合同范本|外研版小学英语教案（精选20篇）
发布时间：2020-11-02外研版小学英语教案（精选20篇）。
外研版小学英语教案 (一)
本模块是通过旅游经历介绍风光，帮助学生学会关于交通工具和地貌等自然现象的词语，学会运用表示过去的用语作回忆、写游记、介绍风光。
词汇 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply
词组 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of
2） 语言技能：
说 礼貌地进行Everyday English中的对话；运用过去时间回忆；运用含有-ed句子介绍风光
读 Scanning, skimming, careful reading, generalization; inference等阅读微技能训练
写 用所学的词汇、词组、及含-ed的句子写介绍旅游情况的文章和各种回忆
3） 学习策略：
资源 积极有效阅读从网上及各种媒体所获取的有关旅游及介绍各地风光的信息
4） 文化意识：了解我国现代化建设的最新成就；了解我国及各地不同的旅游文化
基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习的课堂活动，强调合作探究与独立思考相结合，初步设计“P-T-P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）。
核心任务：学生能利用照片、明信片、纪念品等向同伴介绍旅游情况。三个环节如下：
Task-cycle: 通过整个模块听说读写的训练，强化“描述风光或一件难忘的事”的表达及语篇能力，为完成任务做好铺垫
根据学生学习英语的特点和规律，我们把本模块划分为6课时：
Period 1: Introduction, Reading and vocabulary (1.2)
Period 3: Grammar 1&2, Function, Culture Corner
Period 4: Vocabulary, reading and speaking
Period 5: Listening, pronunciation, Everyday English
注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
[教学设计]
Ss=students; T=teacher; =group work; = pair work; =individual work =screen
Period 1 Introduction, Reading and vocabulary (1.2)
3、学习部分有关Reading中将要出现的生词(需要在文章中猜测的词汇除外)
Task 1: Describe a trip ( 15m) – Introducton
Try to bring out as many words about transportation as possible.
Task-cycle Learn different verbs and nouns about traveling.
Activity 2 Put me in the right place!
A: Draw a picture with road, rails, water and clouds on the blackboard. Put
different vehicles in the right position on the picture.
B: Ask and answer Qs in (2) according the picture.
Activity 3 Filling & Guessing game
A:
B: Show pictures taken in Hainan. Q: How did I get there? (different answers should be encouraged)
Post-task: Describe the first time you traveled a long distance
A: Q: When someone want to describe his first trip, what do you want to know?
5W & 1H ( who, when, where, what, why & how )
B: Describe the first trip Report to all
Task 2: Describe Australia ( 25m )-Reading & vocabulary
Pre-task: Search information about Australia before class
Activity 1 Brain-storming (words about Australia)
A: Talk about the pictures on P22 + things about the country brought by Ss
C: Dialogue between “Australians” and “tourists” Report to all
A: Choose the words which you think can be used to describe a train trip to Australia from the list shown on the screen (a dictionary is recommended)
B: Match the words with pictures (camels, cassette, desert, diamonds, sand, soil)
C: Choose a word in the blanket to match the underlined part in a passage (2)
Not long ago, I had a wonderful trip to Hainan. It’s not an area of dry land, because it’s surrounded by sea. There you can always enjoy the beautiful sunshine, green trees and blue water. On the beaches, you can’t find any valuable stones, but you can always touch the soft sand instead. On my way back, I made friends with some of the people traveling on the train.
Post-task: Display ( A brief make-up story about a trip to Australia using some of the new words)
Recalling(4m) Recall what we learn today. & Questions unsolved.
Homework(1m) Workbook P80 4. 5.
Describe your first time you travel to a place of interest.
2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，
Task Learn and retell the passage
Pre-task Content Prediction(2m) According to the picture and the title, try to predict what we will be able to learn from the passage.
Pre-reading Map reading Look at the map of the railways in Australia, discuss which city you would like to travel and how to get there.
Activity 1 First ( Fast ) reading
A. Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan )
B. Main sentence in each paragraph.
D. Guide Ss to find out the structure of the passage.
Activity 2 Second ( Detailed ) reading Deal with 6 questions in (4)
Activity 3 Third reading ( Reading Strategies Applying )
A. Find out appropriate information to fill in the form below:
First hundred kms After that Suddenly
B. Put me in the right order and form a passage, adding in the time signals.
Camels were trained to carry supplies back from the central part.
Camels were shot because of the new railway line built by the government.
They brought camels from Afghanistan.
Australians needed a way to the central country.
They tried riding horses, but failed.
C. Word-guessing ( abandon, diamond, supplies)
Activity 1 Retelling Retell the passage with the help of the form
Activity 3 Small debate “They should shot the camels”
Recalling(2m) Recall what we learn today. & Questions unsolved.
Homework(1m) Write a reading note
Title__________________________ Module _________ Date___________
General idea：
Words & Phrases:
Period 3 Grammar 1&2, Function, Culture Corner
1、 学会通过合作探究，归纳总结出-ed形容词作定语及其定语的位置，
Task 1 Find out rules of “–ed adjectives”
Activity 1 Competition The group which write the most right –ed forms of the verbs given by teachers win.
Activity 2 Find out the rules of “-ed adj.”
a. T act out the sentences: I threw the paper away. The paper was used before.
c. Try to combine the sentences to one: I threw the _______ paper away.
d. Talk about the pictures using –ed form and write them down.
B. Observe, compare and find out the rules (Grammar 1 )
Activity3 Workbook P79 1. 2.
Task 2: Story-making using past tense time expressions
Activity 1 Brainstorming ( past tense time expressions)
Activity 2 Complete the sentences (2)
Activity 3 Story-telling Make stories according to the pictures given to different groups
Activity 1 Act and discuss 2 Ss act out the dialogue. Discuss Qs in (2)
Activity 2 Make new dialogues Suggestions given by Ss-Make new dialogues according to (3.4)
Task 4: Interview ( about Maglev )
Activity 2 Interview & Report (one interviewer + one mayor + designer + assistant)
Activity 3 Your idea of new transportations
Period 4 Vocabulary, reading and speaking
Activity 1 District map Draw an imaginary district map with names on it with Ss
Activity 2 Tell me your first time to...
I will never forget the day I ...
I remember the day I ...
my first visit to...
Task-cycle Jigsaw reading & Interview 5 groups read, other groups bring out Qs.-Interview
Post-task Talk show Three famous persons & one TV host on a TV talk show talking about childhood memories.
Period 5 Listening, pronunciation, Everyday English
Pre-task Getting information about Mary Lennon
Activity 1 When & Where & By what Get basic information from the first listening
Activity 2 Interview (Ex.1 & 2)
Post-task “I am Mary Lennon...” Suppose you are Mary, talk about your experience with the help of the Qs
Task 2: “My Pronunciation is better!”
Activity 2 Show your response One of you is a superstar, the other is an interviewer. You’re having a talk on CCTV. (Try to use expressions to show your response or attitude towards the other person.)
Task 1: Display one of your trips to a tourist spot
Pre-task: Things about the trips
A. Collect information about the tourist spot
B. Collect English signs in the tourist spot
C. Collect pictures, photos, postcards, magazines reports, maps or souvenirs about the tourist spot
Activity 1 Share the things your collect with your partners
Activity 2 Choose the best S to do the talking, the others offer help when needed
Post-task: Display Talk about your first trips to a tourist spot with the help of all kinds of information. ( an album with comments on it is recommended )
Brainstorming --Writing ---Evaluation by oneself & partner ---Correction -- Choose the best one & Correct
Post-task: Show the best writing & Comment
Recalling Recall what we learn today & Questions unsolved.
Homework Composition ( Choose any topics on P27 )
外研版小学英语教案 (二)
一、根据提示补全单词。(10分)
1.th__ __ 那么,就 2.l __ t 让
3.s__ __ __ t __ __ __s 有时 4.g __ __ e 给
5.n __ __ __ t 夜晚 6.f __ __ m 从...起
7.pl __ __ gr__ __nd 操场，运动场 8.f __ __ 达，计
9.h__ __ vy 重的 10.t __ 直到
二、写出下列短语的汉语意思。(5分)
1.trick or treat _______________ 2.tidy up ______________
3.lots of________________ 4.tell stories________________
5.look different ________________
三、选出正确的一项。(15分)
( )1. There are many ________ over there.
A. sweet B. sweets C. egg
( )2.There ________ a clock here before.
A. is B. isn’t C. wasn’t
( )3. - Do you like the park now?
- Yes, I _______.
A. do B. did C. don’t
( )4. There ______ tall trees now.
A. were B. are C. is
( )5.There wasn’t a _______ in my family.
A. child B. children C. boys
( )6.Please help _____ put the bags in the car.
A.I B. me C. his
( )7.Many families go _____ the supermarkets together.
A. on B. at C. to
( )8.Look _____ the hats and the masks.
A. at B. in C. to
( )9.It’s ______ autumn festival in the UK.
A. a B. an C. /
( )10.How ______ eggs are there?
A. many B. much C. to
( )11.Children wear ______ clothes at Halloween.
A. beautiful B. big C. scary
( )12.How _______ your school?
A. at B. many C. about
( )13.I’m going __________.
A. playing football B. to play football C. to playing football
( )14.Please _____ to my birthday party.
A. come B. to come C. comes
( )15. - What’s that?
- ____________.
A. It’s Monday. B. It’s a cat. C. I’m eleven.
四、选出合适的汉语意思。(10分)
( )1.You were in China for two years.
A.你在中国待了两年了。 B.你在英国待了两年了。
( )2. Then let’s feed the ducks.
