五年级英语1-4课8月份教案

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五年级英语1-4课8月份教案

篇1：五年级英语1-4课8月份教案

五年级英语1-4课8月份教案

Unit1 We have new friends Lesson1 教学内容 Just speak 情景会话：介绍新同学，同学们热烈欢迎。行动目标：学习如何介绍自己的姓名、年龄和所在的国家或地区。二、课前准备 1、准备本课的学生卡片、教师卡片、教学挂图、录音磁带和投影片。 2、准备四年级上册第2课歌曲Where are you from?How old are you? 3、自制名片。三、教学过程 1、Warming- up 1)播放四年级上册第2课Where are you from?歌曲 2）齐唱歌曲 2、Presentation 1)展示挂图观察。 2）看图，了解会话内容。 3）引导学生通过头发颜色等外部特点猜测人物来自哪里。 4）放录音，听后回答。 5）再放录音核对答案。 3、趣味操练 1）指导学生填自己的名片。 2）选几个学生到讲台来，向大家做介绍。 3）两人一组拿名片对话。 4）再次播放对话，学生跟读模仿。 5）分角色表演。 6)鼓励学生四人一组表演。四、拓展活动 1）查资料，获取自己喜欢人物的信息进行交流。 2）查3、4页国旗分别是哪个国家的，然后涂色。 Lesson2 一、教学内容 1、Just practice 2、Just write 学习正确书写四会单词。 3、Let’s act 通过小组活动，提高学生语言运用能力。 Let’s read and chant 学习目标/b/. 二、课前准备 1、准备本课的学生卡片、教师卡片、教学挂图、录音磁带和投影片。 2、上节课布置的国旗。三、教学过程 1、Warming- up 趣味搭配游戏。 2、Presentation 1)展示挂图观察，记住图片内容。 2）选9名学生到台前来，分别拿不同国家国旗。 3）指导学生说句子。 4）补充内容，据实际填写真是内容。 5）板书单词句子，生仿写。 3、趣味操练 1）选2组学生单词拼写比赛。 2）检查学生绘制各国国旗的情况。 3）学生自行交流。 4）再次播放对话，学生跟读模仿。 5）分角色表演。 6)鼓励学生四人一组表演。四、拓展活动 1）查中国地图和城市图。 2）查3世界地图。 Lesson3 一、教学内容情景会话交谈自己的家庭住址。行动目标通过情景会话，复习如何询问及介绍家庭住址。二、课前准备 1、准备本课的学生卡片、教师卡片、教学挂图、录音磁带和投影片。 2、制作通讯录三、教学过程 1、Warming- up 检查学生查找地图情况。 2、Presentation 1)展示挂图观察，记住图片内容。 2）鼓励积极发言，确认正确性。 3）放录音，生听后回答问题。 4）多次放录音，直到能听出答案。 5）板书单词句子，生仿写。 3、趣味操练 1）两人一组练习本课会话。 2）戴头饰表演。 3）发给学生调查表，让学生填完后回答。 4）展示学校地址卡，用英文表达给学生。 5）引导学生回答。 6)指导学生自由组，利用地址卡进行真实的问答。四、拓展活动 1）全班合作，用英文制作自己的通讯录。 2）收集自己喜欢的'厂址想办法用英文表达 Lesson4 一、教学内容 1、Just practice 2、Just write 学习正确书写四会单词。 3、Let’s play 模拟情景对话。 Let’s read and chant 学习目标/p/. 二、课前准备 1、准备本课的学生卡片、教师卡片、教学挂图、录音磁带和投影片。 2、收集一些自己住处的照片。三、教学过程 1、Warming- up 播放歌曲Where are you from?然后进行交流。 2、Presentation 1)找一个学生画出自己的家，然后向全班同学介绍。 2）播放Just practiceZ部分录音让学生听，然后学生能够跟读模仿。 3）指导学生说句子。 4）区分at/on的用法。 5）指导学生在6页空白处填自己的相关信息。 6）学习单词。 3、趣味操练 1）用英语完成卡片内容。 2）按课本7页内容进行会话。 3）组织分组活动。 4）再次播放Chant，学生跟读模仿。四、拓展活动 1）指导学生绘制游戏棋盘。 2）学生用学过的以p开头的单词遍chant.

