以下是小编为大家收集的牛津英语一年级第5单元教案（共含17篇），希望能够帮助到大家。同时，但愿您也能像本文投稿人“萝北丸子”一样，积极向本站投稿分享好文章。
牛津英语一年级第5单元教案
第一课时
一、教学目标
1、能听懂一般疑问句is this a …?,并能根据情况给予肯定答案yes, it is.
2、能听懂、会说banana, pear, mango和 peach的单数形式，发音准确。
3、能使用学过的.英语与他人作简单的交流与介绍。
二、教学重点、难点
能正确朗读四个新学的单词，发音准确；能正确地理解，掌握对话，比较流畅地运用对话。
三、课前准备
实物、图片、挂图等，预先写好课题unit 5 fruit
四、教学过程
step 1singasong
组织学生齐唱歌曲apencil
step 2freetalk
t: hello ,boysandgirls .
ss: yes ?
t:（出示一个包）look , what’sthis ?
ss:（在教师的帮助下回答）thisisabag .
学生出示各自的文具，运用句型thisisa…介绍自己文具.
step 3presentation
1、引入话题
t: boys and girls, do you like riddles? here’s a riddle. can you have a try?
t: it’s a kind of fruit.
教师出示课题unit 5 fruit 教fruit
t: (出示谜语)又高又瘦，黄衣白肉；又香又甜，营养全面。
在教师引导和提示下
ss: banana!
t: well done! look! this is a banana.
教banana
2、学习单词
1）用水果图片，引导学生逐一学习单词。（注意：mango的发音和音译“芒果”很相似，学生很容易读成汉语的音，教师要特别强调，及时纠错。）
2）playagame：what’smissing ？
3、学习对话
出示课文挂图，引导学生观察图片
t: look! this is sunshine supermarket. who’s this?
ss: this is helen.
t: is this helen’s dad?
ss: yes.
t: what’s in helen’s hand?
ss: a banana.
t: is this a banana? it’s green. let’s listen to the tape! (听两遍)
t: is this a banana?
ss: yes, it is.
t: you are right. now, let’s read after the tape.
step 4practice
1)听录音，朗读课文。
2)出示实物或图片，引导学生看图或实物说句子。
step 5assign homework
1听录音，朗读对话和单词。
2鼓励学生平时用本单元所学的日常交际用语相互打招呼。
五、板书设计
unit 5 fruit
is this a …? yes, it is.
banana pear
mango peach
第二课时
一、教学目标
1、复习一般疑问句is this a …? yes, it is.
2、复习四个单词a banana , a pear , a mango和a peach。
3、能使用一般疑问句is this a …?向他人询问和确认某件物品，语音语调正确。
4、学习歌谣mango.
二、教学重点、难点
会说歌谣mango; 复习所学的内容，要求发音正确。
三、课前准备
图片，录音磁带，单词卡片等，预先写好课题unit 5 fruit
四、教学过程
step 1sing a song
组织学生齐唱歌曲goodmorning .
step 2 free talk
利用图片复习一般疑问句is this a …? yes, it is.及文具和水果单词。
t: hello, boys and girls. is this a …?
ss: yes, it is.
step 3 play a game
这是一个“摸摸猜猜”游戏。教师准备好一个不透明的包，放入需要的物品。
1、讲解游戏的做法。
2、带领全班学生做游戏。教师先做示范。
t: boys and girls, let’s play a game.
t: look! this is my bag. there are many fruit in it, but you can’t see it. you can touch and guess. let me try first.（教师将手伸入包里摸一下水果，想一下，然后闭上眼睛推测is this a ..?一边说一边将水果拿出来给学生看，等到学生给予应答后才睁开眼睛看自己说的对不对。）
初三 英语第5单元测试题
Ⅰ. 单词辩音 (16％)
A)从A、B、C、D 中找出一个划线部分的.读音不同于其他三个的词，九年级 (上) 5单元测试 (B卷)。
［ ］1. A.motor B. work C. word D. world
［ ］2. A.book B. football C. too D. hooray
［ ］3. A.happened B. travelled C. landed D. moved
［ ］4. A.holiday B. yesterday C. Friday D. lay
B)找出下列所给单词的正确读音。
［ ］5. medicine A. ['med+sin] B. ['medsin]
C. ['meds+n] D. ['midsin]
［ ］6. blank A. [bl$Rk] B. [bl$nk]
C. [bleink] D. [bl)Rk]
［ ］7. carrying A. ['k$riR] B. ['k)riR]
C. ['k$riR] D. ['k)riiR]
［ ］8. lose A. [lu:s] B. [lu:z]
C. [l+us] D. [l+uz]
Ⅱ. 单词拼写 (8％)
以下所给单词均不完整，从A、B、C、D 中选出适当的字
母或字母组合使其完整正确。
［ ］1. l__br__ry A. e…a B. a…a C. i…a D. i…e
［ ］2. tr__v__l A. e…o B. a…o C. e…a D. a…e
［ ］3. c__ner A. ar B. or C. ir D. er
［ ］4. acc__d__nt A. i…e B. e…i C. e…e D. i…i
Ⅲ. 词语替换(10％)
选出一个与所给句子中划线部分意思相近的词语。
［ ］1. Be quick! There isn't much time left.