A.然后我们就可以吃饭了。 B.那么让我们喂这些鸭子吧。
( )3. They are my brothers and me.
A.他是我的哥哥。 B.他们是我的哥哥和我
( )4.What a big supermarket!
A.这个超市真大呀! B.我们一起去超市吧!
( )5.This one is heavy. I can’t carry it.
A.这个太沉了，我搬不动。 B.这个很轻，我能搬动。
( )6.You are helpful children.
A.你喜欢帮助孩子们。 B.你们真是乐于助人的孩子。
( )7. Sometimes there are restaurants at the supermarket.
A.有时超市里有餐馆。 B.我喜欢餐馆和超市
( )8. It’s really fun.
A.你很有趣。 B.它真的相当有趣。
( )9. Do you know why?
A.你知道为什么吗? B.你几岁了?
( )10.He’s telling a story.
A.他有许多故事。 B.他正在讲故事。
五、画出错误的单词，并在横线上改正。(10分)
1. Amy is go to see a film at the weekend. ____________
2. How many chick are there? ____________
3. They is Easter hats. ____________
4. I am going to is eleven. ____________
5. Sometime the eggs are small. ____________
六、用所给单词的适当形式填空。(10分)
1. What are you ________(do)?
2. I am going to ________(be) eleven.
3. There ________(be) lots of flowers on the hat.
4. But before that, you are going to help _______(I) tidy up.
5. Let’s ______(go) to the supermarket.
七、选择正确的词，将序号填在横线上。(10分)
A. an B. a lot of C. in D. on E. after.
1.There is ________ fruit, too.
2. Have _______ ice cream.
3. _______ lunch, we’re going to tell stories.
4.There are toy chicks _______ the hats.
5.Easter is _____ spring in the UK.
八、连词成句。(10分)
1. many They sell things different.
_______________________________________________.
2. are to going We stories tell.
_______________________________________________.
3. so You scary look.
_______________________________________________.
4. now three children There are.
_______________________________________________.
5. is the This house cat’s.
_______________________________________________.
九、阅读短文，判断正(T)误(F)。(10分)
The city is very beautiful now. There weren’t any trees. Now there are many trees. And there is a supermarket now. We can go shopping there. There was a small park there before. Now it’s big. Many people like there.
( )1. There were many trees before.
( )2. There are two supermarket now.
( )3. There was a big park here before.
( )4. Many people like the park.
( )5. The city is very beautiful now.
十、阅读短文，选择正确的答案。(10分)
There is a shop near our home. It isn’t a big shop. But it sells different thins. It sells food from lots of countries. It also sell clothes, fruit and cars. All of us like the shop. Dad, Mum and I are going to go shopping at the weekend. I’m going to buy ice creams, biscuits and apples in the shop, and they are going to buy milk, bread and eggs.
( )1. There is a shop near our ______.
A. school B. home
( )2. The shop is ________.
A. big B. small
( )3. We’re going to go to shop at the _______.
A. weekend B. night
( )4.I want to buy _______, biscuits and apples.
A. milk B. ice creams
( )5.They are going to buy milk, _______ and eggs.
A. bread B. flowers
外研版小学英语教案 (三)
(1) 课题：English around the world
(2) 教材分析与学生分析： Warming Up部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有个粗浅的了解;Pre-Reading部分的两个问题引发学生对课文主题的思考，以便参加课堂活动; Reading部分The Road to Modern English 简要说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。Comprehending部分旨在检查学生对课文基本内容的理解程度; Learning about Language 部分主要通过各种练习帮助学生重温本单元前几个部分的所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了半单元的语法项目(祈使句及其间接引语);Using Language 部分中的Reading and talking主要介绍了当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部说话均有所不同。
(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading The Road to modern English
The third period: Reading (Language points)
The forth Period：Learning about Language
The fifth period: Using Language
The sixth period: Listening
(4)教学目标：
① 知识与技能：了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语;对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本单元中出现的词汇、短语的用法; 学会语言交际困难的表达法，如pardon, I beg your pardon?; 掌握祈使句及其间接引语的表达法。
② 过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。
③ 情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。
(5) 教学重点和难点：
词汇 include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block
短语： play a role (in) because of come up such as play a part (in)
重点语法项目：祈使句及其间接引语
难点 Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
(10) 教学反思或值得改进的地方： 见每个课时最后部分。
外研版小学英语教案 (四)
My deskmate admires my fluent English very much and I usually feel encouraged by his compliments. One day, when we learned the new word “eccentric” in class(时间状语从句), we were asked to make a sentence with it.
I it by saying “My deskmate is an eccentric boy whose clothes never fit him (定语从句)”. (现在分词短语作状语), the whole class burst into laughter and my deskmate's face turned red.
After class, I learned from the teacher that my deskmate would have dropped out of school if he hadn't been helped by others (虚拟语气) . My mindless words must have hurt him deeply. We should avoid hurting others ifwe can't always be encouraging when we speak.
外研版小学英语教案 (五)
教学重点：
Words of Unit 1
教学难点：
1. There are ten pencils in the blue box.
2. There are enough pencils.
教学用具：
radio and pictures.
教学程序：
一、复习
Review the words of Module 4
二、课文教学
(1)SB练习1
A. T播放磁带，学生听并思考以下问题。
1) How many people are there in this dialogue?
2) What is Sam doing?
3) Are there enough pencils?
B.听第二遍后学生小组讨论上述问题，并派选手参加每个问题的抢答。在抢答的同时，T把一些单词写在黑板上，领读学生掌握不好的词。T给获胜的小组加分。
示例：enough give every everyone them careful
C. 放录音，SS跟读。
a) 俩人一组完成AB练习2
b) SB活动3
三、教学活动
1) 学生独自完成此活动，后俩人一组练习描述图。
2) T准备一些图片或实物，学生练习描述。
例：一大瓶水，俩个小杯子。
There is too much water.
There are not enough cups.
许多页纸，俩个小袋子。
There is too much paper.
There are not enough bags.
3) 必答，每组派3人比赛，对一句加一分。
4) 全班完成AB练习1
放一遍磁带。然后对编号。第二步要求写句子，难度比较大。六人一组，每人负一幅图。最先完成每一幅的组，要以最快的速度把句子写在黑板上，并得到加分。教师要多在教室里走动，以防有的组为了速度而由同一个学生完成。
四、课后作业
Copy the key words and sentences and recite them.
板书设计：
Module 5 Unit 1 A B C D
Unit 1 There are enough.
Words
Sentences.
外研版小学英语教案 (六)
photographer /f?'t?gr?f?/ n. 摄影师
navigator /'n?vi,geit?/ n. 领航员;(飞机的)驾驶员
congratulation /k?n,gr?t?u'lei?n/ n. 祝贺
aboard /?'b?:d/ adv 在船(飞机、火车、公共汽车)上
historical /hi'st?rikl/ adj 历史性的
delighted /di'laitid/ adj 高兴的;快乐的
外研版小学英语教案 (七)
unit 1 where’s the post office?
单元主题：ask for and give directions. 询问方位，以及给出方位。
单元目标：
（1）学习并掌握一些表示方位的介词。
（2）学习并掌握一些形容词的用法。
（3）学习并掌握一些常见地方的名称。
主要句型和交际用语：
（1）where’s the park?
（2）it’s on center street.
（3）the supermarket is across from the bank.
（4）the pay phone is next to the post office.
（5）the library is between the video arcade and the supermarket.
（6）is there a pay phone in the neighborhood?
（7）it’s down the bridge street on the left.
主要词汇：
post office，is there …?，bank，near，here，center，street，bridge，hotel，video，arcade，supermarket，pay，pay phone，park，across，across from，next to，between，avenue，down，neighborhood，right，left，quiet，big，dirty，busy，false，welcome，garden，district，turn，off，enjoy，walk，take a walk，through，will，see，house，begin，beginning，tour，come，get，money，buy
二. 重点、难点分析：
1. across 介词“横过”
be careful when you walk across the busy street.
当你穿过繁忙的街道时要小心。
the duck wants to swim across the river.
那只鸭子想游过这条小河。
2. across from 介词词组“在…对过”
the bank is across from kfc. 银行在肯德基的对面。
the restaurant is across from the national library.
那家饭馆在国家图书馆的对面。
3. next to “在…旁边”
the supermarket is next to the flower shop.
超市在花店的旁边。
the small garden is next to our school.
4. on “在…”
the supermarket is on fifth avenue.
超市在第五大街。
the pay phone is on bridge street.
公用电话在桥街。
5. between 介词“在两者之间”
the post office is between the library and the cinema.
邮局在图书馆和电影院之间。
the pay phone is between the supermarket and the bank on center street.
公用电话在中央大街上的超市和银行之间。
6. down 介词“沿着；顺着”
the library is down this street on the right.
图书馆在这条街的右侧。
go down this street, you’ll find the bank.
沿着这条街走，你就会找到那家银行。
7. on the left/ right “在左边/右边”
注意介词要用on
8. is there…?
is there是there be句型的一般疑问句，表示“某处有某物吗？”
e.g. is there a post office near here?
在这附近有一个邮局吗？
is there a supermarket in your neighborhood?
在你们的社区有一个超市吗？
are there many shops in this district?
这个区域内有很多商店吗？
注意：如果是is there…? 回答用yes, there is./ no, there isn’t.