篇2：三年级英语1-4课教案

三年级英语1-4课教案

Unit1 Hello Lesson1 一、教学内容 1、 Just speak本部分主要从两个方面进行会话练习，一方面通过打招呼、自我介绍等情景让学生在感知、模仿、学习、体验的基础上逐步达到自然交流与真实运用语言的目的。 2、 Just read学习动物的英文名称：cat,monkey.. 3、 Let’s sing学唱Hello英文歌曲，巩固本课教学内容。二、课前准备： 1、制作头饰 2、为男女生准备常用英文名字卡。三、教学步骤; 1、热身/复习Warm―up/Revision 1）课前播放歌曲，渲染课堂学习气氛。 2）收集一些常用的英文单词缩写，诸如WTO、TV、HK、CD等，让学生了解一些身边的英语，并请同学说一说他们知道的生活中英语。 2、新课导入（presentation） 1）以自然的方式配合以恰当的手势动作向学生说Hello，引导学生向老师说Hello，，表示问候。练习问好。 2）胸前佩戴英文名字卡进行自我介绍：Hello,I’m…借助手势让学生理解句子含义，并通过戴头饰介绍书中的主要人物Li Yan,Peter,让学生进一步感知I’m…的含意。 3）让学生到讲台来，戴上头饰说Hello,I’m…然后，向老师介绍真实的.自己。 4）出示本课挂图，为学生提供话题情景，然后依次戴面具进行表演。 5）听录音，投影展示Just speak和Just read部分内容，跟读模仿。 3、趣味操练 1）猜人物游戏 2）强调语音语调 3）游戏：找朋友。 4、课外活动(Additional activities) 1）鼓励学生下课后遇到老师用英语问候； 2）在实际中运用所学知识。 Lesson2 一、教学内容 1、Just speak本部分通过情景对话，让学生用What’s your name?询问对方姓名并回答。 2、Just read学习动物的英文名称：dog, duck 3、Let’s sing学唱What’s your name?英文歌曲，巩固本课教学内容。二、课前准备：制作dog/duck头饰; 三、教学步骤; 1、热身/复习Warm―up/Revision 1）课前播放歌曲，渲染课堂学习气氛。 2）唱hello歌； 3）将英文名字卡戴在胸前，分别起立做自我介绍。 2、新课导入（presentation） 1）指着自己胸前佩戴英文名字卡进行自我介绍：Hello,I’m…还可以变换My name is…借助手势让学生理解句子含义问学生What’s your name?引导学生回答：My name is…I’m… 2）请学生戴面具进行表演。 3）听录音，投影展示Just speak和Just read部分内容，跟读模仿。 3、趣味操练 1）将学生分四个代表对进行表演。 2）强调语音语调 3）播放歌曲What’s your name? 4、课外活动(Additional activities) 1）鼓励学生下课后遇到老师用英语问候； 2）在实际中运用所学知识。 Lesson3 一、教学内容 1、Just speak本部分通过情景对话，让学生用英语。 2、Just read学习有关表示动物的英文名称：panda/bear. 3、Let’s sing学唱Good morning英文歌曲，巩固本课教学内容。二、课前准备：制作panda/bear.头饰; 三、教学步骤; 1、热身/复习Warm―up/Revision 1）课前播放歌曲，渲染课堂学习气氛。 2）唱What’s your name? 3）做接龙游戏。 2、新课导入（presentation） 1）学习Good morning。 2）当学生问候时，教师回答Good morning，boys and girls. 3）为了让学生学会说Good morning，Mr.Zhang,师自我介绍。 4）借助挂图复现上一节课小动物。 5）听录音投影展示Just speak和Just read内容。 4、趣味操练 1）将学生分四个代表对进行表演。 2）强调语音语调 3）播放歌曲What’s your name? 4、课外活动(Additional activities) 听录音，模仿会话，并在实际情境中运用所学的内容，鼓励学生每天问候。 Lesson4 一、教学内容 1、Just speak本部分通过情景对话，让学生用英语。 2、Just read学习有关表示动物的英文名称：pig/rabbit. 3、Let’s chant学童谣巩固复习前几课书所学的动物名称。二、课前准备：制作pig/rabbit头饰; 三、教学步骤; 1、热身/复习Warm―up/Revision 1）课前播放歌曲，渲染课堂学习气氛。 2）唱Hello歌曲。 3）做接龙游戏。 2、新课导入（presentation） 1）学习Good afternoon. 2）当学生问候时，教师回答Good morning，boys and girls. 3）为了让学生学会说Good morning，Miss.Zhang,师自我介绍。 4）借助挂图复现上一节课小动物。 5）听录音投影展示Just speak和Just read内容。 4、趣味操练 1）游戏找朋友。 2）强调语音语调 3）播放chant. 4、课外活动(Additional activities) 请学生与老师见面时用Good afernoon问候。 2）听录音，模仿会话，并在实际情景中运用所学。

篇3：高一英语unit 1-4 所有课型教案2(人教版高一英语上册教案教学设计)

A Teaching Plan

Title of lesson: Unit 2 English around the world

Type of lesson: New lesson

Teaching aims: Ss will be able to use the functional sentences to express their

language difficulties and be able to have a good understanding of the

differences between Br E and Am E through the practice of the four

basic skills: listening, speaking, reading and writing.

Teaching contents: 1. Vocabulary: 40 (大纲), 8 (课标)

2. Functional sentences

3. Grammar---Direct Speech & Indirect Speech (2)

4. Topic: Language learning (1)

Teaching focus: 1. Differences between Br E & Am E

2. Language difficulties

Teaching aids: Tape recorder, computer, projector, worksheet

Period One: Warming up & Listening

Aim: Ss will be able to practise their listening skills by doing the exercises and to

know that Br E & Am E are sometimes different.

