日常交际用语。在教学时，我将根据具体情况将这些板块重新组合，也可适当增加内容，使学生更好地复习所学内容，完成学习任务。

教学进度安排：

周次

教学内容

课时安排 1

开学初工作

2 2

unit 1 nice to meet you.

2 3

unit 2 what’s that?

2 4

unit 3 look at that elephant.

2 5

unit 4 those are eggs.

2 6

unit 5 i like biscuits.

2 7

unit 6 whose is this?

2 8

aeement i

2 9

unit 7 we’re soldiers.

2 10

期中考试。

2 11

unit 8 this is my brother’s painting.

2 12

unit 9 this is our flat.

2 13

unit 10 where’s the cat?

2 14

unit 11 your homework is good.

2 15

unit 12 i can swim fast.

2 16

aeement ii

2 17

unit 13 your plate is orange and grey.

2 18

unit 14 what can you see?

2 19

review

1.进行期末考试、评卷。

2.期末各项工作总结、学期总结会。

1.收集各种资料存档。

2.做好寒假工作，结束该学期工作

unit5教案篇6

教学准备

教学目标

objectives:

1. instructional objectives

by the end of the class, most students are able to:

1) use the words and the phrases they learned to complete the tasks based on the text.

2) pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.

3) more than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.

2. educational objectives

by the end of the class, students are able to:

improve their cultural awareness from carnival and learn more about its influence on the western culture after class

3. personal objectives：

1) be confident of standing on the stage and speak clearly and spontaneously.

2) encourage students to speak in the class with different kind of techniques.

教学重难点

focal points:

by the end of the class, students are able to:

1) improve the main reading skills through completing reading tasks in pair work and group work.

2) use the table to finish their essay about their favorite film.

difficult points:

by the end of the class, students are able to:

1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.

2) write a film review according to the table and the text.

教学过程

procedures and time allotment

stage 1 getting students ready for learning

t: class begins!

ss:…

t: good afternoon, class!

ss:…

t: today, let’s come to culture corner. module 4. do you know chinese festivals?

ss:…

t: first, work in groups, discuss and make a list of chinese festivals in english. (1min).

ss:…

t: ok, time is up. you know chinese festivals?

ss:…

t: very good. for example1.

new year’s day 元旦节 (1月1日)

2. spring festival 春节 (农历正月初一)

3. lantern festival 元宵节 (农历正月15)

4. the qingming festival 清明节 (4月5日)

5. dragon boat festival 端午节 (农历5月初五

6. double-ninth day 重阳节 (农历9月初九)

7.national day 国庆节 (10月1日)

t: and festivals brought us much traditional knowledge. so, festival is beautiful. do you know foreign festivals?

ss:...

t: in the textbook, there are some festivals with pictures. do you know the right descriptions about them?

ss:...

t: this festival is at the end of october, when “ghosts” come out.

ss:...

t: this is when americans remember the hard times when they first arrived in the country.

ss:..

t: this is a festival of color, which marks the beginning of spring in india.

ss:...

t: this is a christian festival which comes in the middle of winter

ss:...

t: let’s watch a video. can you guess what festival it is? .

t: they are dressed up in special clothes, and they are wear masks.

ss:...

t: now, first question is how do people feel on this festival? second is what festival is it?

ss:...

t: yes, very good. now, let’s watch a video about carnival.

ss:...

t: what do you remember about carnival?

ss:...

t: where did it first?

ss:...

stage 2 pre-reading

step 1. listen to the tape.

t: let's listen to the following passage to learn more about carnival. try to find out what places are mentioned in terms of carnival celebrations.

ss:..

t:...

step 2. scan the passage and try to answer the questions.

t: what is the meaning of carnival?

ss:...

t: originally it meant “with no meat”but now it symbolizes “life”.

step 3. read the passage and match column a with column b.

t: ok, now i will give you 1 minute to read it again and then i will ask you some

stage 3 while-reading

step 1 read the passage. choose the best answers to the two sentences.

t: are you finish? let’s look at the questions.

first question is today carnival has become a celebration of ____. which one you choose?

a. freedom b. harvest c. life itself d. success

ss:...

t: yes, very good. next question is we need to _____ to understand what carnival is all about.

a. look at the history of america b. go to america

c. look at the meeting of two cultures---european and african d. both a and c

ss:...

t:....

step 2 check whether the statements are true or false.

t: …

t: now, let’s check.with the opening of huge farms and plantations, many africans went to look for jobs in america., what’s your idea?

ss:…

t: do you agree?

ss:…

t: excellent, in paragraph 2, this marked the beginning of the slave trade. so the question 1 is false.

t: next question 2, the europeans imported their festivals and later the slaves learned from them and added their traditions.

ss:...

t: very good. this answer in paragraph 3.

ss:...

t: question 3，the slave trade was abolished and the salves took over the carnival.

ss:...

t: the last, with the passing of time, carnival became a festival of the black people only.

ss:…

t:exactly! superb!

step 3 skimming for specific information

task: answer the questions according to the passage.

t: read the text carefully and answer the questions.

next, we will read the text again to explore how the text organized. 3minutes, let’s go!

t: now, let’s check your answers. what is carnival today?

ss:carnival today is an international, multicultural experience.

t:the second question is where were the slaves taken from ?

ss:in africa

t:....

t: excellent!

stage5 post-reading

discussion: useful questions to make up dialogues

t: there have seven questions, useful questions to make up dialogues.

have you dressed up in special clothes?

2 what did you wear? 3 how did you feel?