如果是
教案示例
unit 1 where’s the post office? period i
教学目标：
1、掌握表示地点的词汇；
2、掌握where 引导的特殊疑问句；
3、能够简单地描述地点方位；
4、能够画出简单的示意图。
教学向导：
语言目标
学习策略与思维技巧
重点词汇
表示地点的词汇
where 引导的特殊疑问句
个体、群体思维；
看图作答；
交换信息；
post office; library; hotel…
between; on; next to；across from…
语言结构
语言功能
跨学科学习
there be 句型
where句型的问答
询问路线
指出方位
通过绘画激发学生学习兴趣
教学过程设计：
steps
teacher’s activity
students’ activity
preparation
brain storm
look at some pictures and know the words of these places
look and read and learn
ppt.
task i pair work: is there ….
aim
use ‘there be’ sentences, familiar with the new words
1
read and match the new words in 1a
read and finish the work
picture
2
show the target language:
is there a bank near here?
look at the sentence and the answer
3
ask ss to talk about the places in the picture
pair work to talk about the places and streets
pair work
4
move around the room and give support as needed
talk to each other
5
ask pairs of students to show their works
pairs of ss show their works
check out the conversations
task ii listening comprehensions
aim
familiar with the prepositions in the sentences
1
look at the picture in 2a and explain the prepositions
look and learn
write on the blackboard
2
listen to the tape for two times
fill in the blanks and know the meaning
recorder
3
move around the room and give support as needed
write down the answer
4
check the answer and point out the mistakes
check the answers
task iii group work: our school
aim
use the target language and familiar with our school and places
1
teach some more words to the ss and read
learn the new words
pictures
2
ask ss to draw a picture of our school and to introduce it
draw the picture
3
move around the room and give support as needed
discuss in groups and finish the picture
4
ask ss to show their works and talk about it
introduce their works
task iv pair work: talk about the pictures
aim
use ‘where’ question, and know how to answer it.
1
target language: where is the bank?
learn the sentences
2
ask ss to talk about the pictures
pair work to talk about the places
ss’ pictures or the picture in 1a
3
move around the room and give support as needed
discuss in pairs and
4
ask ss to show their works and perform it
show the conversation with the picture
homework
draw a picture of your neighborhood and write a short passage to introduce it
教后一得：
本单元的主题是方位，地点名词是学生单词突破的重点，与学生的生活相结合，扩充一些词汇，明确的表述各个建筑所处的位置。围绕这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
外研版小学英语教案 (八)
1.众所周知，台湾属于中国。
2.事实上，他来到中国寻找更美好的未来。
3.让我们吃惊的是，那个吝啬的人也在尽全力帮助那些从汶川地震中幸存的人。
4.据报道，这种车专为盲人设计。
5.他给了我如此多的帮助，我真的想为他做些什么作为回报。
6.毫无疑问人们对无私的人评价很高。
7.他的建议很值得考虑。
8.长长的辩论之后，我们最后达成了一致。(reach an agreement )
9.一到旅馆，我就到接待处注册登记。
10通过提供大量的证据他证明自己无罪。(innocent )
(2)Fading beauty
She is widely seen as proof that good looks can last for ever. But, at nearly 500 years of age, time is catching up with the Mona Lisa.
The health of the famous picture, painted by Leonardo Da Vinci in 1505, is getting worse by the year, according to the Louvre Museum(卢浮宫博物馆) where it is housed.
“The thin, wooden panel on which the Mona Lisa is painted in oil has changed shape since experts checked it two years ago,” the museum said. Visitors have noticed changes but repairing the world’s most famous painting is not easy. Experts are not sure about the materials the Italian artist used and their current chemical state(化学状态).
Nearly 6 million people go to see the Mona Lisa every year, many attracted by the mystery of her smile. “It is very interesting that when you’re not looking at her, she seems to be smiling, and then you look at her and she stops,” said Professor Margaret Livingstone of Harvard University. “It’s because direct vision (视觉) is excellent at picking up detail, but less suited to looking at shadows. Da Vinci painted the smile in shadows.”
However, the actual history of the Mona Lisa is just as mysterious as the smile. Da Vinci himself loved it so much that he always carried it with him, until it was eventually sold to France’s King Francis I in 1519.
In 1911, the painting was stolen from the Louvre by a former employee, who took it out of the museum
一日暴之,十日寒之,未有能生者也。《孟子》
hidden under his coat. He said he panned to return it to Italy. The painting was sent back to France two years later.
During World War II, French hid the painting in small towns to keep it out of the hands of German forces.
Like many old ladies, the Mona Lisa has some interesting stories to tell.
11. What does the writer mean by “time is catching up with the Mona Lisa”?
A. The painting woman is not so beautiful any more.
B. Ageing is something that affects us all.
C. The painting needs repairing.
D. At such an old age, she is no longer popular.
12.. What makes the repair work difficult?
A. The wooden panel is thin and old.
B. No one knows exactly what materials were used to create the painting and how it might respond to treatment. C. The health of the painting is suffering.
D. Experts can’t agree on how to carry out repairs.
13. What makes her so mysterious according to Professor Livingston?
A. The materials the Italian artist used. B. The way she smiles.
C. The way Da Vinci painted the smile. D. It plays a trick upon the human eyes
(3)Habits, whether good or bad, are gradually formed. When a person does a certain thing again, he is driven by some unseen force to do the same thing repeatedly, then a habit is formed. Once a habit is formed, it is difficult, and sometimes impossible, to get rid of. It is therefore very important that we should pay great attention to the formation of habits. Children often form bad habits, some of which remain with them as long as they live. Older persons also form bad habits lasting as long as they live, and sometimes become ruined by them.
There are other habits which, when formed in early life, are of great help. Many successful men say that much of their success has something to do with certain habits in early life, such as early rising, honesty and so on.
Among the habits which children should not form are laziness, lying, stealing and so on. These are all easily formed habits. Unfortunately older persons often form habits which could have been avoided(避免).
We should keep away from(远离) all these bad habits, and try to form such habits as will be good for ourselves and others.
14. ________ are formed little by little.
外研版小学英语教案 (九)
1.认读B部分Let's learn、Let's talk中的单词和句子。
2.理解Let's do、Let's chant等部分的内容。
3.句型：Can I have some …, please? Sure. Here you are.
1.句型：Can I have some …, please? Sure. Here you are.
2.单词：Knife, plate, fork, spoon, chopsticks。
教师出示单词，学生抢答。
Guess：“What's this?”(教师将手中的卡片背对学生，学生猜)
Pair work：What would you like for…?
老师说：“Pass/Give me ….”,学生听口令完成动作。
Let's do：
Show me the hambuger.
Pass me the French fries.
Cut the bread.
Eat the hot dog.
Smell the chicken.
Make the cake.
老师说：“Pass/Give me ….”,学生听口令完成动作。
1.教师将几种食物(soup、beef、noodles)的卡片贴在黑板上，把几样餐具贴在一侧，对学生说：
What time is it now ? It's 12：00
“It's time to lunch, I want to eat some beef, how can I eat it ?Can you help me?”学生提示教师使用刀叉，引出单词knife，fork，
(教师将knife fork的单词卡贴beef下)教师带读几遍单词。边做边说：“Use fork.. I can use fork. Cut with the knife, I can cut with the knife. ”鼓励学生一起做一做，说一说。
2.教师说：“Here is some noodles, how can I eat it ?”引出单词chopsticks.
然后教师把读音分解教学。边做边说：“Use chopsticks.. I can use chopsticks. ”鼓励学生一起做、说。
3.教师说：“The soup is delicious. How can I drink it? ”引出单词spoon.
教师带读几遍单词边做边说：“Pass me a spoon. Use spoon. I can use spoon. ”鼓励学生一起做，说。
4.教师指着图中的盘子，说：“This is a plate”带读，学生重复词。Can you wash the plate? Do with me.学生边说边做。
5.开火车的读词练习。
教师发出口令：Point to the ….,孩子快速指出单词。
6.出示Let's learn部分图片，问学生：“Where is it? What can you see? Who can you see?”鼓励大部分孩子参与回答。听录音，理解故事。听录音跟读句子。学生分角色，小组表演故事。
Let's play What's missing?
7.教师播放Let's do部分的录音，学生模仿练习。
听一听，做一做，比比哪个小组的同学反应最快。
教师在黑板上画一个圆，孩子猜单词，教师继续完成图画，答案是：plate。
教师在黑板上画一更小的圆，学生猜词，教师继续完成图画，答案是：spoon。
教师画一个长方形的小棍，学生猜词，教师继续完成图画，答案是：fork。
……
教师请学生画图，其余学生猜一猜最后的图案单词。
教师出示食物卡片和餐具卡片，根据食用食物应该用到的餐具常识，学生把它们搭配起来。
学生以小组为单位做游戏。
HOMEWORK：
Listen to the tape and follow it after class.
Good to know。
Unit 5 B Let's learn Let's do C Good to know
Mum, can I help?
Pass me a plate/give me a fork/use the chopsticks/…
Knife, plate, fork, spoon, chopsticks
外研版小学英语教案 (十)
外研版七上英语教案篇1<\/h2>
教学目标
1、能听说认读，并理解本课的五个新单词：young old kind funny strong
2、能掌握句型who's your ….? what's he /she like ?并能在具体的语境中运用。
3、培养学生热爱、尊敬老师的情感。
教学重难点
教学重难点：be like词组的理解与运用。
教学工具
课件
教学过程
一、warm-up
1、show a picture of some mother is young.
my father is tall . my little brother's short.
活动设计2：read and match.
活动设计3：describe the pictures. (ask and answer:who's this? he's /she's… what's he/ she like ? he’s/she's ...)