A. Fast B. Hurry C. Hurry up D. Hurry off
［ ］2. He is fine these days.
A. looks B. looks like C. looks at D. looks after
［ ］3. Please help me to move the big stone away.
A. walk B. go C. carry D. ran
［ ］4. Please ring up the doctor. The baby is ill.
A. wake up B. pick up C. call up D. telephone
［ ］5. The young men carried the old woman to the hospital.
A. brought B. took C. moved D. take
Ⅳ. 单项选择 (24％)
从A、B、C、D 四个选项中，选出可以填入空白处的正确答案。
［ ］1. It's very nice ______ you to say so!
A. for B. of C. on D. about
［ ］2. The students often ______ the teacher to ask questions after class.
A. let B. ask C. crowd D. crowd around
［ ］3. You must ______ him or he can't hear you.
A. cry to B. cry at C. shout to D. shout at
［ ］4. There was ______ accident near our school.
A. much B. a small C. a little D. a few
［ ］5. We ______ better start at once.
A. did B. had C. could D. would
［ ］6. I met your mother ______ I was walking in the street.
A. while B. when C. after D. before
［ ］7. We ran to the policeman ______ we could.
A. as faster as B. so faster as C. so fast as D. as fast as
［ ］8. We shouted ______ him but he didn't hear.
A. for B. to C. on D. with
［ ］9. I ______ the bike and hurt myself.
A. fell off B. dropped off C. fell D. dropped from
［ ］10. He was listening to the music when I ______ the door.
A. knocked B. knock at C. was knocking D. knocked at
［ ］11. He picked up his bag and ______.
A. hurried up B. go out C. hurried off D. run away
［ ］12. Jack's mother saw him when he was riding ______ the road.
A. in B. along C. with D. to
Ⅴ. 补全对话。
下面是Jenny White买裙子时和售货员的对话，请根据上下文补全对话，使其完整。(22％)
A. Can I help you?
B. I am looking for a dress for myself.
A. What colour do you like, 1 or 2 ?
B. Green. I don't like red very much.
A. What size (尺寸；大小) do you want?
B. Size 11. Can I try it 3 ?
A. Yes, please. Oh, it fits (适合，合身) you well, 4 5 ?
B. Yes, I like it. 6 7 is it?
A. Forty-two dollars.
B. OK! 8 you 9 .
A. You are 10 . Good-bye.
B. 11 .
Ⅵ. 阅读下列短文然后选择能回答所提问题或完成所给句子的最佳答案。(20％)
A woman was at the cinema, and she was enjoying the film very much, but there was a man in the next seat, and he began looking on the floor under him.The woman was angry and whispered “What are you doing there? What are you looking for?” “A piece of hard hocolate (巧克力)”, the man whispered to her. “I dropped it on the floor.” “A piece of chocolate?” the woman said angrily. “It's dirty now! Take this and be quiet, please! I'm listening to the film!” She gave the man a big piece of chocolate. “But,” the man said, “My teeth are in the piece on the floor!”
［ ］1.What was the woman doing? She was ______.
A. watching a TV play
B. listening to the music
C. watching a football
D. seeing a film
［ ］2.The man sat ______ the woman.
A. behind
B. in front of
C. next to
D. far from
［ ］3.The woman was angry because ______.
A. the man spoke loudly
B. the man didn't talk to her
C. she dropped a piece of chocolate
D. she couldn't listen to the film clearly
［ ］4.The word “whisper” means “speak in a ______ voice”.
A. low
B. loud
C. pleasant
D. big
［ ］5.In fact the man was busy looking for his ______.
