范文一:英语教案关于天气
Unit6 Weather
Lesson 12 What’s the Weather like? Teaching contents: what’s the weather like?
Teaching aims:
1) Knowledge
, Understand and know how to say weather,season, warm, hot, cool,
cold...
,Know a sentence about How is the weather in spring/summer/autumn/winter?
It’s warm/hot /cool/cold/ in spring/summer/autumn/winter. 2) Skills
, Help the students to understand and use the sentence.
, Develop the students’ skill of observing and thinking.
, Develop the students’ skill of reading and writing. 3) Strategies
, Develop the students’ abilities of cooperation.
Teaching points
, Students can spell weather,season, warm, hot, cool, cold...
, Students can understand and say How is the weather in spring/summer/autumn/winter?
It’s warm/hot /cool/cold/ in spring/summer/autumn/winter.
Teaching aids: cards, picture, multimedia
Teaching methods: group work, summary
Teaching procedures:
Step1 : Warming up
1. Greetings
2. Review sentence and words that students have learned in last class and
through pictures to help students review. Step2 : Show pictures
1. Look the picture and write words on the black (spring/summer/autumn/winter).
2. Teaching students reading and writing.
Step3 : Lead in and Presentation
1(Free talk
T: Today we learn weather, do you know the four seasons and how to say
in English? And what’s the weather like in four seasons?
Ss: 春、夏、秋、冬......
T: Before learning we should do something. What do we need to do? To
know the weather.
2. Teaching weather:Show pictures on the PPT and teaching students to
say and write.
Step 4: Drills
1. Teaching the sentence How is the weather ,
T:Look outside. How is the weather in summer,
S: The weather is ...in summer.
2. Teaching new words warm/hot/cool/clod
(1) Teaching warm:
T:Look picture , How is the weather in spring,
S1: 暖和的、温暖的
T:Yes,it’s warm in spring.
(2) Teaching hot
T:Look picture , How is the weather in summer,
S1: 炎热的
T:Yes,it’s hot in summer.
(3) Teaching cool
T:Look picture , How is the weather in autumn,
S1: 凉爽的。
T:Yes,it’s cool in autumn.
(4) Teaching cold
T:Look picture , How is the weather in winter? S1: 寒冷的。
T:Yes,it’s cold in winter.
Game
Take out 8 cards (spring/summer/autumn/winter/warm/hot/cool/cold)
Ask students What’s missing?And say the missing word.
2.Teaching sentences It’s warm/hot/cool/cold in
spring/summer/autumn/winter.
(1) Look multimedia
T:How is the weather in spring?Ss: It’s warm in spring.(Teacher writes the sentence on the blackboard.) T:How is the weather in summer?
Ss: It’s hot in summer.
T:How is the weather in autumn?
Ss :It’s cool in autumn.
T:How is the weather in winter,
Ss: It’s cold in winter.
(2) Practice:Teacher teaches the sentences and students following
teacher. And work in pair make a dialogue.
Step 5 Practice
A: What’s the weather like in spring?
B: It’s warm in spring.
.......
Step 6 Practice
Look the PPT and finished it.
Step 7 Consolidation
1. Look the PPT ( T:First time; I read it;Second time,repeat it)
Step 8 Sum up and Evaluation
T: Today,we have learned about “weather, warm,hot,cool,cold ”and how to talk about the weather” “How is the weather in
spring/summer/autumn/winter?” “ It’s warm/hot/cool/cold in spring/summer/autumn/winter.
Step 9 Layout of the Bb
Unit 6 Weather
Warn Spring Lesson 11 What’s the weather like?
Hot Summer
How is the weather in spring...,
Cool It’s warm in spring. Autumn
It’s hot in summer. Cold Winter It’s cool in autumn.
It’s cold in winter.
Step 8: Homework
1.用今天所学句型和你的同学交流每天天气情况。
2.How to talk about the weather in different seasons in English and write
a dialogue.
范文二:关于季节的英语教案
篇一:seasons季节英文教案
篇二:英语月份教案
unit 5 month of the year
一、教学目标:
【知识目标】
1、学习新单词:march, april, may.june
my birthday is in??
it’s in?
【能力目标】
1、能听、读、说、写本课新词新句,并能够在实际情境中熟练运用。
2、能用英语表达不同月份和季节里的天气情况。
【情感目标】
1、激发学生的学习兴趣,帮助他们养成良好的学习习惯。
2、教育学生要关注气候变暖,培养他们的环保意识,保护环境。
二、教学重、难点:
掌握本课的单词和句型,能够用英语讨论不同月份与季节的天气情况。
三、教学准备:单词卡片、cai课件等。
四、教学方法:
情景教学法,直观教学法。
五、教学过程
2.free talk.
summer is hot, hot, hot, hot.
fall is cool, cool, cool, cool.
step ii. presentation and learn
1.free talk导入并揭示课题。
引出生词教学。
3. 教学生词
1)教学march
ppt呈现december,引导学生观察december的发音,引导学生找寻发音规律,推测september, november的发音。操练:黑白配
2)教学april
教师引导学生通过发音规律、升降调读来教授新词。操练:石头、剪刀、布:
3)t: do you remember the chant? let’s chant. (ppt)
一月一月january,二月二月february?