活动设计4：discuss the picture. (学生自由操练，自带家人、朋友老师的照片，在真实的情景中综合运用所学语言。)
四、homework
口头作业：学会描述自己的老师或家庭成员。
课后小结
学了这节课，你有什么收获？
课后习题
完成课后练习题。
板书
unit1 my new teachers
外研版七上英语教案篇2<\/h2>
1.教学设计学科名称
人教版pep课标小学英语五年级上册unit1 my new teachers第一部分单元教学提示
2.所在班级情况，学生特点分析
本班学45人，其中女生18人，英语学习兴趣浓厚，课堂气氛活跃。
3.教学内容分析
4.教学目标
1.能力目标：
(1)能运用所学词汇简单描述自己老师的体貌特征及性格特点，如：we have a new english .he's from —up/revision(热身/复习)
(1)dairy report
t：'s tall and (呈现)
(1)look and say
教师事先准备学生熟悉的卡通人物图片可进行如下提问，
t：what is tuiu like? is he old?
s：no, he is .because he often makes me often makes you happy, and he is is .
t：who's your art /consolidation(操练/巩固)
(1)let's find out
①let's find out
t：good you for showing me your teacher strong
music teacher nice songs
这样也有助于学生快速记忆chant内容。
4.assessment(检测评价)
finish activity activities(课外活动)
(1)discuss the mother is a card for your favourite teacher and describeyour work: guess your friend.
3. preview: read and write.
外研版七上英语教案篇3<\/h2>
这周二，我接到领导通知周五有教委办的老师会来可慕小学随堂听课。一接到消息，紧张又兴奋的我当天晚上便开始查找资料，构思教学设计，做课件。在和指导老师施玲玲老师反复交流教学构思，修改教学设计，我从不自信到自信，从没把握到胸有成竹。“how many do you want”这节课的重点主要是使学生在日常生活购物时，学会用“how many do you want?”询问数量。整堂课我运用数字歌热身，图片导入，从新授单词再到新授句子最后到新授课文，让学生在丰富的活动中学习，在歌曲演唱中巩固。课后我意识到了自己课堂过程英文出现频率还不够高，中文偏多，最后巩固知识学唱英语歌曲how many do you want,后半部分歌词学生不懂，应事先截掉。
脑袋里一直盘旋着自己的不足，我忐忑地进入校长室，等待听课老师的点评。然而，听课老师的评价让我更清楚地认识到了自己，有不足也有优点。许燕珊老师对我仿写重点句型环节的肯定，简短有力的建议都让人感觉如沐春风。龚怡寒老师细节的提醒，建议我为小组合作设置情境，对教学环节的改进思路，让我受益匪浅。教委办黄雅莎老师的三个亮点三个期望，也让我意识到自己需要成长的空间，未来的路还要脚踏实地地走下去。其他老师对于音乐课的点评，也让我懂得不同学科中教法的想通。
不得不说，这堂课背后也少不了学校领导，同事的大力支持和帮助。很感谢有这样一次上课的机会，让身为新教师的我，更清楚地明白自身业务上的不足，更清楚地感受到身为一名小学优秀英语老师需要努力的方向。任何业绩的质变都来自于量变的积累，我希望以后有更多这种锻炼的机会，让我从准备中学习，从反思中进步，从压力中成长。
外研版七上英语教案篇4<\/h2>
教学目标：
培养学生听、说、做、读的能力。
教学重点：
本课时的教学重点是掌握句型“what are they doing? they are…what is amy doing ? she is…?”。
教具准备：
多媒体课件，单词卡片，stickers等等。
教法设计：
英语教学就是要激发和培养学生学习英语的兴趣，因此，在本课教学中我采用情景交际法、提问法，激励法，活动教学法、游戏教学法，歌曲演唱法，做大量的练习巩固法等。并结合多媒体辅助教学，为教学创设了情景，营造和谐气氛，培养学生良好的听、做、说、读的能力。
学法指导：
教学中学生个体活动、小组活动、全班活动交替进行，让学生在动、玩、乐的过程中主动学、快乐学、轻松学、变学生被动接受知识的过程为主动学习的过程，多表扬、勤鼓励。同时，老师也应该在学法上给予指导，如纠正学生的 发音，帮助学生发现问题，分析问题，解决问题，培养学生创新精神，创新能力。
教学手段：
提供各种英语语境和真实的交际场合，让学生在教师的指导下从易到难，由浅入深地练习，再结合课件、利用游戏、歌曲等手段来实施教学，使英语教学变得生动形象。
教学过程：
一、 warm-up.
1、greetings and sing an english song.
[设计意图：通过师生之间的问候，拉近与学生的距离，接着利用多媒体播放英语歌曲，创设轻松愉快的英语氛围，在唱唱跳跳中带领学生尽快进入英语学习状态。]
2、let’s do.
t: doing taijiquan ,rowing a dragon boat,playing chess,drinking soybean..”
ss: do the actions. (师先发指令，生做动作，再利用多媒体课件依次播放图片，让学生看图说出完整的句子， 如：they are doing taijiquan.( rowing a dragon boat,playing chess;drinking soybean.. )
[设计意图：通过“你说我做tpr活动”，在复习旧知识的同时，为新课的学习做好铺垫，同时活跃课堂气氛，调动学生的学习兴趣。]
二、 presentation.(创设情景，引入新课。)
1、师先示范“跑”的动作，让学生跟着做动作，边做边说：“i’m running.”师适时提问：“what is the teacher doing?”引导学生回答：“the teacher is running .
2、师再分别出示amy “跑”的动作并提问， “what is amy doing?”学生模仿前面的 句子说：“amy is running .or she is running .”
师再分别出示daming(看电视 ) 的动作并提问，“what is daming doing?” 学生跟着说“daming is watching tv.or he is watching tv .”师同样出示sam and daming (打篮球 )以及amy and lingling(打乒乓球 ) 的动作并提问，
t: what are sam and daming doing? ss: they are playingbasketball.
boys: what are amy and lingling doing?
girls : they are playing table tennis .
[设计意图：语言教学要贯彻整体性原则，“句不离词，词不离句!”同时为第一部分听力，选出正确的图打下了基础。让学生学会应用新知。]
3、listen to the tape and answer the questions.
q1: what are sam and daming doing?
q2: what are amy and lingling doing?
q3: what is amy doing?
q4 “what is daming doing?”
[设计意图：利用课件播放课文对话，让学生带着问题去听，最后通过回答问题，检测学生对课文的理解能力。]
三、 practice.
1、play a game “i act, you guess.”
一个学生做动作，另一个学生躲在其身后， 全班齐问what are you doing? s2根据动作猜出并回答：“i’m…”教师让全班同学评出最佳默契奖，并以stickers奖励。
[设计意图：通过与同伴的合作，让学生体会合作学习的乐趣，培养学生的团队意识。]
2、play a game again“find your friend.”
师事先准备好许多动作卡片，分发给学生，以四人一小组为单位，通过在组内对话，让他们寻找自己的朋友，看谁找得快。
[设计意图：这游戏能让学生在完成任务的过程中，不断操练what are theydoing? they are…，what is he/she doing ? he/ she is…能极大地激发学生学习英语的兴趣，巩固所学的新授知识。
四、出示课件，明星的图片继续训练what is he/she doing ? he/she is …
what’s he doing ? what’s liuxiang doing
he’s playing football . he’s runnin
what’s yaoming doing ? what is dengyaping doing ?
he’s playing basketball. she’s playing table tennis
(设计意图，用人们熟悉的运动员，球星等名人的图片，增加了学生的 好奇心，给学生创设了生动的 语言环境。 )
五、出示课件练习题16页17页运用四线三格的格子，指导学生书写单词并强调书写格式。
[设计意图：指导学生书写，养成学生书写的好习惯，为今后的 写作打好基础。]
listen and try to sing, then do the actions.
[设计意图：利用flash播放课文中的歌曲，让学生在轻松、愉快的学习氛围中，复习巩固本课的知识点。]
六、 produce.
pair work.(就歌曲下方的图片，同桌两人问答，老师先给出示范。)
a: whatarethey doing? b: they are rowing a boat .”
[设计意图：利用多媒体课件展示图片，更形象直观，这个环节旨在让学生的课堂知识得以延伸，培养学生的发散思维能力。]
如果有时间的话，让学生打开练习册16 、17页，单独辅导学生写作业。
(单独辅导学生，体现了个别差异性。)
七、 summarize.
本课主要学习句型“what are they doing? they are …”what is amy doing ? she is…?”及其延伸拓展到句型“what’s he/ she doing? he’s/she’s…”
八、 homework.
after class，use these sentences “what are they doing? they are…” and “what’s he/ she doing? he’s/ she’s…” to make a short dialogue.
module 3 unit 2 what are you doing?
a: what are they doing?
