授课班级为我校五年级学生。经过二年多的英语学习，学生已有一定的'英语基础，能听懂教师的课堂用语，能简单的描述图片内容，能看图片完成听力，能交流简单的个人信息，表达简单的情感和感觉；具备小组讨论交流的能力。但学生英语语言组织能力还有待进一步提高，缺乏综合运用语言谈论所学话题的能力，需在教师的引领下突破这一难点。

就本课而言，学生已经学过一些有关各科教师称呼的词汇，如art teacher, science teacher, english teacher, math teacher, chinese teacher 等.关于人物的描述：he’s…, she’s … ,学生并不陌生，但需要在教师的引导下，在新的话题情景中复现、巩固和运用。

教学目标

1.能听懂会说：who’s your math teacher? mr zhao. what’s he like? he is thin and short. he’s very kind.

2.能听懂let’s try部分的录音内容，完成正确选择图片的练习。、

教学重点和难点

1.重点是who’s your math teacher? mr zhao. what’s he like? he is thin and short. he’s very kind.

2. let’s try部分在学生用书中第一次出现，但难度不大。学生即使不能听懂句子含义，只要明白关键词语的意思也能找到正确答案。

unit5教案篇2

period 1&2 warming up and reading

teaching aims:

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

2. enable the students to learn some reading strategies

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

important points and difficult points

learn about how to be a good reporter

teaching methods

strategic reading method; task-based method

teaching procedures:

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

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

types of jobs what it involves

reporter

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

ii. prediction (pre-reading):

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

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

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

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

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

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

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

how to get an accurate story

how to protect a story from accusations

how to become a reporter

the skills needed

the importance of listening

stages in researching a story

how to check facts

how to deal with accusations of printing lies

work in a team

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

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

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

a reporter a photographer

iv. summarizing

task 8: write a summary of the text

v. assignment

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

period 3&4 words & expressions

teaching aims:

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

important points and difficult points

use some words and expressions correctly and appropriately

teaching methods

demonstrating and summarizing; practicing

teaching procedures:

1. occupation n.

1). teaching is my occupation. 职业

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

occupy v.

occupied=busy

occupy oneself in/with sth.

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

he is looking around for .

: artist

he is out of .

she chose teaching as her .

she’s a lawyer by .

he’s a carpenter by .

2. assign v.

assignment n.

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

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

3. on one’s own

of one’s own

for one’s own

we should complete the test _________

4. experienced adj.

be experienced in/at sth/doing sth.

who is experienced in cooking in your home?

5. the first/last time + 时间状语从句

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

cover n. 封面,掩盖(物) ;

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

2). the road was covered with snow.

3). she laughed to cover her worry.

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

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

7. be eager for sth. (sucess)

to do sth.

that clause

he is eager to see his daughter.

we are eager that the project should be started early

be anxious about =be worried about

8. concentrate on sth./doing sth.

we should concentrate on our study.

tom is concentrating on fishing.

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

of special interest=

of no use=

the meeting is of great importance.

each minute is _____ for us.

of greatly valuable

great valuable

of great value

for much value

10. acquire; get; gain

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

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

3). they _____the victory after a bloody battle.

11. have a nose for 嗅觉灵敏

she has an ear for music. 有鉴赏能力

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

12. meanwhile=in the meanwhile

=in the meantime

=at the same time

mother went shopping; meanwhile, i cleaned the house

13. trade n. v.

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

2). he is a shoemaker by trade.

3). she trades 3 apples for some bananas.

14. trick

1). 窍门，手法

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

=make fun of sb. (玩笑,恶作剧)

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

15. challenge

1).he challenge my view on that matter.

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

16. support

n. 1).i need your support.

v. 1)为…提供证据,证实

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

3). he has always supported the weaker party.

4). he has a large family to support.

17. case

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

2).here is a case of being careless.

3).we will look into that case.

in case of sth. 如果,万一…

in that/this case 在那样/这样情况下

in no case 决不

in case + 从句以防;可能;倘若

take an umbrella in case it rains.

(in case 从句常用一般现在时表将来, 或should+do)

17. accuse sb. of sth.

=charge sb. with sth.

tom ____ his boss of having broken his word.

blamed

accused

charged

scolded

18. so as to do sth. 只能在句末

= in order to do sth.