Step 1: Listening

Ask the Ss to listen to the dialogue twice and then do the multiple choice.

1) Joe came to Britain _____.

A. by train B. by air C. by ship

2) He came from the city _____.

A. Seattle B. London C. New York

3) Joe felt _____ after he got to Nancy’s home.

A. surprised B. excited C. tired

4) Joe wants to use Nancy’s _____.

A. telephone B. computer C. bathroom

5) The bathroom is _____.

A. the second door on the right downstairs

B. the second door on the left upstairs

C. the first door on the left upstairs

Step 2: Reading and discussing

1. Ask the Ss to read the dialogue and try to find out what Joe was looking for with the help of the picture.

2. Ask the Ss to have a discussion in groups of four about the reason why Joe can’t find it.

3. Help the Ss to understand Br E and Am E are sometimes different.

Step 3: Listening

1. A brief introduction of the dialogue.

2. Ask the Ss to listen to the dialogue and finish the exercise

( question answers or multiple choices ).

3. Ask the Ss to listen to the dialogue and fill in the blanks or write down a

whole sentence.

4. Check their answers, hand out the listening material and ask them to read it.

Step 4: Homework (A task )

Ask the Ss to think about more examples to show the differences between Br E & Am E and complete the form given below

British English American English

Spelling

Pronunciation

Words

Period Two: Speaking

Aim: Help the Ss learn to use the functional sentences to express their language

difficulties through the practice of reading and speaking.

Step 1: Dialogue One

1. Ask the Ss to read the dialogue after the tape

2. Ask the Ss to practise reading individually

3. Ask the Ss to practise reading in groups of three

4. Ask the Ss to act it out in class

5. Ask the Ss to finish the exercise (Page 9)

Step 2: Dialogue Two (the same step as Dialogue 1)

Step 3: Dialogue Three (补充旧教材S1U3中的对话, the same step as Dialogue 1)

Yang Mei is now studying in the States. She meets her new teacher, Sara for the first time. Sara is an American. They are talking before the term starts.

Sara: So you are Yang Mei. Nice to meet you.

Yang Mei: How do you do? I’m sorry. I know only a little English. I have some

difficulty in pronouncing some of the words in English.

Sara: No, you’re doing fine.

Yang Mei: Thank you.

Sara: And when do you take your next exams?

Yang Mei: In June.

Sara: I see. What do you want to do next fall?

Yang Mei: Pardon? Would you please say that again more slowly?

Sara: What do you want to do next fall?

Yang Mei: Next what? I’m sorry I don’t quite follow you.

Sara: What do you want to do next September? Do you have any plans?

Yang Mei: I’d like to study medicine and become a doctor.

Sara: Right. Nice meeting you, Yang Mei. Bye.

Yang Mei: Goodbye.

Step 4: Functional sentences

1. Ask the Ss to pick out from the three dialogues the functional sentences about language learning

2. Help the Ss summarize the functional sentences ( Textbook Page 10)

Step 5: Practice & Communication

Ask the Ss to make up new dialogues with the functional sentences in pairs. Some situations are given to help them. They may think of other proper situations in which they use the functional sentences.

Situation 1: You ask your friend if he/she knows how to say “网站” in English and how to spell it.

Situation 2: You are not sure about the spelling of the word “favourite” and your classmate tells you the different spellings in Br E and Am E.

Situation 3: You telephone the flower shop and ask the florist the deliver some flowers to your girl friend. You tell the florist your friend’s name and address.

Period Three: Reading

Aim: Help the Ss have a good understanding of the text and solve their

difficulties with the passage by reading, discussing and doing the exercise.

Step 1: Pre-reading

Some questions for discussion:

1. How many languages do you speak?

2. Which is your native language?

3. Do you speak English as well as your native language?

4. Do you think it necessary to learn English well besides your native language? Why?

5. In what situations do you use English?

Step 2: Reading

1. Ask the Ss to read the text fast and try to find out the answers to the following two questions.

Questions: 1) How many people in the world are speaking English as their

native language?

2) What is English in most international organisations?

2. Ask the Ss to read the text again and then try to judge the following statements (或参见目标练习册Page 16). They may do the exercise individually first and then discuss their answers in groups.

( ) 1)We can find native speakers of English in Britain, America,

Canada, New Zealand, India and so on.

( ) 2) The number of people learning English as a second language is

far less than that of people speaking English as native language.

( ) 3) In some countries such as Philippines and Pakistan people speak

their own languages at home while English in public.

( ) 4) English is widely used in tourism as well as international

organisations and trade.

( ) 5) Those who come to China on business and vacation can speak

Chinese very well.

( ) 6) English is not only the working language but the one of global

culture.

Key: F F T T F T

3. Ask the Ss to read the text aloud following the tape and pick out the difficult words and sentences.

4. Help the Ss to solve their difficulties.

Step 3: Post-reading

1. Give the Ss several questions and ask them to have a discussion in groups of four and then give a report in class.

Questions: 1) In which countries do we find most native speakers of English?