4. 教学新句型(ppt呈现)
my birthday is in??
it’s in?
my birthday is in??
it’s in?
4. 课文教学(vcr呈现) 想一想:福建的秋天有哪几个月?
a.听音,初步感知课文。
b.听课文,回答问题
my birthday is in??
it’s in?
c. 听音,跟读课文
d.分角色朗读、表演。
step iii consolidation
1. 巩固练习:(ppt)true or false.
2. game:终极挑战(ppt大转盘)。学生四人小组进行问答练习。
3. 完成课本76页上的练习并核对答案。
step iv summary
1.教师请学生观察月份的全称与其缩写形式的联系与区别
2.小节今天所学单词和句子。
3.情感教育
1.activity book .
3.read the text.
unit 5 months of the year(2)
my birthday is in??
it’s in?
篇三:四季英语教案
module 9
单元教学目标:
1.能够用英语谈论自己喜欢的季节以及不同季节的典型气候特点。
2.能听懂、会说、会读以下句子:
并能进行扩展,在实际生活中灵活运用。
教学重难点:
1. 学习怎样用英语谈论季节以及不同季节的着装;掌握相关单词和句型,并能综合运用新、旧知识组织对话完成一定的交际任务。
2. 增加已学知识的复现率,培养学生对重点单词和句子的认读能力。能听懂、了解四季的特性, 并能运用所学的、有关四季特性的句子对最喜欢的季节做简要说明。
教学课时:2课时
第一课时
总课时数: 授课时间:
教学目标:
(一)知识技能目标:
(二)运用能力目标:
1. 学习怎样用英语谈论季节以及不同季节的着装;掌握相关单词和句型,并能综合运用新、旧知识组织对话完成一定的交际任务。
2. 增加已学知识的复现率,培养学生对重点单词和句子的认读能力。能听懂、了 解四季的特性, 并能运用所学的、有关四季特性的句子对最喜欢的季节做简要说明。 教学重难点:
1.能够用英语谈论自己喜欢的季节以及不同季节的典型气候特点。
2.能听懂、会说、会读以下句子:
并能进行扩展,在实际生活中灵活运用。
教学过程:
1.教师热情地和学生打招呼,做简单的free talk.
2.教师和学生一起做一组tpr活动。教师说:“put on your jackets.”学生做穿夹克衫的动作。教师说:“take off your hats.”学生就做摘掉帽子的动作。然后由师生互动转为
生生互动,让学生进行小组间的比赛,对做得又快又准确的小组教师要给予奖励。如果时间允许,请学生当小老师到讲台前来发指令,其他同学做动作。
(设计说明:教师在这一环节应该有意识地多操练衣物名称,为后面的教学做准备。) step 2.presentation
s: 春天 夏天 秋天 冬天
t: 那么这些季节都如何用英语来表达呢?
1.教师把表示四个季节的单词卡片呈现给学生,并指着每一张卡片,让学生猜出正确的季节,教师对此逐一进行教授,学生通过跟读,小组读,开火车读等多种方法巩固练习。 t:那么在不同的季节里,人们的着装又有什么不同呢?人们都穿什么衣物?不穿什么衣物呢?
2.教师播放录音,要求学生手指点读。
3.教师再放录音,一句一停,让学生跟读,教师要重点讲授新单词的读音。
4.教师请两个同学一组模仿书上的例句,一位同学说出穿着,另一名学生猜季节。 也可以举行抢答比赛,请几位同学到讲台前说穿着,其余同学抢答季节。教师对表现突出的同学发送小礼物表示奖励
step3.practice
1.教师组织学生玩游戏:mime and guess.
请几位学生分别表演关于季节和衣物的词汇,但嘴里不能说出来。其他学生进行抢答,最后教师对抢答得既快又准的同学给予奖励。
2.教师组织学生玩游戏“找朋友”
教师将全班同学分成春天组,夏天组,秋天组和冬天组。让每一个学生离开座位找朋友,必须操练句型
3.教师通过向学生呈现教学媒体资源,让学生通过练习巩固所学知识。
step4.consolidation
教师和学生一起归纳本单元所学的知识点。
1.熟练掌握本单元所学内容。
2课后和同桌一起调查每人喜欢的季节
教学反思:
篇四:teaching plan the four seasons关于季节的教案
subject:the four seasons
target
2 using basic sentences to make sentences or make dialogue
teaching focus
2 using basic sentences to make sentences or make dialogue
teaching difficult
teaching object
the sixth grade in primary school
teaching preparation
ppt small cards music tapes music play equipment
teaching procedure
greeting and free talk
theory :interpersonal intelligence
purpose:simple and cordial greetings, students can quickly stabilize mood. 2 lead-in.(do diddles)
theory :interpersonal intelligence
3 vocabulary and text.
theory:linguistic intelligence
theory:musical intelligence
5 activity and practice
theory:interpersonal intelligence and linguistic intelligence
theory:interpersonal intelligence
6 painting
purpose:by the lines,shape,structure,color and space,to improve the ability of spatial imagination.good at finding beautiful things in four seasons.
theory:natural intelligence
purpose:have a good understanding of the natural environment.