=so that + 从句

= in order that + 从句

i got up at five so as to catch the train

19. admit

admit doing /having done

admit sb. into/to (the university)

lily finally admitted___ my umbrella by mistake.

to take

to have taken

having taken

have taken

20. n. adj.

profession professional 具有….特点

finish ex 3 on page 29

assignment

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

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

period 5 grammar

teaching aims:

get the students to use “inversion” correctly and appropriately

important points and difficult points

use “inversion” correctly and appropriately

teaching methods

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

teaching procedures:

i. presentation

task 1: comprehend the following sentences

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

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

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

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

inversion: 起强调作用

ii. analyzing & summarizing

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

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

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

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

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

task 3: analyze the sentences above and summarize the rules

1. why can these sentences use inversion ?

2. how are these inverted sentences made?

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

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

task 4: analyze more sentences below and summarize the rules

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

※ 如含有从句,只要求主句倒装

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

as she was exhausted

if she was exhausted

exhausted as she was

now that she was exhausted

※ 当as(尽管)引导让步状语时,要部分倒装

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

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

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

iii. practice

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

iv. analyzing & summarizing

task 6: analyze sentences below and summarize the rules

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

2). under the tree sits a beautiful girl.

inversion(倒装) → 部分倒装

↘ 完全倒装

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

※ 完全倒装:把整个谓语动词放到主语之前

3)the teacher came in and the class began.

=in came the teacher and the class began

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

a. jumped down the thief

b. down the thief jumped

c. the thief jumps down

d. down jumped the thief

5). here we are.

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

v. assignment：

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

period 6 extensive reading

teaching aims:

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

2. enable the students to consolidate some reading strategies

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

important points and difficult points

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

teaching methods

strategic reading method; task-based method

teaching procedures:

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

task1.review the types of jobs in a newspaper

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

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

ii. skimming and summarizing

task 3: read and fill in the form

task 4: learn some words and expressions

1. accurate 准确，精确

1) is this watch accurate?

2) his information was accurate

2. set to sth./doing sth. 开始做某事

=get down to sth./doing sth

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

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

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

3. approve vi. (approval n.)

approve of sth./doing sth.

=agree to/on/with

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

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

4. process v. 加工,处理

1) the street is in the process of repair

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

process food adj. 加工过的,处理的

task 5: retell the main process of making a newspaper

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

iv. assignment

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

period 7 listening and speaking

teaching aims:

1. learn how to make an appointment

2. improve the students’ listening and speaking skill

important points and difficult points

learn how to make an appointment

teaching methods

task-based method

teaching procedures:

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

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

ii. listening

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

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

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

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

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

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

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

iii. speaking and listening

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

shall we make an appointment? how about…?

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

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

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

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

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

iv. assignment

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

unit5教案篇3

1. to write a passage by yourselves

teaching procedures

教学过程：

教学活动

acti vities 设计意图

intentions 互动模式&时间

ip & time

preparations

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

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

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

step 4 ss read again to find the linking words and expressions 学生细读找出文章中连接词及其在文章中的作用 pw

writing stage 1

step 5 ss work in groups or pairs to share more expressions in describing a person according to the layout 学生小组活动，分享更多有关人物描述的表达 gw

step 6 ss learn more expressions given by the teac her

学生学习更多有关表达 cw

step 7 ss get to k now the assessment 学生了解作文评价标准 cw. iw

writing stage 2

step 8 t assigns ss a writing material

ss write by themselves 老师给出材料，学生独立完成写作任务 cw.iw

st ep 9 ss assess their writings by themselves according to the given assessment 学生根据评分标注进行自评 iw

step 10 ss exchange the ir writings to assess 学生互评 pw

step 11 ss present their works to the class 学生作品展示

homework po lish your writings by yourselves 完善自己的作文

unit5教案篇4

教学准备

教学目标

objectives:

1. instructional objectives

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

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

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

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

2. educational objectives

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

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

3. personal objectives：

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

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

教学重难点

focal points:

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

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

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

difficult points:

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

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

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

教学过程

procedures and time allotment

stage 1 getting students ready for learning

t: class begins!

ss:…

t: good afternoon, class!

ss:…

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

ss:…

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

ss:…

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

ss:…

t: very good. for example1.

new year’s day 元旦节 (1月1日)

2. spring festival 春节 (农历正月初一)

3. lantern festival 元宵节 (农历正月15)

4. the qingming festival 清明节 (4月5日)

5. dragon boat festival 端午节 (农历5月初五

6. double-ninth day 重阳节 (农历9月初九)

7.national day 国庆节 (10月1日)

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

ss:...