A. glasses
B. teeth
C. ticket
D. wallet
牛津小学英语5B第一二单元精彩教案 转
牛津小学英语5B第一单元参考教案 Unit1 A new term The First Period (第一课时) 一、教学目标: 1. 听得懂、会说、会读、会拼写单词：Monday, Tuesday, Wednesday, Thursday, Friday 2. 听得懂、会说、会读、会拼写句型：What day is it today ?It’s… 3. 听得懂、会说、会读：Welcome back to school. Nice to see you . 二、教学内容：1.B:Look,read and learn中 星期名称的单词 2.C:Ask and answer前两句. 三、教学重点：句型What day is it today? It’s… 四、教学难点：单词Wednesday, Thursday, Friday的读音及拼法 五、教具准备： 磁带和录音机, 单词卡片, 挂历 六、教学过程： Step1.Warm-up Sing a song‘Happy Spring Festival’ （建议使用歌曲‘Happy new year ’曲调，这即能让学生回味新年的欢乐，又渲染了学习英语的氛围。） Step2.Free talk T: I’m Miss Wang. What’s your name? S: I’m… T: Nice to see you. S: Nice to see you. T: It’s Feb,9, it’s Monday .Welcome back to school. S: Thank you . (教生字Monday) Step3.Presentation 1.（出示封面印有猴子的挂历） T:（指着猴子）What can you see in it? S:I can see a monkey. T:I like monkeys. How about you ? （比较自然的引出这一交际用语，为D部分教学埋下伏笔.） S:I like monkeys, too. T: How many monkeys are there? S: There is only one.（可根据实际情况回答。） T:（翻过封面，指着日期）How many days are there in a week? （可用中文向学生解释in a week的意思） S: There are seven. 教生字day, 全班跟读，开火车读，及时纠正学生错误发音） 2.T:（指着日期自问自答）What day is it today? It’s Monday. （教生字today，并分别将today、day写在小黑板正反两面，通过学生的朗读，悟出两者的共同点，即字母组合发〔ay〕.） 4. Drill S1:What day is it today? S2:It’s Monday\Sunday\Saturday. （通过这组机械操练，使学生初步掌握本课的重点句型，这是必不可少的一环，也是以后熟练运用该句型的基础。） 5. T:（指着2月10日）What day is it today? S: It’s Tuesday. T:（将课表放在实物投影仪上，并指着星期二）How many lessons do we have? S: We have six. （这是第二课时的.教学重点，可先在本课时中渗透。） （用上述方法教单词Wednesday, Thursday, Friday,由于这些词发音、记忆较难，教师应作好示范，把音节读清楚，并提示字母的读音规律，配合录音带，由慢到快地读出来。） Step4.Chant 一个星期有七天，请同学记心间， Monday, Monday星期一，猴子花钱坐飞机. Tuesday, Tuesday星期二，猴子屁股摔两半儿. Wednesday, Wednesday星期三，猴子爬上花果山. Thursday, Thursday,星期四，猴子猴子去考试. Friday, Friday星期五，猴子遇上大老虎. Saturday, Saturday星期六，猴子上山摘石榴. Sunday, Sunday星期天,猴子休息上公园. （chant琅琅上口又具趣味性，相信能使关于星期名称的单词教学不再枯燥、乏味。） Step5.Homework 1. Copy and recite the new words: Monday, Tuesday, Wednesday, Thursday, Friday 2. Do some written work: A: What day is it today? B: It’s… 板书 Unit 1 A new term What day is it today? It’s Monday \Tuesday\ Wednesday \Thursday\Friday Saturday\Sunday. 教后感: The Second Period（第二课时） 一、教学目标： 1．听得懂、会说、会读、会拼写单词：Chinese, Science, Social Science, Computer Studies 2．听得懂、会说、会读、会拼写句型：What lessons do you have in the …?We have …and… 3．有表情的演唱歌曲‘Wish you are happy every day’ 二、教学内容： 1． B部分中关于课程名称的单词 2． C部分中的句型 What lessons do you have in the morning\ afternoon? We have … 3． F部分Design a timetable you like 三、教学重点：句型What lessons do you have in the morning\afternoon? We have … 四、教学难点：Chinese, Science, Social Science, Computer Studies的拼读。 五、教具准备：多媒体课件，磁带和录音机，单词卡片，空白课表每人一张。 六、教学过程： Step1.Free talk and revision 1. T:（出示挂历）What day is it today? S: It’s… (Let the Ss spell the words quickly.) 2. Play a game “What’s the missing ?” （即先抽出一张星期名称的单词卡片，再让学生说说少了哪一张，可采用小组竞赛的的方式的进行。教育心理学认为，学生在学习过程中适度紧张，能培养其思维的敏捷性。） 3.Sing a song ‘Wish you are happy every day’ （歌曲教学不仅有助于激发和培养学生的学习兴趣，而且能引导学生快速进入教学情景。） Step2. Presentation 1．T:（出示一张课表）How many lessons do you have on Tuesdays? S: We have six. T: I see, but what lessons do you have on Tuesday morning\in the morning? （通过以旧引新的方法，较自然的呈现出本课的教学重点。） S: We have Chinese, English and Science. （若学生通过预习能读出单词Science，请勿吝惜对学生的表扬，往往一声“Good”“Wonderful”“Did a very good job”能增强学生学好英语的信心。） 