Give the names of them.

2) How many people speak English as their native language?

3) How many people speak English as a second language?

4) What is the number of people learning English as a foreign

language?

5) In which part of China people speak English as a first or second

language?

6) Why is it becoming more and more important to have a good

knowledge of English?

7) Living in China you can use English every day in different

situations. Give two examples.

8) What about the present situation of English learning in Beijing?

What do you think of that?

2. A task activity: Suppose it is now and the Olympic Games are being held in Beijing. Many foreign guests have come to Beijing and they want to have a good understanding of the city. You are a college student and also act as a volunteer of the Games. Think about and tell us what you can do for the foreign guests.

Period Four: Language study

I. Word study

Aim: Help the Ss learn to use some useful and important words and phrases.

Step 1: Ask the Ss to finish the exercise on the textbook (Page11)

Step 2: Help the Ss learn some words in detail

1. find

--Ask the Ss to repeat the following sentences and summarize how to use the word “find”.

1) I found the bathroom, but I didn’t find what I was looking for. (find+sth.)

2) The situation is found in countries such as India, Pakistan, Nigeria and the Philippines. (find+sth.)

3) In which countries do we find most native speakers of English?(find+sb.)

4) I’m sure that you’ll find the book interesting. (find+n.+adj.)

5) When he woke up, he found himself in hospital. (find+oneself)

6) You’ll find it difficult to get along with him. (find+it+adj.+to do)

7) We found that he was a good-natured man. (find+that-)

8) They finally found out the truth of the matter. (find out )

2. the number of / a number of

--Give the Ss the following examples and ask them to tell the difference between “the number of” and “a number of”.

1) The number of the students in our school is over .

2) A number of students in my class are fond of rock music.

3) The number of traffic accidents recently is increasing.

4) A large number of doctors and nurses have contracted SARS.

--Ask the Ss to complete the following sentences according to the Chinese translation.

1) The number of the students standing outside of the office is about ten.

（站在办公室外面的学生人数大约是十人。）

2) A number of my friends are going abroad for a holiday this National Day. （我的一些朋友准备在这个国庆节出国渡假。）

3) The number of days in February is either 28 or 29. （二月的总天数不是二十八天就是二十九天。）

4) A number of traffic accidents recently have been / are caused by new drivers. (近来相当多的交通事故是由新司机引起的。)

3. except / except for

--Show the Ss several examples and help them explain the sentences in English and tell the difference between “except” and “except for”.

1) All of us went there except him. (He didn’t go there.)

2) We go to school every day except Sunday. (We don’t go to school on Sunday.)

3) Your composition is good except for a few spelling mistakes. (You made a few spelling mistakes in your composition.)

4) In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or second language. (The students in Hong Kong speak English as a first or second language.)

--Ask the Ss to fill in the blanks with “except” or “except for”

1) All the students began to write down the numbers except one boy. He seemed to be thinking about something.

2) The movie was good except for the ending. The ending was not wonderful at all.

3) I enjoyed the party except for the music because the music was too loud.

4) Everybody except John was able to answer the question. He needed help.

5) We had a pleasant time there except for the weather. It rained nearly the whole day.

6) There was a broken chair in the room. Except for the broken chair, the room is empty.

4. trade (见学习丛书第11页)

5. stand(见学习丛书第12页)

Step 3: Ask the Ss to fill in the blanks with the proper phrases given below.

make oneself at home in total come about

more than at all more or less

1. Tell me how the accident _______________.

2. What is the number of the visitors to the exhibition _______________ ?

3. The repairs to the car will cost _______________ 200 yuan. I’m not very sure.

4. During the dinner party, the host asked us to _________________ and to help ourselves to whatever food we liked.

5. It was early March, but the weather was not _______________ cold.

6. People _______________ 18 years of age have the right to vote in China.

Step 4: Translation (Workbook P93)

Ss are asked to finish the exercise individually and then have a group

discussion.

Period Five Grammar

Aim: Help the Ss distinguish a request and a command and learn to report

requests or commands.

Step 1: Ask the Ss to look at the sentences and decide which is a request and which is a command. (Textbook Page 12-1)

Step 2: Ask the Ss to do the exercise in pairs (Textbook Page 12-3)

Step 3: More exercise (Workbook Page 93-1)

Step 4: Ask the Ss to finish the checkpoint and make a summary

Period Six: Integrating skills

Step 1: Discussing

Ask the Ss to have a discussion on the homework about the differences between Br E & Am E.

Step 2: Reading

1. Ask the Ss to read the first passage and finish the reading comprehension

2. Help the Ss to solve their problems about the passage

3. Ask the Ss to read the second passage and finish the exercise

4. Help the Ss to solve their problems about the passage

Step 3: Discussion

Ask the Ss to have a discussion about the different dialects in Chinese. Ss are given the task before class and they are expected to collect some information. Ss are encouraged to report what they have learned about the different dialects in Chinese.

Step 4: Writing

Ask the Ss to write a short passage in which they compare American and British English or dialects in Chinese. They should be given some language help.