多媒体展示区 b: they are…”doing?
a: what’s he / she doing?
b: he’s / she’s…
板书设计：
[设计意图：我采用归纳法，将重点句型都展示出来，加上课件展示简洁明了的卡通画，使学生一目了然。]
外研版七上英语教案篇5<\/h2>
教学目标：
知识目标：本课的第一目标就是掌握现在进行时态的结构，以及现在分词构成的规律。
怎样完成这一目标呢?要通过下面另两个知识目标的学习，既学会本课的八个词汇和重要的句型。充分利用词汇对句型进行反复演练，达到学会这一新时态的目的。
能力目标：主要是锻炼学生用现在进行时态进行口语表达的能力。
而在情感目标方面则是让学生学会work together，即合作学习。
教学重点：
掌握本课的词汇、句型以及语法现在进行时态。
教学难点;
其一是现在分词的构成规律，尤其是以e 结尾的动词。其二，是现在进行时态的构成中，学生容易忽略be动词。在学习这一时态之初，让学生牢固掌握其结构，为以后的学习打下良好的基础。
教学方法：
依据本课学习内容的特点以及学生年龄段的特征，我采用了任务型教学模式，共设计了4个任务让学生完成。
为了让学生在宽松、民主、和谐的教学氛围中完成学习任务，我采用了情景教学法、交际法、任务教学法、合作学习法、小组竞赛法以及多媒体辅助教学法。
而学生则是通过同桌结对活动、小组合作演练等大量不同形式的语言实践来完成学习目标。
教学程序：
整个教学程序设计主要是依据循序渐进、由浅入深的原则，来完成设定的任务。
一、导入
首先，让学生欣赏一首英文歌are you sleeping?这是一首与现在进行时有关的歌曲，让学生在优美的歌声中，带着愉悦的心情，进入到轻松的学习氛围中。
然后，出示今天的学习目标，让学生清楚今天所要学习的内容，以及要达成的目标。
出示八幅图片，让学生观看图片，进而学习本课的生词，draw ,write, cry, laugh, make, talk, work。
二、合作学习
1. task1
学生熟悉生词之后，完成本节课的第一个任务：讨论图片。
同桌讨论每幅图片，教师先给出示范。what is she doing? she is drawing. 同时给学生简单讲一下现在进行时态的结构。
学生仿照例句进行结对练习。在这个环节中，学生巩固了生词的学习，同时对今天所要学习的语法有了一个初步的了解。
2. task2
看图片进行问答。我将问答环节分成了三部分。
第一部分主要练习主语是第一人称和第二人称的现在进行时态。为了完成这个目标，在做完问答之后，我设计了一个三人小组游戏，一个人做动作，另两个人问：what are you doing? 答：i’m …。。;
然后，两个人一起做动作，一个人问：what are you doing? 答：we’re…。这样就对第一人称的单复数都进行了巩固练习。
第二部分主要练习主语是第三人称的现在进行时态。为了掌握好这一用法，我在学生做完问答之后也同样设计了一个游戏act and guess. ，以小组比赛的形式进行。每组派两名同学到讲台上表演，其中一人背对全体同学做动作，另一人问：what is she/he doing? 让其他同学猜测，最后选出表现出色的小组。
第三部分主要练习主语是第三人称复数they的现在进行时态。有了前面两个练习的基础，这部分练习学生应该做得很轻松，因此在这个环节没有设计游戏。只是对幻灯片上的图片进行了问答。
做完三个问答练习之后，用录音机播放课文录音，让学生不看课本听录音。训练了学生听的能力，也对本课课本上的内容有了系统的认识。
在以上几个环节中，学生们已经掌握了学习目标中的知识目标，即对词汇和句型的学习，也完成了能力目标，即锻炼学生用现在进行时态进行口语表达的能力。到此为止，本课的教学重点已经完成。
3. task 3
通过以上学习，让学生自己或者分组合作，总结出现在进行时态的结构。教师通过播放幻灯片，对学生的总结进行概括和补充。因为本课没有涉及到双写最后一个字母加ing的动词，因此归纳现在分词的构成时，只有本课涉及到的两种—直接加ing和去e加ing。
三、反馈检测
做幻灯片上的两个练习题。其中一个是写出下列动词的现在分词，另一个是完成句子。通过当堂练习对本课所学语法进一步巩固。
总结和反馈检测这两个环节，通过对现在时态和现在分词的归纳和练习，突破了本课设定的`难点：即现在分词的构成规律，尤其是以e 结尾的动词和现在进行时态的构成中，学生容易忽略be动词这两个难点。
到此为止，学生在轻松和谐的学习氛围中，通过合作学习，师生互动、生生互动，完成了今天的学习任务。
最后是作业，完成同步练习册上的练习题。
外研版小学英语教案 (十一)
一、重点短语
1. 从……出来 get out of ...
2. 在……的顶上 on top of ...3. 期望…… look forward to ... 4. 穿过 go through5. 朝……望过去 look across6. 同意 agree with7. 在我看来 in my opinion8. 多于 more than9. 无数的 millions of10. 加入 join in
二、重点句型
1. be not sure... 对……不确定
2. There be nothing to do... 没有什么可以……3. There be no sign of ... ……没有迹象4. I think... 我认为……5. It’s about ...wide and ...high. 大约多宽多高。
外研版小学英语教案 (十二)
教学内容：
Look and say & Ask and answer
a. Using verbs to describe actions. e.g. paint, read
b. Using interrogatives to ask ‘yes/no’ -questions to obtain simple responses. e.g. Can you swim?
c. Using modals to talk about ability. e.g. Yes, I can. / No, I can’t.
2 .Developing aims:
a. Asking about ability.
b. Do a survey in class.
3.Education aims:
Talking about ability to establish friendly relations with your classmates.
教学准备：
pictures, word cards, cassette player,
2. Responding to simple instructions e.g. Sing a song. Draw a circle. Pre-task
1. Revision Invite individual students to come
2.Presentation to the board and choose a Picture Card and mime whether they can do or can’t do a particular action.
The rest of the class say: He/She can/can’t… Invite individual students to stand up.
Point to the pictures and ask: Can you …?
And prompt them to use: Yes, I can. /No, I can’t. to answer your questions.
1. Introduce: paint by miming a painting action, and then stick the Word and Picture Cards on the board.
2. Read the word with action.
3. Ask individual students: Can you paint? to elicit: Yes, I can./No, I can’t,
4. Ask and answer in pairs.
1. Draw a picture on the board. Ask: What can she do? to elicit: She can read.
2. Read the word in different voices.
3. Ask individual students: Can you read? What can you read? to elicit: I can read English/a story.
1. Play the cassette: Look and say. Students listen.
2. Play the cassette again. The students follow in their books and, in groups of four, practice the dialogue.
3. Invite individuals to read the dialogue to the class.
1. Show a photo album. Tell students that it is your album. Encourage them to ask about your photograph using ‘Can you …?’ 2. Students work in pairs using the pictures in Ask and answer to find out what their partner can and cannot do.
3. Do a survey: Ask students to walk around the class and interview three to five classmates. Students are to find their classmates who can or cannot do a certain thing. Invite individual students to report back to the class.
1. Complete Workbook page two.
2. Write about your ability using ‘I can…’
外研版小学英语教案 (十三)
教学目标：
基于学生的实际学习水平，新课标的具体要求和本册教材的特点，我将教学目标设计如下。
1.知识目标：学生理解并掌握单词mine、yours、argue、matter、wear等。
2.能力目标：学生能够运用所学句型对自己或他人的所属物品进行描述。
3.情感目标：学生在活动中学会运用所学知识进行交流，并在交流中学会与他人合作，敢于开口说英语的能力。
教法学法： 1.从儿童的年龄特点、学习兴趣和好奇心求知欲考虑，根据小学生的心理特征。我借助“任务型”教学模式，以听说、游戏活动为主线组织教学，并通过小组合作，角色扮演等来加深对学习内容的理解，培养综合运用英语的能力。 2.学生通过游戏和小组活动，使他们在交际中理解和运用语言，促进学生听、说、读的练习，是学生在快乐的学习氛围中学到更多知识。 i．教学内容 pep小学英语三年级上册unit 4 we love animals part a let’s learn lets do ii、教学目标 1、知识目标：掌握六种小动物名称monkey, dog, duck, panda, cat, rabbit并会模仿动物动作。 2、能力目标：能听懂指令act like a……并做出相应动作。 3、情感目标：通过学习教育学生要爱护动物。 iii、教学重、难点 1、重点：掌握let’s learn中六种小动物名称。 2、难点：let’s do中的听指令做动作。 iv、课前准备： 1．六种小动物头饰及单词卡片，多媒体课件。 2．动物玩具， v、教学媒体设计 以小学英语新课程标准为理论依据，根据小学生心理及生理特点，利用英语空中课堂资源制成monkey, dog, duck, panda, cat, rabbit六种动物幻灯片，通过幻灯片来呈现新课。 vi、教学过程 step 1：warm-up （1）: sing a song《how are you》 （2）: greeting t: hello, boys and girls. ss: hello, mr. ai . t: how are you? ss: fine, thank you. how are you? t: very well, thanks. 设计思路：通过唱英文歌，日常会话，渲染课堂气氛。， step 2：preview listen and do: touch your head/face. show me your pencil/book. open your book. /close your book. 设计思路：听听做做是学生喜爱的活动，复习以前所学内容，为本课时lets do 做好铺垫。 step 3：presentation （1）：let’s learn now, boys and girls. let’s go and meet some new friends！让我们去认识几个新朋友吧！出示六种小动物的幻灯片：look! who are they?（学生会在感叹声中说出小动物的名字） yes, they are animals. now, let’s go and meet them one by one.让我们一一去认识一下，教师就趁机一一出示学生们所熟悉的动物动画及单词。 设计思路：使用英语空中课堂资源，制成的六种小动物的幻灯片，这些形象生动的动物，能激发学生学习的兴趣和愿望， （2）：出示小猫的动画及单词，介绍：look! this is a cat. listen and read.放录音，学生先听再跟读，读两遍后，教师拿起动物头饰走到学生中去领读cat，cat，小猫—cat，教师分升降调领读，read together 学生齐读，然后叫学生一个一个来读，read one by one. 注意t是轻音。 （3）：依次出示duck, panda, monkey, rabbit, dog 动画及图片，同样方式教读，学生跟读练习后，group for pairs分小组自己练习单词。 设计思路：三年级学生非常喜欢动画片，通过观看动画，轻松，生动，准确的呈现了本课的教学重点——六种动物的单词。 （4）：学生练习完后，教师拿出动物头饰及单词卡片，一一回顾这六种动物，t：this is a cat. ss：cat, cat，小猫—cat 。