2． （可运用简笔画等教学方式教授其他科目名称，这能较长时间的保持学生的注意力，从而提高学生学习效率。） Step3.Practice 1.（出示多媒体课件――可任意编排科目的课表） T: My children, let’s talk about the timetable. S1: What day is it today? S2:It’s… S1:how many lessons do you have on…? S2: We have… S1:What lessons do you have in the morning\afternoon? S2:We have…and… Step4.Consolidation 1.T:Boys and girls, please design a timetable you like. In pairs, one ask and write ,the other answer, then change,. Understand? （教师课前将印好的空白课表发给学生，并让学生在此项练习中填写，这样既培养了学生听、说的能力，又培养了学生写的能力。） 2. （让学生两两一组说说他们设计的课表。） Step5.Homework 1. Copy the new words: Chinese, Science, Social Science, Computer Studies. 2. Do some written work (Part C) and Finish the Exercise-book (C.Look and complete ) 板书 Unit 1 A new term What lessons do you have in the morning\afternoon? We have Chinese\Science Social \Science\ Computer Studies\ Maths\Art\PE. 教后感: The Third Period（第三课时） 一、教学目标： 1．听得懂、会说、会读、会拼写单词：subject, interesting, a week, 2．听得懂、会说、会读、会拼写句型：What subject do you like ? I like … 3．听得懂、会说、会读日常交际用语：I hope we have more. How about you? 二、教学内容： D: Work in pairs. E: Look and read. 三、教学重点：句型What subject do you like? I like … 四、教学难点：单词interesting的拼读，日常交际用语I hope we have more. .How about you? 的正确使用。 五、教具准备：磁带和录音机, 单词卡片. 六、教学过程： Step1.Sing and review 1. Sing the song happily“Wish you are happy every day” 2. 单词竞赛：说出星期名称、学科名称。 Step2.Presentation 1.T:（由上述对话自然引出）What subject do you like? S1:I like Maths \PE… （可让学生自由说或根据图片说，同时注意比较lesson和subject的词义.） T: He likes Maths \PE…What about you? S2:I like English. What about you? … T: Thank you, I’m very happy. （将教师的礼貌用语渗透在英语教学中，能促进平等、民主的师生关系。） T: Do you like English? S3: Yes, I do. T: How many English lessons do we have in a week? S3: We have 3 English lessons . (教week) T: Yes, we have only 3.I hope we have 4.I hope we have more . 把句型中英文I hope we have more (lessons).写在黑板上，并让学生朗读数遍。 2.Practice S1: What subject do you like? S2: I like…How about you? S1: I like…, too. （“too”可根据真实的交际情景提醒学生运用。）How many lesons do we have? S2: Three\Four. I hope we have more . 3.T: (根据上述练习,紧接着问一位学生) What subject do you like? S: I like Maths. T: Why? S: It’s interesting.（可帮助学生回答,并教生字interesting.） T: Ok, what’s 32 minus 23?（出示小黑板32-23=？） （复习minus） S: It’s nine. T: And what’s 321 minus 123? what’s 543 minus 345? Oh, sorry, don’t worry. Su Yang can tell you at once. （at once可写在黑板上用中文解释。） （指导学生看图、读句、理解本故事的趣味性） T:（对全体同学说）What’s the trick? Do you know now? （朗读、解释trick中文意思） Step4. Consolidation (在教师指导下完成练习册C部分Look and complete.) Step5.Homework 1.Do some written work .(Part D) 2. Finish the Exercise-book(Look and write ) 板书 Unit 1 A new term A: What subject do you like ? B:I like … How about you? A: I like … I hope we have more. 教后感: The Fourth Period （第四课时） 一、教学目标： 1、能用正确的语音语调，有感情的朗读课文。 2、能根据提示正确运用所学句型及交际用语。 二、教学内容：A: Read and say. 三、教学重点：正确运用所学句型和交际用语。 四、教学难点：正确运用所学句型和交际用语。 五、教学过程： Step1:Free talk and revise. 1.Greetings . 2.Say the chant 3. Revise the sentences and words we’ve learned. Step2.Presentation 1.T:（出示A部分挂图和小黑板）Boys and girls, please look at the pictures, then listen to the tape and answer the questions on the small blackboard. (作者：杜贤万
1.【问】There are a lot of red-crowned cranes in other parts of the world.这句中的there be和other应该怎样用?