For example: There be…,

the differences in …between…,

spelling and pronunciation,

be spelt…,

pronounce the word…,

while…,

however…,

besides…,

almost the same…,

have some/no difficulty in …,

understand each other…

篇4：高一英语unit 1-4 所有课型教案1(人教版高一英语上册教案教学设计)

Type of the lesson: New lesson

Teaching aims : Learn to use functional sentences ,key structures,

and words to introduce one’s friends

by listening ,speaking, reading and writing .

Content of the lesson:

1. Topic: Friends .

2. Functional sentences: likes and dislikes.

3. Grammar: Direct speech and Indirect Speech.

4. Vocabulary:

Teaching focus: Functional sentences and words which are used to describe friends .

Teaching aids: A computer , OHP.

*********************************************************** Period 1 Warming up

一.Teaching aims :

1. To talk about oneself and his/her friends .

二．Teaching Procedure :

Step 1. Self introduction .

A: Self introduction of the teacher .

T: Good morning students! I’d like to introduce myself first .

I’m … .My surname/family name is… .

Now could you describe me ?What am I like ?

Am I tall/short ? Am I thin/fat ? I like … .

I am a warm hearted person . I am always ready to help others .

B: Self introduction of the students themselves.

Step 2:Ask the students to get to know each other .

(Before the students begin to ask for each other’s information ,ask them to read the given words .)

Task 1 : Classify the following words into different groups.

red, pale, sad, weak, healthy, round,

big, beautiful, poor, happy, small , tall,

foolish, short, kind, brave, loyal, funny,

quiet, gentle, wise, honest, smart , pleased.

rich, handsome, bright excited, strong. disappointed, bored, interested, surprised,

Answers:

Appearance(相貌)：

handsome, beautiful, red, pale, weak, healthy, round, big, small , strong, tall, short…

Characteristic(性格,特征 )：

kind, honest, brave, loyal, funny, quiet, gentle

wise, smart, rich, poor, foolish, bright…

Mood(情绪)：

excited, surprised, sad, happy, disappointed, bored, interested, pleased…

Task 2 : Ask the Ss to make a self-introduction by using the following structures in a group of four. Describe the other students in his/her group.

A: Self introduction of the students themselves.

T:Could you tell me something about yourself ?

I’m _________and__________.

I think I’m __________and ________________.

B: A representative is chosen to describe his/her partner in class.

He /She is ________and ___________.

I think he /she is ________and _________.

Guess who he or she is.

Task 3:Ask the Ss to tell each other something about his or her friends in pairs. And then present their speech in class.

I think he /she is my good friend ,because she/he is _______and ______.A good friend should be_______ and ________.

Task4: Ask the Ss to write a paragraph about his/her friends.

参照Wb. P87

______is my good friend .He/She is ____and ______.I think a good friend should be_________ and ___________.

At least ,each one should write down the three sentences, more writing is welcomed)

Task5:Display the structures writing on the wallpaper after class.

四．Homework:

1. On Wb P87 .2

2. On Wb P87. 3

Blackboard Arrangement

Unit One Period 1 Warming up

1.I’m _________and__________.

2.I think I’m __________and ___________

3.He /She is ________and ___________.

4.I think he /she is ________and _________.

5.A good friend should be_______ and ______.

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Period 2 Listening

一.Teaching aims :

To train students’ listening skill.

二Teaching Procedure :

Learn Dialogue 1.

Step 1: Ask the students to listen to the tape and then circle the information they hear.

A. Peter is often late for the football practice.

B. Jim is often late for the football match.

C. Jim wants Peter to be on time in the future .

D. Peter is not happy because Jim is late .

E. Peter doesn’t fell sorry for being late .

Answers :ACE

Step2: Ask the students to listen to the tape again and answer the following questions orally.

1) What’s wrong with Peter ?

He is late for the football practice .

2) What does Jim want Peter to do ?

He wants him to be on time .

3) Does Peter fell sorry for being late ?

No.

4) How do you know that ?

(A group work can be organized to work out the answers.)

Present the questions on the screen or on the blackboard.)

Step 3: Ask the students to listen to the tape for the third time and then fill in the blanks with suitable information. Do it individually first and then check them in pairs.

(目标练习P2)

Step 4:Read the dialogue and check the answers by themselves according to the listening material.

Learn Dialogue 2:

Step 1.Warming up :

What is a calculator ?

Do you know this word ?

upset=unhappy ,disappointed

Step 2: Ask the students to listen to the tape and answer the following questions .

1)Who are talking ?

Ann and Mary

2)What are they talking about ?

Calculator

3)Whose calculator is it ?

Ann’s (the first listening )

4)Who borrowed a calculator ?

Mary

5)Did Ann know Mary borrow her calculator ?

Step 3.Ask the students to discuss the questions .

1).How do you know that ?

2).What’s Ann’s problem ?

Step 4: Ask the students to listen to the tape for the third time ,try to fill in the blanks with the suitable words.