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

ss:...

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

ss:...

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

ss:..

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

ss:...

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

ss:...

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

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

ss:...

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

ss:...

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

ss:...

t: what do you remember about carnival?

ss:...

t: where did it first?

ss:...

stage 2 pre-reading

step 1. listen to the tape.

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

ss:..

t:...

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

t: what is the meaning of carnival?

ss:...

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

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

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

stage 3 while-reading

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

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

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

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

ss:...

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

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

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

ss:...

t:....

step 2 check whether the statements are true or false.

t: …

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

ss:…

t: do you agree?

ss:…

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

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

ss:...

t: very good. this answer in paragraph 3.

ss:...

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

ss:...

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

ss:…

t:exactly! superb!

step 3 skimming for specific information

task: answer the questions according to the passage.

t: read the text carefully and answer the questions.

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

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

ss:carnival today is an international, multicultural experience.

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

ss:in africa

t:....

t: excellent!

stage5 post-reading

discussion: useful questions to make up dialogues

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

have you dressed up in special clothes?

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

4 did you eat special food?

5 did you give or receive gifts?

6 did you have a holiday from school?

7 did you enjoy yourself with your family or friends?

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

ss:...

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

ss:....

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

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

ss:...

课后习题

homework

do exercises on page 37-38.

unit5教案篇5

一、教材分析：

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

二、教学目标：

1.能力目标

(1)能够在真实情景中询问对方的姓名并作出回答以及表达道别的说法。

(2)能完成let's check部分的听力检测。

2.知识目标

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

3.情感、策略、文化目标

培养学生运用所学知识与他人交流的习惯，渗透尊重他人的情感。

三、教学重、难点：

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

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

(2)name's的发音。

四、教学过程：

教学设计参考个性化备课

step 1 preparation

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

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

step 2 presentation

1.教学my name's….

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

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

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

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

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

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

2.教学what's your name?

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

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

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

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

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

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

3.教学goodbye! bye,...

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

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

教师板书goodbye! bye.师教读、示范发音、领读，生跟读，个读。

(2)师生示范，小组内进行问答练习。

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

step 3 practice巩固练习

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

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

2.师生、生生、同桌戴头饰分角色朗读课文。

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

step 4 production输出运用

1.角色表演：让学生戴上头饰，表演展示let's talk的对话。

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

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

step 5 progress检测提高

1.做当堂达标题。

做基础训练第3页第一、二题。

2.let's check听录音，完成听力练习，核对答案。教师及时表扬。

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

3.homework

(1)听录音跟读课文。

(2)用对话中所学的内容与同学和老师交流。

unit5教案篇6

一、教材分析：

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

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

二、学生分析：

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

三、教学内容及相应的教学措施：

1、情景对话或配图短文阅读教学。

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

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

2、词汇教学。

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

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

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

教学进度安排：

周次

教学内容

课时安排 1

开学初工作

2 2

unit 1 nice to meet you.

2 3

unit 2 what’s that?

2 4

unit 3 look at that elephant.

2 5

unit 4 those are eggs.

2 6

unit 5 i like biscuits.

2 7

unit 6 whose is this?

2 8

aeement i

2 9

unit 7 we’re soldiers.

2 10

期中考试。

2 11

unit 8 this is my brother’s painting.

2 12

unit 9 this is our flat.

2 13

unit 10 where’s the cat?

2 14

unit 11 your homework is good.

2 15

unit 12 i can swim fast.

2 16

aeement ii

2 17

unit 13 your plate is orange and grey.

2 18

unit 14 what can you see?

2 19

review

1.进行期末考试、评卷。

2.期末各项工作总结、学期总结会。

1.收集各种资料存档。

2.做好寒假工作，结束该学期工作

unit5教案篇7

从容说课

this is the first period of this unit.in this period，students are expected to discuss what kind of person they are.the purpose is to give students chance to practice their oral english，at the same time，they can have a general idea about what are the qualities they should find in a great person.in this period，there is a part designed to practice speaking and reading.in order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially nelson mandela.what’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.