【答】there be意为“有”,表示存在,即某地有某人或某物。there be之后接可数名词单数或不可数名词时,用there is;there be之后接可数名词复数时,用there are。如:There is a book on the desk. There is some milk in the glass. There are many trees on the hill. other意为“另外的、别的”。如:Where's my other glove? 我的另一只手套在哪儿?
注意:指两个中的“另一个”用“the other”。如:I have two pens. One is black, and the other is green. 但指不定数目中的“另一个”应用“another”。 如:This glass is broken. Get me another. 这个杯子坏了, 给我拿另一个来。(许多杯子中的一个)
2.【问】为什么“My cousin finishes school next month.”这句中的时间状语是表示将来的时间,而动词却用的是一般现在时呢?
【答】在英语中,可以用一般现在时表示将来要发生的动作。如:The TV play starts at 8:00. 电视剧将在八点开始。
3.【问】为什么“He is not going camping next week because he is studying for exams.”这句中的时间状语是表示将来的时间,而动词用的却是现在进行时呢?
【答】在英语中,除了用一般将来时表示将来的动作以外,还可以用现在进行时表示。如:She is coming. 她要来了。
4.【问】He also told us to walk slowly so that we do not frighten the birds. 这句中so that是什么意思,应如何使用?它与so...that有何区别?
【答】so that意为“为了、以便、使得”,用来表示目的。如:Be quiet so that he can sleep. 安静些,好使他能睡觉。
so...that意为“如此......以致于”,用来表示结果。如:It is so quiet in the room that you can hear the drop of a pin. 房间里静得连(地上)掉根针都能听见。
5.【问】把“I think it is important that I do something to protect birds.”这句改为“I think it important for me to do something to protect birds.”可以吗?
【答】可以。后一句中it是形式宾语,代替后面的不定式。如:I think it necessary for us to learn English well. 我认为我们学好英语是很有必要的。
第六课时
教学重点：
掌握四会句型：what are they doing? they are swimming/climbing trees.
2、学习询问某种动物的能力及回答：can ….? yes, i can. no, i can’t.
教学难点：
能够正确拼写四会句型。
能够认读句子：here come two tigers. can tigers really swim? yes, they can. they’re good climbers.
课前准备：
read and write和let’s sing部分的教学录音带。
有关动物和动作的单词卡片。
要求四会掌握的句型卡。
教学流程图：
教学过程：
warm up （ 热身）
活动一：读一读
教学参考时间：1分钟
（1）让学生朗读a, b部分let’s learn和let’s talk以及a read and write的内容。
活动二：拼单词
教学参考时间：3分钟
（1）教师让一个学生到前面表演一个动作，其他学生要说出他做的动作是哪一个单词。
（2）如果单词说对了，再让另一个学生拼出该单词。
2、presentation （新课呈现）
活动三：对话理解
教学参考时间：8分钟
（1）教师出示自制课件，让学生回答：what animals can you see?并继续追问：what are they doing? they are climbing trees.
（2）教师操纵鼠标，从小河的对岸游过来两只老虎。教师说：here come two tigers.让学生理解句子中文。教师接着问：what are they doing? 学生说出答案they are swimming.教师再问：can tigers swim? 让学生做出回答。
（3）教师播放课件中的对话录音，让学生看书听录音。
（4）教师让学生看书自己阅读对话。
（5）教师板书：what are they doing？they’re swimming. they are climbing trees.
让学生问答、拼读、仿写。
活动四：写一写
教学参考时间：5分钟
（1）让学生根据对话内容完成answer the questions.的活动。
（2）教师让学生核对答案，纠正错误。
5、板书
unit 5 look at the monkeys
what are they doing？
they’re swimming.
they are climbing trees.
第一课时
教学重点：
let’s learn部分的单词：flying, walking, running, jumping, swimming.
在情景中使用对话中的句子，并能恰当的替换句中的单词。
听、说、读、写单词：flying, walking, running, jumping, swimming。
教学难点：
walk, run, jump, swim的末尾字母与ing连读的发音。
running和swimming的单词拼写。
课前准备：
教学过程中所需的图片（let’s start）、录音（let’s learn, let’s chant）、课件、动画素材。
本课时的五张单词图片和卡片。
教学过程：
warm up （ 热身）
活动一：唱一唱
教学参考时间：2-3分钟
教师播放三年级上册第四单元a部分let’s do的录音。
教师适时出示各种动物的词卡，学生边说边做相应的动作。
教师播放三年级上册第四单元b部分let’s do 的录音，方法同上。
活动二：做一做
教学参考时间：2-3分钟
（1） 教师将jump, walk, fly三个词写在黑板上，然后手指相应的单词发指令，如：jump like a rabbit. walk like an elephant. fly like a bird.学生边跟读边做相应的动作。
（2） 教师继续发指令，学生做动作，适时提问：what are you doing?，引导学生回答：i’m (jumping) (like a rabbit).。教师在黑板上的jump后面加上ing，呈现新词：jumping。同法引入walking和flying。
2、presentation （新课呈现）
活动三：学一学
教学参考时间：10-12分钟
教师出示let’s learn部分的教学课件，提问：what animals can you see in the picture?让学生回答。
教师指着大象说：look at the elephant! it’s walking! the elephant is walking.教师让学生重复句子。分别指着一只鸟和小兔子，让学生模仿句子说出：look at the bird! it’s flying! the bird is flying. look at the rabbit! it’s jumping! the rabbit is jumping.