4 did you eat special food?

5 did you give or receive gifts?

6 did you have a holiday from school?

7 did you enjoy yourself with your family or friends?

t: i will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!

ss:...

t:time is up. which one do you choose?

ss:....

t: yes, so the theme of frankenstein is about science and humanity.

t: ok, next group, do you have other answer?

ss:...

课后习题

homework

do exercises on page 37-38.

unit5教案篇7

1、 i need five workers！

开始上课时，我穿上工作服将自己装扮成超市老板。对学生说i am the boss of this supermarket！ i need five workers！ one day work, one day rest. and each day i pay you $100.并展示了一张手绘的钞票。在一个和平时教学环境完全不一样的教室里学生很容易就兴奋了起来，纷纷举手要求应聘。

我选了十个候选人，要求他们在最快的时间内将货物放到相应的买场。并请其他学生帮我想问题怎么来面试。学生问了一些很有趣的问题，如

if your boss asks you to work 8 am to 9 pm, what will you do?

if you meet a trouble woman, what will you do?

if you don’t agree with your boss , what will you do?

are you good at math? if so, can you count numbers 1 to 10000 in a few minutes?

2、 do you want to have a vip card?

经过挑选完员工后，开始学习新单词。我准备了实物，以提高他们的兴趣。并请员工将其放入正确的买场中。在整个过程中顾客并未看全所有的货物。在此我准备了个小游戏，借此复习7年级学过的there be 句型和所有学过的单词，给猜对的同学发vip card能有20%折扣。在此过程中学生不仅用到了很多学过的单词，更用到了自己在超市里看到的、自己又不会说的，如在复习询问价格的过程中，我们采取了估卖的形式。如watermelon首先要员工估计重量和价格，顾客根据自己去市场的经验给个大概的价格和重量，和员工答案最接近者得。

3、 open！

在学生最兴奋的时候，打开课件！在音乐的伴随下，超市的图片展现在顾客面前！我则和一个学生开始讨论即将到来的春游，为本次春游购买所需物品。边走边讨论，在每个买场前都与员工交谈！并讨论食物的健康与否！付款时还出示了自己的vip card！整个过程轻松！给下面的学生小组活动做了个示范。

a: first, we must buy something to drink and something to eat！

b: i like milk best！ why not have a big box? how about this kind of fast noodles?

a: fast noodles isn’t good for our health. how about this kind of bread！

b: ok！

c: if you buy two bags ,you can get a bottle of milk！ the milk is free！

a: it’s too hot！ why not buy a cup?

b: what color don you like best? how about white?

c: white is very popular this year！

a : ok！ but this one is a little small！ please show me a bigger one ?

b: let’s buy some cds！

a: oh, i like zhou jielun ！

c: how about this one ? it’s one of the best-sellers this month.

b : we can play football！

a: yes！

c: where are you going?

a: a place near the river！

c: you’d better not play football there！ it is dangerous！

a: thank you ！

a: we have a vip card！ here you are！

c: ok！ here is your change.

（a、 b为顾客c为营业员）

4、work in groups！

情景给出后，学生们都很兴奋，没有了枯燥的机械训练，取而代之的是学生热烈的讨论和自由的想象。每个同学都在如同身临其境，能够熟练地运用所学句型互相询问，相互讨论、交谈并加上已学过的一些寒暄、问候的话语，自主地完成了比较精彩的小对话。

评析

本堂课师生之所以能够获得良好的感受，我个人认为主要由于以下原因：

1、教学中运用新课标准的理念。教育的本质是引导，而不是讲和练，教育要求关注每一个学生的发展。教育目标由原来注重知识的传授而强调让学生形成积极主动的学习态度，使其获得基础知识与基本技能的过程同时成为他们学会学习和形成正确价值观的过程。

2、教学中恰到好处的运用了情景教学的原则。情景教学法要求教学要以情景为基本原则，重点放在学习活动的成功开展上。让学生在恰当的情境中学会用英语交流，从而获得学习的成就感。

3、从学生熟悉、感兴趣的话题入手。不论是为春游做准备还是当上了营业员，对学生来说都是很有趣且很新奇的。当学生们用英语将自己的真实想法表达出来时，心中又会有怎样的喜悦呢？

4、恰当的情景为学生拓展了充分的想象和创造性思维的空间，教师在其中只起了引导作用，体现了了新课标下课堂教学中"以学生为主体的教学原则"。

5、教师教学以人为本，呼唤人的主体，教学的重点要由重传授向重发展转变；为每一个学生的发展需要我们研究学生的差异，以便找到因材施教的科学依据；由重教师教向重学生学转变；教师在教学中把教学的重点放在过程中，放在揭示知识如何形成的规律上，从而使学生在教学进程中思维得到训练，既长了知识，又增了才干。教师在课堂教学中采用以探究、研讨为主的综合交流方式，师生共同讨论、研究，建立平等和谐的师生关系；突破传统教学模式，勇于创新，形成教学特色。

unit5教案篇8

1. to write a passage by yourselves

teaching procedures

教学过程：

教学活动

acti vities 设计意图

intentions 互动模式&时间

ip & time

preparations

step 1 ss go over the objectives 学生明确了解本课的学习目标 iw

step 2 ss think of what should be included when we write about a person 导入：头脑风暴学生想出有关描写人的文章应包含的内容 iw. pw

step 3 ss read the article abou t langlang to get the layout of writing about a person 学生阅读一篇关于朗朗的文章，学习文章的结构 iw