(目标练习P2)

Step 5:Check the answers by listening to the tape again.

Step 6. Ask the students to read the dialogue in pairs in order to understand it.

Learn Dialogue 3:

Step1. Ask the students to listen to the tape for twice , tick the information they’ll hear.

( )1.John and Adam are talking .

( )2.Adam borrowed a CD player.

( )3.John has a CD player .

( )4.The CD player works well .

( )5.The CD player is broken .

( )6.Adam broke the CD player .

( )7.Adam will ask his uncle to fix the CD player .

( )8.The CD player hadn’t worked before John lent it to Adam.

Answer:1,2.3.5.6.7

Step 2. Ask the students to listen and write

Step 3.Listen and fill in the blanks individually.

Step 4.listen and check the answers individually.

Step 5. Check the answers in pairs.

Step 6. Check the answer by going over the written material individually.

Step 7. Ask the students to read and act the dialogue.

Homework:

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Period 3 Speaking

一. Teaching Aims :

1.To improve the students’ listening and speaking ability.

2.To talk about likes or dislikes, and to practice giving reasons for their opinions.

二．Teaching Procedure :

Step 1:Warming up :

Do you have a friend ? Why do you like him or her ?

Now read the dialogue and see why these people like or dislike the person.

Step 2 :Read the dialogue and find out the information according to the chart.

1).Do it in a group of five .Each one makes a list of one person and reports it in the group .

2).Choose 2-3 group to present their work in class.(Each student makes a report of one given person.)

3).Ask 1-2 students to present a complete report .

Step 3.Practise the dialogue .

1) listen to the tape and read the dialogue after it .

2) Read the dialogue by themselves .

3) Check the reading in class.

4) Practise reading in a group of 7

5) Check the reading.

Step4. Fulfill the task of deciding who you think could be friends by using the chart and all the given structures .

1) Work in pairs orally to decide who your friend could be and why you think he /she is .

2) Tell your partner your best friend and why you like her/him or the person you don’t like .

Step 5. Write a passage about what you think your best friends should be .

I have a good friend. He/She is always dressed ________, and looks __________. He/She never_______, or he/she always __________. He/She … .

Model: Teachers’ book P4

I have a good friend. He is always dressed neatly and clearly, and looks like Zhou Runfa. He never tells lies ,or he is always ready to help. He is not afraid of danger or difficulty. He always has very clever ideas when others do

not know what to do.

Homework:

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Period 4 Reading

一．Teaching Aims:

1. To train the students’ reading skill.

2. To help the students understand the passage .

二．Teaching procedure :

（一）Pre-reading ：

Step1.Warming up :

Do you know what are they ?(show objects )

Could you name them?

Step2.Complete Pre-reading task on the book.

Ask the Ss to read the instruction and then to tell what are the things they will take with them to survive on a deserted island .(work it out in pairs )

(二)Reading :

Step1.Warming up :

Have you seen the film Cast Away ?

If you haven’t seen it ,read the text and try to get some information of the film .

Step 2. Help the students to understand the text .

1)Read the text and answer the questions.

Who is the character of the film ?

What happens to him ?

Where is he now ?

2) Read the text with the tape on ,underline the words, phrases or sentences you don’t understand .

3) Help the Ss to find out the meaning of the words and phrases .

A: Context meaning

1.crash a. chase and catch and kill

try to find

2.hunt b. have the same felling

use the same feeling

1. land c. have an accident

2. share d.(cause to )arrive at a place

3. sorrow e .something sad

4. care about f. be concerned about ,

5. deserted be worried

6. such as g. survive all alone ,nobody

else to live with

h. for example

(Answers: c, a, d, b, e, f ,g, h )

B. Suffix and prefix

happy---happiness

unusual ---special

C. Show the sentences to the students, sum up the meaning of the underlined words.

I have never done the job, this job offers me a real challenge .

His mother died, could you tell me what kind of feeling he has ?

4) Help the Ss to understand the complex sentences

a. Even though( Although)

b. Attributive clause目标练习P9 (三)

so busy that …

Chuck is too busy to have any time to meet his friends.

5)Read the text again and answer some more questions.

(1)What is Chuck before the flight accident ?

(2)What happens to him after the plane crashes?

(3)What must Chuck learn to do to survive on the island ?

(4)What does Chuck learn about himself when he is alone

on the island ?

(5)What does Chuck think of his friend volleyball ?

(6)What is the meaning of friendship ?

(7)If you were alone on an island ,what would you do ?

in order to survive ?

(8)Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist. There is only one parachute. Decide who should get the parachute and explain why.

(Questions should be on the screen and the activity can be carried out in a group of 4 (Q6) )

6) Write down a short paragraph to describe what you will do if you survive on a deserted island .(3-5sentences .)

Step 3.Homework :

Ask the students to pick out the usage of “learn” in the text and sum them up next day. Underline any other words, sentence structures they would like to learn further .