让学生看图回答：why is the rabbit jumping? what animal is after the rabbit?引导学生回答：a tiger. 教师再问：what is the tiger doing? 引导学生回答：it’s running. the tiger is running.教师板书：running。
教师指着正在水里游的鱼，问：what is the fish doing?引导学生回答：it’s swimming.教师板书：swimming.
教师播放课件中的对话，让学生重复句子。
让学生看板书，读出单词。教师手指running, 问：how many “n” s are there in this word?引导学生回答。用同样的方法提示学生swimming中的字母m也要双写。
让学生拼读单词。running, r-u-n-n-i-n-g, running.
活动四：说歌谣
教学参考时间：5分钟
教师出示图片，让学生听let’s chant部分录音2-3遍，以小组为单位将图片按听到的顺序摆好。
教师让学生通过图片理解单词leaping, fighting, biting, climbing, snoring的中文意思。教师给学生解释never boring的中文意思。
听录音，跟说歌谣并表演。
五、板书
unit 5 look at the monkeys
第四课时
教学重点：
单词：sleeping, climbing, fighting, swinging, drinking water
句型：what are the…s doing? they are…
教学难点：
单词climbing, swinging, 和drinking的读音。
四会掌握五个动词（短语）的ing形式。
课前准备：
教学过程中所需的图片（let’s start , let’s learn）、录音（let’s learn, let’s sing）。
2、a部分的五张单词卡片和本课时的五张单词（短语）卡片。
教学流程图：
教学过程：
warm up （ 热身）
活动一：复习单词
教学参考时间：3分钟
（1）教师出示let’s learn /a中的五张单词卡片，让学生认读单词并做出相应的动作。
（2）听写这五个单词。
活动二：唱一唱
教学参考时间：2分钟
（1）教师播放let’s sing部分的歌曲，学生听录音进行表演唱。
（2）教师出示单词卡climbing和swinging，让学生认读单词并用动作表示其含义。
2、presentation （新课呈现）
活动三：学一学
教学参考时间：10分钟
（1）教师出示let’s start/a部分的图片(建议把let’s learn/b部分的图片融合到此图中。)让学生回答：what is the monkey doing?
（2）教师指着考拉问：what is the koala doing? 学生答出sleeping 后，教师出示单词卡，教读单词。
（3）教师指着let’s learn部分两只考拉的图问： what are the koalas doing?引导学生说出：they’re sleeping.
（4）教师出示两只熊猫和两只猴子的图问：what are the pandas/monkeys doing?
（5）教师出示两只狮子打架的图片，鼓励学生通过提问what are the lions doing?来学习新单词fighting。
（6）教师让学生看图(let’s start)做对话：what are the birds/kangaroos/elephants doing?当学生说出drinking water 时，教师出示单词卡让学生认读。
5、板书
unit 5 look at the monkeys
一年级英语Unit 5教案
一、教学目的：
1． 学生会用英语询问和说自己家的房间号码和电话号码。
2． 能记住三个紧急使用的电话号码，会用英语表达，知道在什么样的`情况下才能拨号。
3． 能够听懂故事并做表演
4． 学会新词chocolate和share
5． 能使用How many …进行询问，并做出回答
二、教学重点：
会用英语询问和说自己家的房间号码和电话号码
能够使用How many…进行询问，并做出回答
三、课前准备：
录音机、教学录音磁带、挂图救护车等，多个磁铁扣。
四、教学过程：
1． 复习数1-10的英语表达
教师课利用数字卡片、玩具电话等
2． 教师出示教学挂图，播放录音
1． 让学生理解phone、number和room number的含义。通过简笔画完成。
2． 在理解的基础上听录音跟读
3． 指导学生将自己的Room number and Phone number 填入书中表格中
4． 游戏。
a.老师把10 个7位或8位数的电话号码写在黑板上，让学生自选其中一个号码写在之上。
b. 老师从10个电话号码中任意报一个，如：8812939
则选中该号码的学生必须站起
做接电话的手势并说“hello,this is 8812939.”