然后将学生分为a、b两组进行单词认读比赛，教师发指令，学生抢认单词，一组抢头饰，另一组抢单词卡片，抢到后还要正确地领读出来，其余学生跟读，胜利者为本组赢得一面小红旗。 设计思路：小学生喜欢竞赛，通过抢认单词，能充分调动学生的积极性，但要注意活动时的安全。 （5）：将各组分为动物小组，每一小组代表一种动物，教师对各组发不同的.口令，考验学生的反应速度，如：cat, cat, touch your face. dog, dog, touch your head. monkey, monkey, show me your pencil. duck ,duck, open your book..等。反应快，准确无误的小组赢得一面小红旗 step 4：practice （1）：教师戴上小猫头饰边模仿小猫动作边走到一个学生面前与其打招呼：hello! i’m a cat. nice to meet you.并与他握手，学生回答：nice to meet you, too.后教师将头饰戴在学生头上，让他再跟下一个学生打招呼，进行接龙游戏，注意强调打招呼时要模仿动物动作。进行两三个学生后，教师带领学生边做动作边教学生说指令：act like a cat/duck/panda/monkey/rabbit/dog. 师生互动，一起边说边做，适时夸奖说得好或模仿得像的学生，奖励一面小红旗。 设计思路：操练单词时，戴上动物头饰，模仿动物动作，能提高学生学习兴趣，通过用英语与学生打招呼，把单纯的单词练习，融入具体的语言情景之中。 （2）：同样方式引导学生模仿其余小动物的动作，在这里可以放手给学生自己发挥表演，让他们根据自己的想象模仿自己喜欢的动物，形成生生互动，而教师就在旁边观察学生喜欢哪种动作，为下面的统一练习做准备。 （3）：听录音，边听边做动作，听第二遍时，有意识地带领学生边说边做，再听时，要求学生边听边说边模仿，练习两遍。师：now, boys and girls. stand up, please! let’s do! 放录音，全班起立随节奏边说边做，形成全班互动。 设计思路：三年级学生生性活泼好动，让学生模仿动物动作，就更喜欢了，全班随录音节奏边说边做。 step 5：summary （1）：再次展示六种小动物动画，教育学生要爱护动物：look! boys and girls. they are so lovely. we should love animals.点出课题。 （2）：表彰本课时优胜小组，优秀学生， （3）：布置作业：把今天学会的单词说给家长听，并模仿动物给家长看。 （4）：安排预习，学做手影动物，看谁做的又好又多。 教学反思： 本课时教学以小学英语新课程标准为理论依据，根据小学生心理及生理特点而设计，采用视听法、全身反应法、表演法以及任务型教学等方法学习六种动物，学生对动物非常感兴趣，学习积极性高，利用英语空中课堂资源，动物动画呈现新课，使学生非常感兴趣，适合小学三年级心理特点，在操练环节，戴上动物头饰，一边模仿动物动作，一边用英语与学生打招呼，使单词学习融入具体的语言情景之中，模仿动物动作，学生就更加喜欢了，特别是monkey的动作模仿的更好了，利用英语空中课堂资源将看、听、说、玩、演、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感，同时教育学生要爱护动物，本课时较好完成了教学任务。 一、语言知识与技能 1.根据读音规则和音标拼读单词。 2.理解和领悟词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能; 3.能在日常交际情景中听懂对话，例如，能听懂连续的指令并据此完成任务;能引出话题并进行几个回合的交谈; 4.能听懂接近正常语速、熟悉话题的语段和简单故事，获取相关信息; 5.能运用…..词汇和…..语言形式就熟悉的话题进行交谈;能运用…..词汇和…..语言形式及(或)所给提示描述人、物、事件、行为、特征等，表达简单的观点; 6.能在教师的指导下进行简单的角色表演; 7.能连贯、流畅地朗读课文;能从简单的文章中找出有关信息，理解大意;根据上下文猜测生词的意思; 8.每天课外阅读量最少达到100词。 9.能运用…..词汇和…..语言形式以及参照范例(文章结构)写出简单的文段等，包括起草和修改。 二、文化意识 10.了解语言和语用的文化因素，体验跨文化交际。 三、学习策略 11-(1)利用读音规则和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。 11-(2)利用情境等理解语法结构和表意功能，发现语言规律并举一反三。 11-(3)复习、整理归纳所学内容。 11-(4)利用预测、语调、重音、问题等来获取听力信息。 11-(5)在课内外活动中借助体态语用英语交流。 11-(6)利用预测、跳读、寻读、细节读等来获取文章信息。 11-(7)仿写短文，准备素材、起草短文并修改。 11-(8)明确目标，制定计划， 11-(9)了解并跨文化交际(恰当使用)。 四、情感态度 12.乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。 备教学 重、难点 内容 课标具体知识、技能、文化目标 知识与技能、文化意识的重、难点内容 课标具体策略目标选择 sectionA sectionB 目标1 在读写过程中，能够根据读音规则和音标拼读单词。 11-(1) 11-(2) 11-(3) 目标2 词汇： name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not. 语言形式： 1)what’syourname?---Alan./I’mAlan./Myname’sAlan. 2)Nicetomeetyou. 3)What’shisname?---He’sEric./Hisname’sEric. 4)What’shername?---She’sMary./Hername’sMary. 5)IsheJack?---Yes,heis./No,heisn’t.Hisname’sMike. 6)AreyouHelen?---Yes,Iam./No,I’mnot.I’mGina. 词汇： zero,one,two,three,four,five,six,seven,eight,nine,telephone,number,phone,telephone/phonenumber,first,firstname,last,lastname,friend,China,middle,school,middleschool. 语言形式： 1)What’syourphonenumber?---It’s…/Myphonenumberis… 2)Isthisyourphonenumber?---Yes,itis./No,itisn’t. 3)What’syourfirst/given/last/familyname?---Myfirst/given/last/familyname’s… What are you doing ? 课时 教学目标句型“What are you doing? I am ….”。 德育教学目标多关心别人。 教学重点句型“What are you doing? I am ….”，并能在情景中进行应用。 动词及动词短语的现在进行时的表达，即ing形式。 教学难点动词ing形式的读音。 实际情景中语言运用的'能力。 教学准备课件卡片CD 教学板块教与学预设 (师生活动)教学重构 (修改意见) 前置性作业 一、自学本课单词，熟读，并会拼写。 二、搜集查询各种动词的ing形式，课堂展示给大家。 三、熟读课文。 教学过程 课前3分钟内容： 教师出示几幅进行时态的图片，让学生以小组竞赛的形式表述进行时态的句子，给小组加分。 1、Warm up (热身) 活动一：歌曲演唱 教学参考时间：1—2分钟 教师播放歌曲What Are You Doing?的录音，师生共同演唱。 活动二：口语练习 教学参考时间：1-- 2分钟 教师就学生所学过的内容，尤其是新学内容进行日常交际，目的在于运用语言。可以是学生自我介绍，也可以是学生间对话练习。如： A: My English name is …. What's your English name? B: M y English name is …. How do you do? A: How do you do? Where are you from? B: Australia. A: What are you doing? B: I'm waiting for my mom. A: Nice to meet you. Good-bye. B: Bye. 2、Review (复习) 活动三：词汇复习 教学参考时间：4—5分钟 教师出示第一课时所学动词短语的图片，找能力好的学生认读，其他同学跟读。 教师说动词短语，学生做动作，再次复习第一课时的短语。 学生边做动作边说单词。 鼓励学生说说前五册学生用书，特别是五年级上册第四单元已涉及到一些动词和动词短语，注意比较动词原形和动词ing形式，注意发音。 教师在黑板上写好两列词，让学生连线并进行问答练习。 drawing the dishes doing the phone answering a book cooking pictures reading dinner 3、Presentation (呈现新知) 活动四：猜猜猜 教学参考时间：3—4分钟 让一名学生抽取一张单词卡片，然后躲在讲台后面。教师带领其他学生问：What are you doing?，抽取卡片的学生站起来边做相应的动作边回答I am…请五至六名学生轮流上台抽卡片，直到全班学生都初步会说句型What are you doing?再进行下面的活动。 学生同桌之间背对背，一边做动作一边用主要句型问答：What are you doing? I am …. 活动五：句子接力 教学参考时间：1-- 2分钟 学生五人一组。教师问各组的第一名学生Hello. What are you doing?每组的第一名学生回答后转身问后面的学生：What areyou doing?，依此类推，每名学生的回答不能与同组前面学生的回答重复，看哪个小组最先完成游戏。 活动六：试试看 教学参考时间：2—3分钟 教师播放Let's try部分的录音，让学生完成听录音选图的练习。录音内容如下： (The phone rings.) Hello. Hi, Sarah. It's John. Hi, John. What are you doing? I am reading a book. What are you doing? I'm doing the dishes. ----What is John doing? ----What is Sarah doing? 活动七：对话学习 教学参考时间：6—7分钟 教师播放Let's talk部分的录音，学生跟读。 学生自己读对话内容。 教师出示Let's talk中的图片和道具电话，指导学生进行代换练习。 学生2人一组，练习对话。学生也根据自己情况，和准备好的图片、玩具或实物，改变对话内容，进行操练。 做小双簧的游戏：学生2人一组，一名学生在前面表演动作，如：画画，另一名学生藏在他的身后为前面的学生配音，如：I am drawingpictures.让学生两人一组操练后，请几组学生上台表演。 4、Let's play (趣味操练) 活动八：打电话 教学参考时间：2—3分钟 做Pair Work部分的活动。学生2人一组，每人在一张纸条上面写一个动词短语的ing形式，如：drawingpictures，然后2人交换纸条，分别将纸条卷起来做道具，根据各自手中纸条上的内容模拟打电话。 活动九：玩一玩 教学参考时间：3—4分钟 做“看口型，猜句子”的游戏：教师指着黑板上的句子说：Iam….，说到动词短语时只作相应的口型，不发出声音，让学生看口型猜短语把句子补充完整。 做Let's play的活动。请一名学生上来，背对其他学生站好。台下任意一名学生问：What are you doing?，站在前面的学生边做动作边回答Iam….，其他学生根据听到的回答在自己课本的表格里做好记录。然后换另一名学生上台，继续做游戏。示范几次后，让学生分小组做游戏。注意：教师里学生的活动范围受限制，所以如果条件允许，此活动可在室外完成5、Consolidationand extension (扩展活动) 活动十：看故事 教学参考时间：3—4分钟 教师问：What do you usually do at 9:00 p.m.?指导学生根据实际情况回答。 让学生展示Story time部分的挂图，手指挂图说“Look! Zip is calling Zoom. Who is he? Is thatZoom?，简单表述挂图内容。 引导学生听录音阅读故事。 教师根据故事内容向学生提问：What is Zip doing? What is Zoom doing? Is Zoom answering thephone? Is his father playing computer games?引导学生做回答。 请学生两人一组，分别扮演Zip和Zoom的爸爸表演故事。 教师再放一遍录音，请学生跟着录音读故事里的句子，教师指导学生的发音。 活动十一：练一练 教学参考时间：3—4分钟 做本单元A Let's learn部分的活动手册P34配套练习。 教师指导学生理解题目要求，指导操作方法.。Listen and number是按所听内容表明序号，Ask and write是在同学问答的基础上填写单词和动词短语。 教师播放活动手册第34页的录音，学生完成Listen and number部分的练习。 学生彼此了解所作的事情，将伙伴的姓名和所作的事情填写在表格里。此环节，教师注意辅导学生规范书写。 板书设计Module 4 Unit 1 Whatare you doing ? I’m ... 一，补全单词。 ( ) h d A, ur B,or C, ar ( ) hamb ger A, er B, ur C, ar ( ) st dy A, a B, o C, u ( ) ex ted A, si B, ci C, sa ( ) li r ay A, b, a B, a, b C, b, e 二、选出不同类的一项。 ( )A, football B, basketball C, horse ( )A, small B, shoe C, heavy ( )A, sandwich B, breakfast C, lunch ( )A, gave B, learnt C, climb ( )A, she B, us C, him 三、根据首字母填空。 