●三维目标 1.knowledge：

learn and master the new words and expressions in this period. words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，anc，youth，league，stage，vote，position，accept，violence，equal

phrases：lose heart，in trouble，worry about，out of work，youth league，as a matter of fact，blow up，put...in prison

2.ability：

(1)talk about the fine quality of great people to improve the students’ speaking ability. (2)do reading practice to improve the students’ reading abilities. 3.emotion：

(1)learn about some great people and qualities they have in common. (2)develop the students’ moral quality. ●教学重点

(1)talk about the fine quality of great people to improve the students’ speaking ability. (2)enable the students to grasp the main idea of the passage. (3)improve the students’ reading ability. ● 教学难点

(1)how to express their own opinions and ideas. (2)how to grasp the main idea of a text or a passage. ●教具准备

the multimedia and the blackboard. ●教学过程 step 1 greetings

greet the whole class as usual. step 2 lead-in t： (walk to one boy) wang bin，what do you usually do on weekends? s1：i sometimes play basketball with friends.i like basketball very much.

t：do you know who he is?

s1：of course i do.he is jordan，my idol.he is the best basketball player in the world.i have many pictures of him.

t：yes，you’re quite right.he is very famous and many people all over the world worship him.but do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?

s2：yes，we learnt about this in our history classes.the blacks were first brought to america as slaves.they were treated badly and they had no rights.

t：that’s right.but we all know that things are different now.do you know how they could have the same rights as the whites?

s3：we don’t know much about this.please tell us more.

t：ok.many people devoted themselves to this.some were put into prison and some even lost their lives.look at the two pictures and read the notes about them.then have a discussion in groups of four.try to explain why they are great men.

(show the following pictures and their information on the screen

unit5教案篇8

一、teachingmaterial：

unit 3 b read and write ,lets play ,lets check

二、teaching objectives

1、to master the four skills sentences：

whats the date ?june 9th.

is her birthday in june ?yes.

2、to understand the dialogue，make sure the students can answer the questions of the dialogue and can write out the keys.

3、make sure the students can play the game : bingo.

4、to finish “lets check” .

三、teaching points：

1、main points : to master the four skills sentences.

whats the date? june 9th. is her birthday in june? yes.

2、difficult points : to understand the dialogue.

四、vision aids：

1、the picture of “read and write”.

2、video tape, slides and some birthday cards.

五、teaching procedures：

(一)、warm-up

1、全班吟唱p26 lets chant ,说做结合，营造活跃的课堂气氛。

2、听歌猜节日：教师放节日歌曲：“jingle bell”、“happy teachers day”、“happy new year”每放一段歌曲，提问：what festival? whats the date?学生用英语回答。

(二)、preview

1、free talk: talk about your birthday.

t : when is your birthday?

s1 : my birthday is in june.

t : whats the date?

s1 : its june 1st

2、play game: wheres my friend?

把十二个月份的完全形式和缩写形式写在卡片上，分别发给24位学生，然后进行游戏。

s1 : im january. wheres my friend?

s2 : here. im your friend, im jan .

(三)、presentation

1、read and write.

1、the teacher shows a birthday card and asks: whats this?

the students answer in chinese. then the teacher asks:

whats “生日卡片”in english? listen to the tape, please.

the students listen to the tape of “birthday card” several times, and repeat.

2、show a slide.(一个女孩正在制作生日卡片)

问：whats the girl doing?帮助学生回答：shes making a birthday card.然后教师用卡纸做出制作生日卡片的动作，并说：look! im making a birthday card, too.然后投影出示句子“im making a birthday card.”并带读句子。

问：who has a birthday today?

一位学生回答：“i am”

教师拿着一张生日卡片对该学生说：“happy birthday to you. its for you. do you like it?学生回答“yes”。(在学生说“yes”时，教师告诉学生，在接受别人礼物时，应先说“thank you”)教师再说：yes. i think everyone likes to get a birthday card.投影出示：everyone likes to get a birthday card.并学说。再问全体学生：is her /his birthday in april? (学生回答并学说句子)。

4、在画有birthday card的幻灯上添上电脑边框，并说“look! the card is in the computer. oh , its an e-card.”(学说e-card并解释)再出示一个小女孩在发送电子卡片的投影片，问：what is she doing?帮助学生回答：“she is sending an e-card.”投影出示答语并学说。

5、watch the video of the dialogue, then answer the questions. (投影出示下列问题，看录像后指名口头回答)

a、what is zoom doing? why?

b、is grandmas birthday in june?

c、does grandma have a computer?

d、can grandma get the e-card?

e、do they make a birthday card?

f、does everyone like to get a birthday card?

6、listen to the tape and repeat.

7、to practice the dialogue.

8、to act out the dialogue (in group)

9、group work: to make a birthday card.

2、lets play: bingo