2.生问生答
大学英语3第5单元课件
教学重点：
1．能够听懂、会说句子：what’s the date? it’s october 1st. who has a birthday in october? me.
2．能用所学句型调查同学的生日。
3．掌握字母组合eer, ear, ch, sh在单词中的'发音。
教学难点：
能灵活运用所学句型。
课前准备：
1．教师准备教学过程中所需要的图片、声音和课件。
2．教师准备录音机及录音带。
教学过程：
warm—up（热身）
活动一： let’s try
教学参考时间：4分钟
① 请学生看图先说一说每幅图的日期：it’s october 1st. it’s june 2nd. it’s august 1st.
it’s january 8th.
② 教师播放录音，学生完成听音选图的练习。
活动二：唱一唱
教学参考时间：4分钟
① 教师放节日歌曲，如“jingle bell”，“happy new year”等，学生听歌猜节日。如，“it’s new year’s day”。
② 师生之间进行问答练习，如：“what day is it? it’s …. what’s the date? it’s ….”。
presentation（新课呈现）
活动三：说一说
教学参考时间：7分钟
① 教师询问学生“what day is today?”，学生说出“today is …”。而后又问学生：“what’s the date?”，帮助学生说出今天的具体日期：“it’s …”。
② 让学生拿出课前准备的年历（最好是学生自己制作的），教师随意指着某天询问学生：“what’s the date?”，而后请学生拿着年历相互用“what’s the date? it’s ….”进行问答练习。
③ 教师拿着年历从一月开始问学生：“who has a birthday in january? please stand up.”，而后教师问起立的学生：“what’s the date?”，让一月份生日的学生答出具体日期。
④ 请若干名学生代替老师进行提问，从二月到十二月。
活动四：let’s talk
教学参考时间：8分钟
① 教师播放对话录音两遍，而后提问：“when is sarah’s birthday? when is zhang’s birthday?”，学生根据对话内容回答出：“sarah’s birthday is in october 1st. zhang’s birthday’s is in march 12th.”。
② 学生跟读对话，两人一组做对话练习。
③ 学生根据同学的生日组织一个新的对话，教师请若干组展示他们的对话。
let’s play（趣味操练）
活动五：group work
教学参考时间：5分钟
① 教师展示课文中的调查表，而后与一组学生进行示范，问：“when is your birthday?”，将具体日期记下来。再问另一名学生“what about you? is your birthday in …, too?”。
② 学生以小组为单位，模仿教师进行调查并记录结果，完成调查表。
活动六：读一读
教学参考时间：5分钟
① 教师请学生阅读27页的主题图，说一说图中人物的生日。
② 请学生朗读对话，并说一说对话内容，特别是为什么zoom希望它的生日是4月8号。
③ 学生两人一组，选择一个对话进行问答练习。
consolidation and extension（巩固与扩展）
活动七：pronunciation
教学参考时间：5分钟
① 教师出示单词：ear, hear, deer, beer，学生朗读单词。
② 请学生说一说字母组合eer, ear在单词中的发音——[ ]。
初一下册英语第5单元课件
The First Period
Step 1. Greeting
1. Greet the Ss ,using the following :
---Happy New Year!
---The same to you.
---Nice to see you!
--Nice to see you ,too.
2. Talk about new wishes for the new year ，using the topic” The early bird catches the worm.”
Good morning, everyone! A new term is coming. Last term, we made great progress in English and our school life. After a long winter holiday, I think most of us may become lazy. That’s too bad.
As we know , the early bird catches the worm. Let’s get up early and come to school on time. Listen to our teacher carefully and do our homework carefully. Do sports and keep healthy. Let’s help each other and learn from each other, OK?
Thank you for listening!
Step 2 Presentation
1. Teach the advs about frequency by talking the T’s daily activities by presenting the following on the Bb.
I’m always busy.
I usually get up at 6:30 in the morning.
I often have milk and bread for breakfast.
I sometimes come to school by bus. Sometimes I come by car.
I seldom go home by taxi.
I never go home by train or by plane.
2. Get the Ss to explain the meanings of the advs and then complete the chart in 1b, Section B.
3. Remind the Ss the positions of the advs in the sentences , pay more attention to “ sometimes.”.
4. Get the Ss to find out the words about means of transportation .Then ask them to say more and write them down . Then finish 2a. Section . Present the following on the Bb.
by bike / motorbike/bus /car/taxi/train/subway(underground)/plane(air)/ship(sea)/ boat (water)/on foot
Step 3 Practice
1. The T talks about how she comes to school .
My home is far from our school. So I sometimes come to school by bus. Sometimes I come by car because I can’t ride a bike or drive a car. Ask some Ss some questions. Then get the Ss to practice the following in a chain drill.