篇五:季节教学设计
牛津小学英语6b unit 5the seasons 教学设计
-------------------------------------------------------------------------------- 作者:佚名 英语来源:本站原创 点击数:884 更新时间:2010-4-28 我要在线投稿 -
牛津小学英语6b unit 5the seasons 教学设计
教学内容: unit 5 the seasons (b、c、e)
教学目标:
2、能力目标:通过互动型的教学途径,培养学生的创新精神和将所学的英语运用于日常交际的能力,提高学生的语言能力和学习能力,让学生得到自我发展和个性发展。
3、情意目标:通过创新教学方法,提高学生学习英语的兴趣;结合学习内容,培养学生的表现力,养成学生爱思考的良好习惯。
教学重点:
1、 能掌握四个表示季节的单词,能正确表达季节。
教学难点:
能灵活运用所学句型进行日常口语交际。
课前准备:
1、准备录音机和第五单元的磁带。
2、课前写好本课的课题unit 5 the seasons
3 、一些季节和天气的图片。
教学过程:
1、free talk:
read the title: the seasons ,season ↑↓ the seasons↑↓(学习三会单词)
1、出示春季图片教授单词spring (开小火车朗读单词, 用手笔画单词。)
2、 出示夏季图片教授单词summer (两人一组朗读单词, 用手笔画单词。)
3、 出示秋季图片 教授单词autumn (横排为单位朗读单词,用手笔画单词。) step3、part c
3、check!
4、read the dialogue .
6、check!
教后反思:
英语教学似乎已形成了一种模式,老师教,学生学;老师示范,学生操练。一节课下来,形式多样,操练频繁,学生也能滔滔不绝地说一大段英语,教学效果似乎很理想。但是,仔细分析,我们不难发现,学生的交流大多在教师所给句型的范围之内,至多与以前所学的内容作了比较简单的整合,以及结合新句型作了比较简单的替换。从本质上看,还是处于比较初级阶段的模仿,还没学会具有交际意义的深层次的交际。因此,在本节课里,我寻求了一些新的尝试:
1、改变以往教学模式,寻求创新。
单词的教学突破传统的跟读法,学生在教师提供的简单、真实的语境中学习新单词,做到语音和意义的有机结合,使单词教学更加有效。
句型教学减少机械性操练,让学生在学习新知时带有目的性地去理解、记忆,不仅达到识记的要求,而且能够做到简单的运用。如在四季教学的句型中学习了我们可以干什么,到后来的写信中就是综合运用,学生可以根据自己的情况进行有针对性的写。
2、改变传统教学模式,寻求突破。
本节课我给学生充分自由的空间,新单词、句型的传授、巩固、拓展都是已学生为主体,整个过程中除了教师必要的示范外,都是让学生自己探索、巩固。
3、充分利用教学资源,回归生活。
“问天气”是生活中常见的情景,为了增强语言的真实性,使学生有身临其境之感,我从学生身边的教学资源入手,为学生创设真实的语言环境。让学生在活动中学习语言、运用语言、调动了学生的学习积极性,提高了课堂的教学效率。
“让孩子们自主地学英语,快乐地说英语”是我整节课的设计理念。所以设计的活动尽量做到以学生为主体,激发学生自主学习的兴趣,注重培养学生的语言交际能力和思维发展能力,并在教学中关注学生的状况,“寓教与乐,轻松实践”,使看似枯燥乏味的语言知识,在被赋予了各种生动的情景后,便于学生理解和掌握。通过小组的合作交流,使学生进行了充分的语言实践。如此,课堂真正成为学生展示自我的“动感地带”。
范文三:关于季节的英语教案_0
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关于季节的英语教案
教案设计
河北石家庄市桥东区东风西路小学
尹丹
英语复习课
——seasons的教学设计
一.教学内容:
1. 季节词汇的复习.
2. 引申句型What do you wear?
What do you like to do? What do you lilke to eat?
二.教学目标
1、知识目标
复习所学过的季节单词,掌握相关单词:句型How many seasons are there in a year? 并能综合运用新、旧知识组织对话完成一定交际任务。
2、能力目标
能用英语简单介绍自己喜欢的季节如:I like ?.In
this season, the tree is?.The sun is ?.
能够运用基本句型描述出在某个季节自己喜欢做什么,吃什么,如:-- I like
to ?.