1.They go to the cinema t a mouth. 2.I’d like a b of milk. 3. It’s not Sunday today. It’sS 4.Do you often get l from your friends ? 5.A woman is r very fast around the road. 6.Please tell Jack I will come a at eight tomorrow morning. 7.Would you like to l a message . 8.My grandma is a BeijingOpera f 9.That’s a big bag, I can’tcarry it. C you help me? 四，写出适当形式。 Foot(复数) do(单三) soft(反义词) run(现在分词) We(宾格) learn(过去式) easy(反义词) teach(现在分词) These(单数) put(过去式) teach(过去式) 五.选择。 ( )1.你应该对我的朋友说你好。 A, You should say hello to myfriend. B, You should say my friendhello. ( ) 2.你在想什么? A, How are you thinking about? B, What are you thinkingabout? ( )3. 在英国他们在9点开始上课。 A, They start school at 9o’clock. B, They walk to school at 9o’clock. ( ) 4. 这位老人不能坐下。 A, This old man can’t sitdown. B, This old man can’t standup. ( ) 5.你能很好地接住球吗? A, Can you catch the ball well ? B, Can you control the ballwell? ( ) 6.在这个包里有太多的苹果。 A,There is too many apples in thebag. B, Three are too many applesin the bag 六，完成句子。 1，你应该抓住我的手。 You should my hand. 2，今天我赢了一场象棋比赛。 Today I a chess game 3，电视对我们非常有用。 TV is very for us 4，他们想参加我们的足球队。 They want to be in ourfootball 5，我的毛衣很干净。 My sweater is 6，我们需要一些苹果。 We some apples 七，单选。 ( ) 1.They didn’t enough food. A, has B, had B, have ( ) 2.Five years ago, he to school. Now he to school by bus. A, walked, goes B, Walk, went C, walks , went. ( ) 3. He Chinese ten years age. A, teaches B, taught C, teached.21*cnjy*com ( ) 4.He is English now. A, learning B, learnt C, learns ( ) 5.Circle A is bigger circle B. A, than B, for C, as ( ) 6.What did she have lunch. A, in B, with C, for ( ) 7.He had at six o’clock in the morning. A, breakfast B, lunch C, dinner. ( ) 8.Please bring back the book A, two weeks’ time B, in two weeks’ time C, in two weeks time ( ) 9. did you go there? ----- last week A, what B, When C, why ( ) 10.Her little son can chopsticks now.2-1-c-n-j-y A, uses B, using C, use ( ) 11.Yao ming is very good basketall. A, in B, for C, at ( ) 12.The girl is deaf . she can’t A, hear B, see C, find ( ) 13. I get up half past seven. A, in B, to C, at ( ) 14.Do you want to chess. A, think B, make C, play ( ) 15.You should look, then the road. A, cross B, walk C, run21*cnjy*com ( ) 16.Yesterday I lost my bag, I feel A, happy B, hungry C, sad ( ) 17.You are back China A, from B, in C, to ( ) 18. did you go to schoolyesterday. A, what B, How C. How many ( ) 19.Let’ s buy one kilo noodles. A, of B, for C, off ( )20. They walked one hour. A, about B，with C, for 八，选择匹配。 A, Her parents B, That’s a good idea. C, It’s in the north ofChina. D, Kite, ball……… E, We ate hamburgers. F , No, I can see two heads. G, I will go to the library. H, No, there aren’t. I , Last Monday. J, I’m fine , thank you. ( )Where is Yinchuan? ( ) What about a picture ? ( ) What did you have last night? ( ) Who is going to go with her ? ( ) How are you ? ( ) What are you going to take? ( )When did Damingarrive ? ( ) Where will you go tomorrow? ( ) Can you see a vase? ( ) Are there some books on the desk? . 九，补全对话。 A.He’s got chopsticks B.I’m going to go to America. C.How are you? D. What do you suggest? E.That’s a good idea. Sam: Hi, Daming! Daming： I’m fine, thanks. I’m very excited. Sam: That’s great. Daming. Daming: I want to take apresent for my cousin. Sam : What about chopsticks? Daming: . His mum and grandma areChinese. Sam: why don’t you give hima kite? Daming: Thank you. Sam. 十，划线提问。 1.We have six classes in a day. 2.We play hockey on the field. 3.They can watch TV athome. 4.We play the violinafter school. 5.There are three girls in the room. 6.Ican buy shoes in a shop. 7,We can go to the park nextweek. 8.The watch is seventy-twoyuan. 9.I like science field trip very much. 10,They do exercises at ten. 十一，阅读理解。 Yesterday my father andwent to the park. On the road we saw a lot of people. There was a donkey in themiddle of the road. It didn’t go. The cars and buses can’t go , too. Then a policeman came. “whosedonkey is this?” He asked. “it’s mine”. Said a farmer. “But I can’t let it go”.The policeman and the farmer moved the donkey. But they can’t let it go. “giveit a carrot” my father said. “that’s ok” said the farmer. Soon he bought somecarrots and took them to the donkey. When the donkey saw the carrots, it jumpedup and walked after the farmer. All the cars and buses can go at last. ( )1, I went to the park A, with my friend B, with my father C, With Sam ( )2, father and I saw A, some animals B, some folwers C, a donkey ( )3, The buses and cars can’t go because A, The donkey was in themiddle of the road. B, The policeman can’t letthem go. C, The farmer were not onthe road. ( )4, The donkey was 21・cn・jy・com A, mine B, the farmer’s C, the polimeman’s ( )5, took some carrots to the donkey.2・1・c・n・j・y A, My father B, I C, The farmer. 十二、改错。阅读对话，画出错误部分，并将正确答案写在后面的横线上。 Where my shirt, mother? Do you know? Is it in the boxes? Let’s me have a look. Where is mine new one? I don’t knew. What aboutthis one? Is it to small? I think it’s allright. Thanks you. Good afternoon, my dear judges, I am ______, from ______, it is my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of five parts. Part 1 The analysis of the teaching material This lesson is a reading passage, which focused on the topic of __________________, such a topic is related to our daily life, so it is easy to arouse the Ss’ learning interests. My teaching objectives include the following parts. First, the knowledge objective :By the end of this lesson, Ss can learn the new words and new phrases:______________________________________ 其他参考活动：Debate----当话题有矛盾双面 Discussion——当话题是讨论解决问题 Do a survey——调查 Understand the main idea of the article; And master the usage of ___________________(某个语法点) Second, the Ability objective: skim for the main idea of the article and scan for the specific information, predict some information and understand the whole article, and enlarge the relative knowledge by reading more materials in library or from internet, write a report of the topic, etc. Third， the emotional objective: to develop the spirit of cooperation through teamwork and pair-discussion; arouse Ss’ interest in English learning Forth, the Cultural awareness Fifth， the Important points: to get an overall understanding of the whole text, and develop their reading skills such as anticipating, skimming, scanning, summarizing language points…..