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Period 5 Language study

一． Teaching Aims:

Learn to use the following words and expressions.

learn, so…that , think about ,learn about ,make fire,

make friends with, fond,

二.Teaching procedure :

Ⅰ.Learn:

1. Ask the students to pick out the sentences with the word “learn” and say the meaning of the word “learn”.

2.Ask the student to sum up the structures of “learn” .

1) On the island ,Chuck has to learn to survive all alone .( )

2) He has to learn how to collect water.( )

3) Chuck learns a lot about himself when he is alone on the island .( )

4) Chuck learns how to be a good friend to Wilson ( )

5) Chuck learns that we need friends to share happiness and sorrow.

6) He also learns that he should have care more about his friends.

7)The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers .( )

a .learn to do sth

b. learn how to do sth

c. learn a lot about sth

d .learn that (clause)

e. learn from sb

3.Make sentences with the given situation

1)今年冬天我打算学滑雪。

I am going to ______________this winter.

2）在美术课上，学生们学习如何画国画。

The students __________the Chinese paintings in an art class.

3)我们跟一位美国老师学的英语。

We ______________an American English.

4)他认识到埋怨别人是没有用的。

He ________ it is no use blaming other people .

(Answers: 1.learn to ski ; 2.learn how to paint;

3.learned English from; 4.learns that .)

Ⅱ.so…that… , so that .

1. Ask the students to match the sentences with the same meaning .

1) I got up early so that I could catch the first bus.

2) I got up so late this morning that I didn’t catch the first bus.

A.I got up too late to catch the first bus .

B.I got up early in order to catch the first bus .

Answers: 1) B, 2) A .

2 .Fill in the blanks with suitable phrases.

so that, so…that, such…that, too…to, in order to

1) The teacher must speak clearly______ his students can understand well.

2) She worked______ hard ______ she could catch up with others.

3) We started _____late______ get there on time .

4) They were _______ pleased to see each other_______ they forgot everything else.

5) __________survive ,Chuck develops a friendship with an unusual friend–a volleyball he calls Wilson.

6) It was ____ cold weather ____ there was nobody on the street .

Answers :1) so that , 2) so…that , 3)too…to, 4) so…that ,

5)In order to ,6) such…that

Ⅲ. care about, think about, learn about

Ask the students to put the underlined phrases into Chinese.

1.He doesn’t care a bit about clothes. ( )

2. I don’t care about what he’ll say. ( )

3. Don’t you ever think about other people ? ( )

4. She is thinking about changing her job. ( )

5.I’m sorry to learn about your illness . ( )

Ⅳ.make fire, make friends with

Step 1.Ask the students to tell the different meaning of

the two phrases.(Show pictures)

Step 2. Ask the students to make a sentences according to the picture .

Answers: 1)Chuck is trying to making fire.

2) Chuck makes friends with a volleyball .

like. be fond of, enjoy

Ⅴ. Fill in the blanks with suitable phrases.

a) Which do you _______ better, coffee or tea ?

b) I went to the Summer Palace last weekend ,

I________ myself there.

c) He listens to the music while he does his homework,

He _______of music very much .

(Answers: like, enjoyed, is fond of)

Ⅵ. Integrating practise

Step1.Complete the passage with the proper words.

Chuck learn a lot about himself when he is a_____ on the island .He realises that he hasn’t been a very good f_____ because he has always been thinking about himself .During his five years on the i_______. Chuck learns how to be a good friend to Wilson. Even though Wilson is just a volleyball. He becomes f______ of him . He t_____ about to him and treats him as a friend. Chuck learns that we need friends to s_____ happiness and s______. And that it is important to have someone to care about. He also learns that he should have c______ more about his friends. When he m_____ friends with Wilson, he understands that friendship is about f______ and that we must give as much as we take.

Step 2. check the answer in class.

(Answers: alone, friend, island, fond, talks ,share, sorrow, care, makes, feelings )

三.Homework:

Write a short passage by using at least words learned today.

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Period 6 Grammar

一. Teaching Aims:

To learn to use the Indirect Speech

二.Teaching procedure:

Step 1.Ask the students to read the models and find out the characteristics of the Indirect Speech.

1) Individual work.

2) Pair work to check each other’s answers.

Step 2 .Complete exercise 1: 1,3,5,7,9. (P5)

1)Present the examples and ask the Ss if they understand how to do the exercise or not .

2) Ask the students to finish 1,3,5,7,9 in 3 minutes by oneself both written and spoken form .Check the answers in class

Step 3 Do exercises

. 1) Wb P87 1

2) Check the answers in pairs .

Step4.Finish the exercise 2 (p5) in a group of 3 (10 minutes )

1)Discuss the exercises in group of 3 .

2) Ask each group to present one answer .

Step5 . Go over the checkpoint 1 (p7)

1) Ask the students to do them first.

2) Read the sentences in pairs.

3) Ask the students to check their written form according to the given answers on the screen.

Step 6.Sum up the characteristic of the Indirect Speech.

(on the screen)

Step 7. Homework

On the Wb. P88: 2

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Period 7 Integrating skills

Step 1.Read the instructions and discuss the following questions

in pairs:

1) What is an e-pal?