-- I like to eat?. ??
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能够完成一项采访的任务。培养学生的语言组织能力,观察力、想象力,发展学生综合素质。
3、情感目标
激发学生学习英语的兴趣,调动学习积极性,引导学生积极与他人合作,在活动中培养学生的协作精神和竞争意识,培养学生心灵手巧、热爱生活的良好品德。
三.教学准备
1、CAI课件;
2、单词小卡片,答复四季的空白挂图;
四.教学过程
1.Warm-up
Free talk 师生日常用语对话;
Weather chant.preview
T说出一些关于季节的谜语让孩子们猜:In the season ,the tree have
cool green leaves. The sun shines in the sky. So
I always feel hot. Guess, please.当学生们猜到是summer时又问:Do you like summer,. presentation
T出示CAI:一个小房间里放了一个关着的橱柜。T让学生Guess,也许更多的学生会说一些服装的名称,T可以随便引出:Yes, there are many clothes in it. Do you
want to know?同时打开橱柜.
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OK,boys and girls .Let’s have a look . CAI依
次显示不同的季节Look , what’s this ?. 带读单词dress,
学生跟读.师生对话:What colour is it? It’s ?.I like the ?dress.
CAI呈现一些不同的服装,T 问:What do you wear in
winter/spring/summer/fall ? 引导学生用I wear the blue /?dress/?回答。
T:In different season , people like to do
different things . What do you like to do? CAI呈现一
些不同季节季节不同的活动。T:What do you like to do in winter/summer/spring/fall ? 引导学生回答:I like to ? in winter/summer /spring/fall.
4. 活动操练
四人小组活动,完成一个调查表.
5. consolidation and extension
根据今天的复习内容,现场做一个调查,统计,给出调
查结论.
6.class closing 唱“Month song”这首歌. 五、
小结评价:
总结课堂,对表现突出的学生给予奖励,并颁发最佳
小组设计奖、最佳班级设计奖,最佳表演奖。 课后反思:
本堂英语综合实践课使学生根据自己的生活实际,现
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实需要,学习更新的英语,学习自己真正需要,自己真正想知道的英语;这样就将学生们的“要我学”变成了“我要学”,把学生的认识引向了生活中,不再局限在课本上;真正做到了自主学习。而让学生们设计出自己喜欢的季节这一环节,发挥了学生们的想象力,通过绘画设计练习,不仅给学生们提供了更多的动手实践机会,重要的是这样还发展了学生的创造力,培养了学生们的想象力、动手能力和审美情趣;通过介绍自己的作品,又锻炼他们语言表达能力真正把英语运用到了现实生活中去;使它不再仅仅停留在书本上。让学生们自己觉得“我好棒”,自己能用英语这样的介绍自己的作品。这样就增强了学生们学习英语的兴趣和信心。通过拍卖季节,培养学生的协作精神和交际能力,其主体性得以充分发挥,积极性得到充分调动,充分体现出英语课与其它学科的整合,英语与生活的紧密联系。富有生活气息的英语课堂定会充满无限的生机和活力。最后的小结评价是必不可少的,教师发扬民主,学生们的自评,这也体现出新课标领导下的学生主体性。
六、教师个人简介
省份:河北省 学校:东风西路小学 姓名:尹 丹 职称:小教一级
通信地址:河北省石家庄市桥东区东风西路小学
从教八年来,每天当我和阳光一同走进教室时,五十
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多双眼睛凝视着我,眼里闪动着喜悦和渴望之光,这就是我的苗圃。每天,我将爱的雨露洒在这块地方,以无比艰辛的努力和充满智慧的劳动,用爱心去打动每位学生,让他们在我的呵护下茁壮成长。在自己的教学特色里,始终以“润物细无声的”为标准要求着自己。力求每一节课都能够然学生们在“乐中作”在“玩中学”
中、小衔接英语课程教学整合课--“seasons”教学详案
牛津小学英语6B Unit The seasons 教学设计
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作者:佚名 英语来源:本站原创 点击数:88更新时间:2010-4-2我要在线投稿
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牛津小学英语6B Unit The seasons 教学设计
教学内容: Unit The seasons
教学目标:
1、认知目标:通过学习,使学生掌握四会单词:spring, summer, autumn, winter.掌握日常交际用语:Which season do you like best? I like? Why? Because it’s ? I can?
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2、能力目标:通过”互动型”的教学途径,培养学生的创新精神和将所学的英语运用于日常交际的能力,提高学生的语言能力和学习能力,让学生得到自我发展和个性发展。
3、情意目标:通过创新教学方法,提高学生学习英语的兴趣;结合学习内容,培养学生的表现力,养成学生爱思考的良好习惯。
教学重点:
1、 能掌握四个表示季节的单词,能正确表达季节。
2、 能听懂、会说、会读句子:Which season do you
like best? I like? Why?Because it’s? I can?,并能
正确、熟练地运用。
教学难点:
能灵活运用所学句型进行日常口语交际。
课前准备:
1、准备录音机和第五单元的磁带。
2、课前写好本课的课题Unit The seasons
、一些季节和天气的图片。
教学过程:
Step1、Warming-up
1、Free talk:
T:Hello,everyone~In the last term! We learn
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some holidays.Can you rember them? We learn Children day、Mid-Autumn Festival、Spring Festival ...