… (具体课型用具体例子阐述) the usage of the______________________( 语法或句型) While the Difficult points: Are enable the Ss to use the new words and phrases to express their ideas in daily life, and develop the ability of skimming and scanning. master the usage of ____________________________( 语法或句型) 根据教学过程设计内容来决定) Part 2 The analysis of students The Ss have learned English for some years. They understand some words and simple sentences. They are curious, active, and fond of game, competition, and various activities. They enjoy learning through cooperation in a relaxing atmosphere. Part 3 Teaching methods In this lesson, My teaching methods include audio-visual teaching method, communicative teaching method, and task-based teaching methods. Besides, a computer, blackboard, a tape recorder, a projector are needed as the teaching aids. Part 4 Teaching procedures There are five steps in my teaching procedures. But before teaching, I will divide the whole class into 4 groups to do competitions while finish different tasks in this lesson. Step 1 Warming-up and leading in (3mins) Free talk; talk something related the topic of the article. 教材简析： 本单元是Book 3B的总复习单元，侧重归纳了第七单元至第十一单元所涉及的语言项目。通过复习，巩固已学过的英语字母、单词及日常交际用语。教师可根据学生学习的实际情况，在字母、词汇和会话三个方面有针对性地复习，把所学的知识有机地联系起来，提高操练密度，加快操练节奏，增大操练容量，以提高复习课的效率，提高学生综合运用英语的能力。 通过第七单元至第十一单元的教学，要求学生能听、说、读、写字母Ll-Zz,字母教学至此全部结束，教师在复习过程中，应向学生强调掌握二十六个英语字母的重要性，要求学生能按字母顺序熟练背诵、默写字母，教师应尽可能采用多种教学手段，激发学生学习字母的兴趣，帮助学生扎扎实实地掌握二十六个字母。 第七单元至第十一单元中的单词分为六类：居室、食品、衣服、球类、乐器和运动项目，复习过程中，可以将新旧单词相互滚动操练，并有所侧重，以巩固学生对所学单词的掌握。 教学要求： 能按字母的顺序背诵Aa –Zz ,并能熟练地听、说、读写字母Aa—Zz. 通过复习，能使学生比较熟练地听、说已学过的单词。 通过本单元的复习操练，要求学生综合运用所学的日常交际用语。 教学重点： 见教学要求1，2。 教学难点： 见教学要求3 教具准备： 各类词卡、字母卡、教学挂图、录音机、磁带。 教学安排： 共计四课时，第一课时复习7-9单元，第二课时复习10-11单元，第三课时复习12单元A、B两部分，第四课时完成C部分和练习册。 The first period : Review Unit 7-Unit 9 Teaching Contents： Unit7,Unit 8,Unit 9. Teaching Aims： 1.Enable the Ss to understand and say22 words 2.Enable the Ss to understand and use the communicative words . 3.Raise the Ss interest t learn English . Teaching Step: 1.Sing the songs: ABC song ,Hot cross buns! 2.Say a rhyme :It’s his key . Step 2 Revision . 1.游戏：“抢座位”。 游戏规则： 三人围着一条凳子转，音乐停，抢凳子的两头坐，未抢到凳子坐的学生从纸盒中出一张图片（Unit 7 8 9 中的单词）说出单词，并说一句话。 2.Have a rest . Play a game: 我是ABC。 教师将学生分成A——Z组，各组以自己的名称组合成Unit 10与Unit 11的单词。并组进行对话练习。 Step3Practice . 1.Look at the picture and try to act (Unit 10 and Unit 11) 学生以小组为单位自选其中任意一幅图，根据图意运用所学的日常交际用语进行小品表演，鼓励学生充分展开想象自由发挥。 ２．Listen to the tape and repeat (Unit 10 Unit 11) Step 4 Homework , Listen to the tape four times from Unit 9 to Unit 11 游戏规则：学生两人一组，一说一画，要求能用简单线条勾画出已学过食品尖的特征。 如：Ｓ1: I’m hungry . S2:What would you like? S1:I like… 交换练习 ３．Clothing items 让学生把自备的物品拿出，分成几个小组 ，扮演在商店购物的情景。 如：Can I help you? I’d like a cap,please . What colour ? White . Here you are . How much is it ? Five yuan,please . Step 3 practice . Listen to the tape and repeat ., Read the dialogue aloud . Look at the picture and try to act The second period :Review Unit 10-Unit 11 Teaching Contents: Unit10 ,Unit 11 Teaching Aims: Enable the Ss to understand and say 16 words . Enable the Ss to understand and use the communicative sentences . Raise the Ss interest to learn English . Teaching Steps Sing a song: We study and play . Free talk . 教师以“I’m hungry”展开对话，充分运用Unit 7 ,Unit8, Unit 9, Unit 10中的不同句型、单词进行连锁操练。 Step2Revision . Musical instruments and sports . 教师做动作学生用英语说出，并互换。 两人一组，表演对话。 Do you play the piano ? No ,Idon’t . Do you like football? Yes ,Ido . The third period : Unit 12A B Teaching Contents: Unit 2 A Listen and circle ,B Listen and answer . Teaching Aims . The Ss can understand what they have listened . The Ss can use the words correctly . Teaching steps: Step1Warm up . Greeting. T:May I come in ?Ss : come in ,please . T: Good morning afternoon ,boys and girls . Ss:…… Say a rhyme: Enjoy the day . Step2 Presentation . Listen and circle . 教师准备一些事物图片，用句What this /that提问，学生用It’s a /an …回答。 Play a game . 游戏规则： 教师把一件物品藏身后，请学生用句型Is this a/an …猜测物体，师用Yes ,it is /No ,it isn’t .It’s a /an …活动中，教师与学生互换角色。 3） Listen and circle . Listen and number 先以free talk的形式与学生进行交谈，重点放在第七单元至第十一单元所学的日常交际用语上。 Listen and number . 校正答案。 Step 3板书设计： Is this a hot dog ?Do you like… Yes ,it is .Yes ,I do . The fourth period :Unit12CLook and say Teaching Contents: C Look and say Teaching Aims : Enable the Ss to have good cooperationwith one another Teaching Steps : Step1Warm up . Sing the songs: We study play . Hot cross buns . Step2Revision . Read and do . I like swimming /running /skiing /skating /inSummer /spring /winterdon’t and you ? Step3 Presentation . 本部分教师让学生看懂图意，然后分小组编小品或课本剧。让学生充分发挥想象力，只要对话符合图意，教师就应予以表扬。 Step 4作练习册。 Listen and respond.(教师先复习第七至第十一单元的对话，然后根据练习中的情况做出回答) Listen andcheck . 练习前，教师创设情景，将练习中的对话进行复习操练。 Listen ,find and circle . 教师采用Listen and point形式复习图中物品的英文名称，然后再做出。 Listen and judge . 教师先进行一些数学竞赛，然后再做出。 E Listen and draw . FListen and number 先让学生看图，根据图中不同情景表演对话，然后再完成此题。 教学目标： 知识与技能：能够听懂、会说、会认读单词：man, father, dad。 过程与方法：能够听懂、会说、会认读句型：who’s that man? he’s my father./ hi, dad.并能够在具体的语境中灵活运用。 情感态度与价值观：能够听懂指令，按照指令的要求完成point and say的内容。 教学重点： 掌握三个单词和句子。 教学难点： 能够理解和运用句型：who’s that man? he’s my father./ hi, dad.并能够听懂、会说、理解句子：this is my friend, amy. 教学准备： 照片，词卡 教学过程： step1 warming up revision a song” who is she?”（网络素材）。 a song “boy and girl”.’s chant:p8. my friends.引导学生介绍自己的朋友。如：hi, i’m ’m from chin is my friend, ’s a ’s a ’s from china/ the uk/ canada/ the usa/ australia. step2 presentation practice 1.以旧带新，学习新知（let’s talk） (1)教师：呈现mr jones,问：who’s he?引导学生答：he’s mr jones.教师：mr jones is a man. (2)学习单词man,并扩展woman对比进行学习。 2.词融于句，巩固新知 活动1：呈现男教师的照片，让学生练说: mr… is a man. 活动2：呈现男明星的照片，让学生练说：如yao ming is a man. and learn (1)呈现教师自己爸爸的照片：look, that is a ’s that man? can you gu?教师出示答案：he’s my father. (2)学习father,并扩展mother对比学习。 (3)对比father和dad的用法，并扩展mother和mom对比学习。 (1)呈现对话动画。 (2)跟读对话，呈现新句型。 (3)教学句子：who’s that man? he’s my father. (4)学生小组表演对话。 step3 extension consolidation a song:”father and mother”. and say:同桌合作练习图中的对话。 ing game: 收集学生的爸爸照片，让学生猜一猜：who’s that man?是谁的爸 爸，谁就快速回答：he’s my father. 4.完成作业本相关作业。 step4 summing up 总结本课的三会单词man,father, dad. 总结本课的三会句子：who’s that man? he’s my father. 背诵对话。 板书设计 unit2 my family ’s talk who’s that man?he’s my father. man father dad外研版小学英语教案 (十四)
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