2) What is an e-mail?

3) What is the advantage of an e-mail?

4) What does “click it away” mean ?

Step 2.Check the answers.

Step 3 :Read each of the two e-mail messages and find out what you are asked to answer them. First of all, according to the information you’ll get (names , places, ages, professions , hobbies and interests, purpose of the e-mail , look ,character )

name place age profession Hobby

interest Purpose

of the e-mail look character

1 Jane

2 Jack

3 yourself

( check the answer on the screen )

1) Do it individually.

2) Check it in pairs.

3) Present the answers in class.

Step 4 .Ask the students to sum up the sentence structures

used in the message .

Structures:

be, live, like doing , be interested in , love doing ,

make sb do , like to do , like sth

Step5.Ask the students to write down their own information in the form and then exchange the information with their partners orally .

Step 6.Ask the Ss to write a e-mail message to either of the two .

Step 7.Evaluation:

Ask the students to exchange their written e-mail messages and correct them for each other .

Step 8 .Ask some of them to read their message in class or some of their messages will be shown on the screen to be evaluated by the whole class.

Step9.Home work:

Finish the exercise on Page 90.Answer an e-mail message according to the instruction.

篇5：五年级英语公开课教案

五年级英语公开课教案

Unit 3 What’s your favourite food 第一课时一、教学目标与要求 1、能够听、说、读、写本课时四会单词：tomato, tofu, green beans, fish, potato, eggplant, 并认读cabbage, mutton, pork 三个单词及替换句型：What would you like for lunch? I’d like… 2、能用本课时单词卡片完成小组活动，操练新单词。 3、能够说唱歌谣，并理解其含义。二、教学重、难点分析 1、本课时需要重点掌握有关食物的单词：tomato, tofu, green beans, fish, potato, pork, cabbage, mutton, eggplant。要求通过四年级上册第五单元所学句型What would you like for lunch?操练所学新单词。 2、教学难点是本课词汇量大，要求四会的单词多。要让学生在课堂上较好掌握这些单词，教师需巧教、趣教，努力调动学生的积极性。教师还可引进竞争机制，激励学生分小组展开拼读单词比赛，借以突破教学难点。三、课前准备 1、教师准备本课时的九张单词卡片、盘子及小图片若干。 2、教师准备点读机。 3、教师准备谜语模板纸和调查表。 4、学生准备学生卡片和彩笔。四、教学方法本着以学生为主体，面向全体学生的原则，做到尊重学生的个体差异，选择合适的教学方法，力求让不同层次的学生都有收获。 1、多媒体演示法：运用信息技术与英语学科的整合，针对小学生的心理特点，通过多媒体优势，让学生在快乐中学习。 2、任务型教学：本课根据一定的情境，设计了多种任务：pair work, group work。通过有意义、有主题的活动，给孩子创造自主、合作及探究的学习环境。 3、情境教学法：创设真实、生动的生活场景，便于学生将所学语言材料进行综合、创造性地进行表达交流，变单调、机械的句型操练为活泼、生动的交际性练习。五、教学步骤 1、热身及复习唱歌曲My Days of the Week 2、预习Let’s start 1、教师出示谜语，请学生猜是什么食物。教师可用拟人的方式以食物的口吻说:I’m yummy to eat. I’m yellow and long. I grow on the tree. My name begins with the same letter as in “bee”. What am I? 可让学生进行抢答，以此复习学过的有关食物的单词。 2、请学生回答Let’s start 部分谜语的.谜底，为教授四会单词tomato做准备。 3、新课呈现 Let’s learn (1)学生说出Let’s start部分谜语的谜底后，自然引出四会单词tomato, 教师出示单词卡片tomato。在学生拼读熟练后，教师拿出卡片potato，请学生读出该单词并提问：What is a potato? 教师出示词卡对照单词及图形，拼读该单词。随后呈现三个新单词的图片：mutton, cabbage, pork, 领读2―4遍，只让学生快速记住读音，然后学生指认图片，认读单词。教师再以卡片等不同方式呈现其他新单词：tofu, fish, eggplant, green beans并拼读这些单词。 (2)学生听Let’s learn部分录音，认读新单词：cabbage, tomato, tofu, eggplant, mutton, fish, potato, green beans。 (3)教师出示九个单词的卡片，让学生说出句型 I would like … (4)教师出示卡片并且提问What would you like for lunch?学生回答，看哪一组学生反映快并给奖励。 3、Pair work 学生两人一组对话，练习句型： What would you like for lunch? I’d like … 然后找学生上黑板进行对话演示，表现好的学生进行奖励。 4、Let’s chant 5、Group work 以小组为单位利用食物的图片完成Group work，模拟在饭店点菜的场景，以此来操练新单词和巩固已学过句型：What would you like for lunch? I’d like… 6、Homework What would your family like for breakfast/lunch/dinner? 六、板书设计 Unit3 What’s your favourite food? What would you like for lunch? I’d like some tomatoes and mutton. 七、教学反思