T:I like Mid-Autumn Festival better! And I like Spring Festival best. Which holiday do you like best? Ss: I like....
T:But now I like spring best ! Because we are in the spring now.
2、呈现课题:T: Today we’ll learn Unit The seasons
Read the title: The seasons ,season ?? The
seasons??
Step2、Presentation and practice
1、 新授四会单词:spring、summer、autumn、winter
1、出示春季图片教授单词spring
I like spring. Because it’s warm and usually sunny. I can fly the kite .
What can you do in spring? We can go on an outing.
Because Ching Ming Festival is coming soon.
2、 出示夏季图片教授单词summer
I like summer. Because it’s hot and usually s rainy. We can go swimming. And we can...
What can you do in summer ? We can go fishing.
3、 出示秋季图片 教授单词autumn
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I like autumn. Because it’s cool and usually cloudy. We can go to the farm and pick apples there. And we can...
What can you do in autumn ? We can have a camping trip .
4、 出示冬季图片 教授单词winter
I like winter. Because it’s cold and usually wundy . We can go skiing. And we can...
What else can you do in winter ? We can make snowmen.
5、 How many seasons are there in a year? There are four.
What are they?They are
spring\summer\autumn\winter.
6、 Which season do you like best? Why?
Step3、Part C
1、Open your book to page1. Choose one picture and make a dialogue with your partner.
2、Can you write down the dialogue? Who can?
3、Check!
4、Read the dialogue .
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5、Take out your paper! Complete the form!
6、Check!
Step Assign homework
1、Talk about the weather in our hometown.
2、Make a farm with New York.
教后反思:
英语教学似乎已形成了一种模式,老师教,学生学;老师示范,学生操练。一节课下来,形式多样,操练频繁,学生也能滔滔不绝地说一大段英语,教学效果似乎很理想。但是,仔细分析,我们不难发现,学生的交流大多在教师所给句型的范围之内,至多与以前所学的内容作了比较简单的整合,以及结合新句型作了比较简单的替换。从本质上看,还是处于比较初级阶段的模仿,还没学会具有交际意义的深层次的交际。因此,在本节课里,我寻求了一些新的尝试:
1、改变以往教学模式,寻求创新。
单词的教学突破传统的跟读法,学生在教师提供的简单、真实的语境中学习新单词,做到语音和意义的有机结合,使单词教学更加有效。
句型教学减少机械性操练,让学生在学习新知时带有目的性地去理解、记忆,不仅达到识记的要求,而且能够做到简单的运用。如在四季教学的句型中学习了我们可以干什么,到后来的写信中就是综合运用,学生可以根据自己的情
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况进行有针对性的写。
2、改变传统教学模式,寻求突破。
本节课我给学生充分自由的空间,新单词、句型的传授、巩固、拓展都是已学生为主体,整个过程中除了教师必要的示范外,都是让学生自己探索、巩固。
3、充分利用教学资源,回归生活。
“问天气”是生活中常见的情景,为了增强语言的真实性,使学生有身临其境之感,我从学生身边的教学资源入手,为学生创设真实的语言环境。让学生在活动中学习语言、运用语言、调动了学生的学习积极性,提高了课堂的教学效率。
“让孩子们自主地学英语,快乐地说英语”是我整
节课的设计理念。所以设计的活动尽量做到以学生为主体,激发学生自主学习的兴趣,注重培养学生的语言交际能力和思维发展能力,并在教学中关注学生的状况,“寓教与乐,轻松实践”,使看似枯燥乏味的语言知识,在被赋予了各种生动的情景后,便于学生理解和掌握。通过小组的合作交流,使学生进行了充分的语言实践。如此,课堂真正成为学生展示自我的“动感地带”。
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范文四:关于水果的英语教案_0
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关于水果的英语教案
2、OK.If you don’t have an English name.It doesn’
t matter.Through this lesson,I will help you to find
your English name.All of you will have an English
name.OK?你们每个人都将会有英语名字。
3、Now look here.
5.Song:review《hello》
五(活动过程:
T:Hello,Kids!
S:Hello,Cici!
T:How are you?
S:I’m
fine,thank you.
T:Very good!Look at here.What’s this?
S:Bag
T:Good!Let’s look at what’s in it?Who want to
try?
S:Let me try!
T:This
is...pineapple/pear/watermelon/apple/banana)follow
Cici,read it for ten
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times:one,two,three,four,five,six,seven,eight,nine,
ten.
S:pineapple/pear/watermelon/apple/banana...
T:Good!Now let’s play a game”happy hammer” 、蜡笔、
长丝巾、磁带、访问表、麦克风
教学步骤:
? Warm-up
1唱歌曲:colour song
2复习颜色:
?教师以rainbow 引出颜色,问:”What colour can you see in the rainbow? “幼儿回答,教师将颜色卡呈现在黑
板上,贴成弧形。
1 3
4 ?看着颜色卡,利用chant 的形式复习颜色。
No.1 red, red .
No. yellow, yellow
?.
?.Presentation
1、利用颜色卡教学新单词peach ,banana, orange,
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watermelon, grapes等。
?教师说:I like yellow. What colour do you like? 引领幼儿练说I like?.的句型。
?在充分练习的基础上,教师说:Oh, you like red.
What is red? Look.教师将红颜色卡的另一半翻过来,刚好
呈现一只红苹果,教学单词an apple。
一、Topic课题:Unit Would you like some apples?
二、 Teaching Aims教学目标:
知识目标:
1. To help students learn to use these phrases: a cup of? a glass of ? a bag of ?
2. Review and consolidate the vocabulary about food, drink and fruits.
3. Through studying the text to help the students
to comprehend the story and try to retell.
能力目标:
To further develop student’s ability to
practice in pairs and work in groups.
情感目标:
Stimulate student’s interest in learning English.
三、Key& Important items教学重、难点
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Key words:
Love, grapes, tomato, popcorn, bowl, pasta, cheese. Sandwiches, burgers, stomach, maybe, sick, parents, worry, ice, soup, coca-cola, lemonade.
Communication sentences:
Would you like some apples?
Yes, I’d like to. No, thank you.
What does the man want to have?
Which room does the man choose?
What pets does the woman want?
四、Materials for Teaching教具准备
pictures
food
word cards
cup, glasses, bottle, schoolbag, bowl, box
五、Pre-study Demands 预习要求
教师要求:
1. Prepare the teaching materials carefully first and then guide the students to learn the text by themselves.
学生要求:
1. Listen and read the text of unit at least
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three times.
2. Look up the new words in the dictionary and
make clear the pronunciations and meanings.
六、 教学过程Teaching Procedures
情景创设一:
教学设计
教学反思
Step 1. Leading in. 激趣引入
教师在上课的时候可以有意识地拿一个苹果apple,
边吃边问学生:Would you like some apples? 问的时候要
让同学们感觉到老师很随意,没有上课的样子。问完一个学
生之后,如果学生说Yes! 教师就削一小块苹果给该学生,
然后再转向另一个学生。这样,老师就可以多问几个学生,
直到把苹果分完为止。
Step. Practice. 练习交流
教师上课的时候带一些爆米花popcorn, 小西红柿
tomatoes,随后拿出爆米花和小西红柿tomatoes问学生:
would you like some popcorn/tomatoes?
Step. Presentation. 主题呈现
当学生在老师创设的情景中不知不觉的学到知识的
时候,教师可以再向学生提问:How did I ask you the questions just now? Who can remember this? 学生能重
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复老师的话回答最好,如果不能,教师就可以把句型Would
you like some apples?写在黑板上,然后问学生:Did I ask
this questions? Did I say this
sentence? Would you like some apples? How will you answer? You should say, “Yes, please.” or “No, thank you.” Do you understand? You can have a try.
这时,老师再用几个拓展的句子问学生:
Would you like to open the door for me?
Would you like to close the window for us?
Would you like to clean the blackboard for me?
Step. Pair works. 小组操练
教师作出一定的示范,马上让学生造一些句子,教
师可以说:Now, who can make sentences with “Would you like to??”如果学生造句很踊跃,教师可以让学生两人一
组比赛造句,看谁造得多。教师可以这样引导:Very good.
Now, let’s see who can make the most sentences. Now, practice in pairs.
Step. Report. 小组汇报
然后可以让学生小组合作练习2-3分钟,最后小组
汇报,看哪个小组造的句子又多又好。
情景创设二:
教学设计
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教学反思
Step 1. Leading in. 激趣引入
教师拿出一个茶杯对同学们说:Oh, I am thirsty.
I want to drink some tea. Look, this is a cup. But there is no tea inside. Who has a cup of tea? Have you got a cup of tea? 教师在陈述的时候要尽量放慢节奏,以便学
生能听懂并跟上老师说话的语速。
Step. Presentation. 主题呈现
然后教师再拿着玻璃杯解释说:This is a glass.
This is milk. If you put some milk in this glass,it
is called, “a glass of milk”. Do you understand? Now, look and listen. What’s this? 教师举着装牛奶的杯子,
同时问一些问题:
Do you like to drink milk?
Does anyone also like to drink milk?
Who else like to drink to milk?
How many glasses of milk do you drink every day?
Who buys the milk in your family?
Step3. Practice. 练习拓展
教师将提前准备好的几种不同东西放在讲桌上,以
便说明:a cup of tea/ a glass of water/ a bottle of juice/ a bag of juice/ a bowl of rice/ a box of chocolate等
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等。
Step. Reading individually自主学习
教师每说一个短语的时候,要启发学生一起说,说
完一遍之后,让学生自己练习表达,锻炼学生的口语表达能
力和自主学习的能力。
Step. Pair works & report. 小组练习及汇报
学生小组合作操练,最后分小组表达汇报,或小组比
赛。
Step. Ask and answer questions. 实践运用
教师拿着一个物品或图片问学生:
Would you like a cup of tea?
Would you like a glass of water?
Would you like a bowl of rice?
Would you like a cup of coffee?
Would you like a bottle of juice?
Would you like a box of chocolate?
Would you like a bag of apples?
同时引导学生会带“Yes, please.” “No, thank you.”, 然后让学生看着P20第部分,小组合作进行问答练
习后汇报表演。
合作探究一:
教学设计
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教学反思
学生自主学习第四部分阅读。
学生自由读短文----自主学习查字典弄懂新单词的意思----小组合作讨论----组际交流答疑释惑。
教师提出问题让各组讨论:
Do you often have sports?
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范文五:关于圣诞节的英语教案
关于圣诞节的英语教案
B: Merry chrismas!
A:Today is the high point of the year,yes?
B:Yes,because today is 12.25th.
Look,This is our chrismas tree,decorate with lights and chrismas
ornaments.
A:It’s very beautiful. Does the “father chrismas”send presant to
you?
B:Yes,of course.He comes into my house down the chimney at the
midnight and places the gift for me in my socks.
A:What do you get?
B:I get a chrismas card:Don’t be naughty,or I will flicked you with my whip on your buttocks next year.
A:Me too.(hahaha)
Wors :
decorate ornament (装饰物) n./v. chimney beardmidnightgift flick whip
Sentences:
1. This is the high point of ??
2. Yes, of course.
3. Place sth. In somewhere.
Teaching plan
Lesson one
Words:
decorate / ornament: 装饰,都当此义讲,但是后者也可当名词用,文中出现的是它的名词意思。 Eg:There is an ornament made of
shells on the wall.
I ornamented my room with flowers.这里的ornament 和decorate
可以互换。
讲法:教师可以用身边的实物举例子,作游戏。
Chimney: 画画,让孩子们很直观的认出。
游戏:可以在教室找一个类似Chimney的东西,让孩子们分别当圣诞老人,然后
从Chimney中进来。
beard: 如果时间允许可以加进各种胡须的对比 腮须胡须 ziff络腮胡子
midnight: 游戏中可以加进,比如说:Monster will come out at
midnight.
gift: the same with “present”.
flick: n. 快速的轻打,轻打声,弹开 v. 轻弹,轻轻拂去,忽然摇动
Whip:鞭子 这两个词放一起造句,游戏练习。
Sentence:
1. This is the high point of ??
先用身边的实物举例,比如说,一根杆子的顶端This is the high
point of the pole. 然后告诉学生也可以用来形容抽象的事物。
2. Yes, of course.
可以用不同的场景来练习。
A:MAY I BORROW YOUR RULER,
B:Yes, of course.
4. Place sth. In somewhere.
EG:I PLACE MY BOOK IN MY BAG。
可以让孩子们练习造句。
Lesson two
第二节课进入对话的教授,让孩子分别当不同的人物练习。
在练习对话的同时,要讲关于圣诞节的常识知识。让孩子们更清楚,更深刻的了解圣诞节。 Lesson three
对前两节课的总体复习,查漏补缺。
水平有限,多提意见。
关于圣诞节的英语教案篇二:Merry Christmas 教案
Merry Christmas
Teaching aims:
Aim of knowledge:
1. Let the students know the background of Christmas.
2. Grasp the useful expressions used at that time.
Aim of methods:
Let Ss achieve the aims listed above in games and activities.
Aim of emotion:
1. Make Ss able to transfer between the two different culture.
Teaching aids:
A tape recorder, a visual presenter, pictures printed, an investigation table Main practice points:
1. Vocabulary.
A golf hat, a wallet, a belt, a tie, walk the dog, wash the car
2. Structures: --- What do you want?
--- I want a ....
3. Let’s sing!
Teaching procedures:
I. Warming-up: 5’
1. Enjoy Let’s sing!
2. Introduce the background of Christmas( The sentences in the main scene.) II. Presentation:10’
1. Teach the things we usually see on Christmas day.
(Santa Claus, a sleigh, a reindeer, a letter to Santa, a snowman, a skateboard, rolleblade)
2. Ss read after the tape.
3. Vs lead the reading. (Try three students)
III.
Period 1 Activity: 10’
1. T describes the words and asks Ss to guess.
2. Play the game what’s missing.
T hides one of the cards and asks Ss to guess which card is missing.
Then Ss do as T does in turns.
IV. Learn the sing: 10’
1. Ss sing after the tape.
2. Group competition for the singing.
Period 2
I. Warming-up:5’
1.Let’s sing!
2.Review the words learned yesterday.
II. Presentation:10’
1.Teach the other words we usually see among the Christmas presents.
(milk and cookies, a bike, a puppy, a kitten, a teddy bear)
2.Ss read after the tape.
3.Vs lead the reading. (Try three students)
III. Activity: 10’
1.T asks some of Ss to describe the words and others guess.
2.Play the game Match it.
T speaks the word and asks Ss to point to the right word on the
blackboard. Then Ss do as T does in turns.
IV. A Christmas Present: 10’
1. T let the Ss think what will be the best present for Christmas.
2. T deliver paper and let Ss to draw the present on the paper.
3.T let Ss to show their paper in turn.
V. Warming-up:5’
1.Let’s sing!
2.Review the words learned last two periods.
VI. Presentation:10’
1.Teach the other praises what shall we say and what can we do when it’s Christmas with the pictures.
( Merry Christmas. Happy New Year. What do you want? I want a ...)
2.Ss read after the tape.
3.Vs lead the reading. (Try three students)
VII. Activity: 10’
1.T asks some of Ss to read the text in role.
2.Play role play.
One S as the Santa Claus. Role play according to the text or even at will. VIII. Get ready for Present Changing: 10’
1. T let Ss to bring a little present.
IX. Warming-up:5’
1.Let’s sing!
2.Review the words learned last three periods.
X. Presentation:10’
1.T review the words and sentences taught before about Christmas.
2.Ss read after the tape.
3.Vs lead the reading. (Try three students)
XI. Activity: 10’
1. Present Changing time
Everyone can be the Santa Claus to give a present to his/her
friends or teachers. Everyone can get a present from his/her friends
and teacher.
关于圣诞节的英语教案篇三:小学英语教案《Happy Christmas》
全国中小学“教学中的互联网搜索”优秀教学案例评选
小学英语教案设计
2. 学生带上头饰表演Module 9 Unit 1中的课文。
III. Presentation:
1(教师出示一些南瓜灯、鬼脸面具等有关“圣诞节”的图片,
问学生是否了解这个西方的节日,让学生说一说他们所知道的“圣
诞节”。并且告诉学生“圣诞节”是西方孩子们最喜欢的节日之一,
它是一个非常有趣的节日。
2. 出示课文挂图,并提出问题:
Where is Tom? Where did he go? What did he do? Is he the same
as usual?(带着问题听课文,使听的目的更加明确,有助于对课文的理解)
3 帮助学生回答问题,并为学生介绍本课的文化背景:
在西方国家,圣诞节的前夜---10月31日是孩子们尽情玩乐的时间。夜幕降临时,孩子们就穿上五颜六色的鬼怪衣服,戴上千奇百怪的鬼怪面具,提上一盏用南瓜做的杰克灯。杰克灯的样子十分可爱,是把一个大南瓜掏空,外面刻上笑眯眯的眼睛和大嘴巴,在南瓜中间插一根蜡烛,把它点燃。人们远远就能够看到憨态可掬的笑脸。孩子们会去按邻居的门铃,并且说or treat! 如果大人要是不招待这些孩子们,那么他们可就要倒霉了~
(学生学习语言,了解语言的文化背景也是十分重要的。只有更好的了解中西方文化的差异,及语言的使用背景,才能够更好的运用、掌握语言。)
4. 学习单词Christmas/
5 学习句型 Can I have some sweets?(来自:WWw.HnnscY.com 博文 学习 网:关于圣诞节的英语教案) Here you are.
Can I come in? Yes, of course.
IV. Practice:
1(听录音,跟读课文。
2(学生分组进行表演对话。
http://v.youku.com/v_show/id_XNDY2NTUzNjUy.html
3. 游戏活动:
“小小采购员”
让学生以小组为单位,共同收集和讨论收集食品的名称,用图
画的形式或是单词拼写,制作成精美的菜单,每个学生一个购物
单。
Shopping List Name: ___________
每组有两名服务员,其他同学到其他组采购,使用语言 “Hello,
can I have
some?,please,” 如果该食品单上有,会得到Yes, you can. 的
回答,而且可以把该食物记在自己的购物单上;如果没有,会得
到No, you can’t.的回答。看谁在规定时间内买到最多的食品。然
后换其他同学继续当采购员。
http://v.ku6.com/show/9Gn3m1MXs4MQ8Uo-.html
4(学习韵律小诗Can I have some??
V. Summary:
Today we have learned something about Christmas and the
sentence patterns with I ??”VI Homework
Talk about Christmas with friends after class.
new words..
VI Homework:Go on talking with your friends about the amount
of the birthdays in your class