----How do you usually come to school?
----I usually come to school on foot/ by car---.What about you?
--- I usually come to school by bus---
2. Practice the following in pairs while the other Ss are talking about how they come to school .
---How does A usually come / go to school?
---He / She usually comes / goes to school ---
3. Look at pictures in 1b. Talk about how the kids come / go to school by asking and answering questions.
4. Choose the right sentence for each picture.
Step 4 Make a survey
Use the from in Part 3 and hand out the form to the leader of each group and get them to make a survey .Then give a report to the class.
Step 5 Listening
1. Listen to 2b. Match the means of transportation with the right people. Ask the Ss to write down the sentences is there is time.
Mr. Zhang often goes to Shanghai by plane.---
2. Listen to 1a. Answer the questions :
(1) Does Kk have a new bike?
(2) How does Kk usually come to school?
(3) How does Helen usually come to school? How about Jane?
3. Retell the dialog using the following passage:
It’s a new term . Kk meets Helen and Jane at the school gate. Kk has a new bike. It looks very nice. He often comes to school by bike. Helen usually comes to school by subway. Jane always comes to school by bus.
4. Get the Ss to practice similar conversations in groups in the next period.
Step 6 Homework
1. Copy and recite 1a.
2. Make 6 sentences with the advs of frequency.
3. Write a passage ,using the information in 2 b.
4. Preview 1a and 2a in Section B.
The Second Period
Step 1 Revision
1.Duty report The Early Bird Catches the Worm
2,Review the advs of frequency by going through the dialog in 1a .After listening and reading, circle the advs.Explain the difficult points if necessary.
3.Act out the similar dialog in 1a , Section A in groups.
Step 2 Practice
Get the Ss to practice the advs by making sentences. Try to use the advs as many as possible.
eg. I usually come to school by bike. Sometimes I come to school by bus. I never come to school by car.
Step 3. Presentation
1. Talk about the pictures in 2a ,using:
---How does Maria sometimes go home?
---She sometimes goes home by subway.
Practice the rest pictures in the same way.
2..Read the sentences in 2a. Then complete the sentences. Get them to pay attention to the similar sentences.
(1) Maria sometimes goes home _______ __________.
→Maria sometimes ________ ________ _________home.
(2) Li Xiang often comes to school ______ _____.
→Li Xiang often goes to school ______ _____ _______.
→Li Xiang often _______ __________ _______ to school.
(3) We usually go to the park _________ _________.
→We usually __________ __________the park.
(4)They always go to the zoo _______ ________.
→They always _______ _______ ______to the zoo.
3.Present more sentences like the above.
(5)They often go to Beijing by plane.
They often _____ ______Beijing.
(6)My father goes to Guangdong by car.
My father __________ ______ ___________to Guangdong.
Step 4 Consolidation
Show a form on the Bb to let the Ss learn them by heart.
Step 5 Presentation
1.The T talks about her weekends, using the phrases in Part 2 and Part 3 in Section.C. While listening, ask the Ss to find out and underline the phrases they hear.
I ‘m always happy at weekends. I usually meet my friends and go shopping with them. Sometimes I watch TV or listen to music at home. I like to cook for my family , too. It’s fun. I can cook nice food. I seldom go to the park or the zoo. I never go fishing or go swimming.
2. Get the Ss to ask and answer like the following:
---What do you usually do after school?
---I usually meet my friends. (play soccer/ play basketball/go swimming / go fishing /
go shopping/ go to the zoo / go to the park/ watch TV / see a movie /listen to music
/ play computer games---)
Step 6 Practice
1.Practice the short dialog in Part 2. in pairs.
---What does Hai Qing usually do after school?
--He usually plays soccer, but he doesn’t play basketball.
2.Teach “How often do you---?” by asking and answering questions like the following:
----Do you often meet your friends?
---Yes, I do. / No , I don’t.
----How often do you meet your friends?
----Very often. / Every day./ Seldom / Never.
Once a week. / Twice a week. /Three times a week.
3. Make sentences ,using the phrases of frequency.
Step 7 Consolidation
1. Listen to Part 3 in Section B. Then check the answers.
2.Try to retell the passage. Then ask the Ss to write down the passage after class.
Step 8 Homework Write a passage ,using the information in Part 3.Section B.
The Third Period
Step 1. Revision
1. Duty report. Get the Ss to talk about their daily activities. Try their best to use the advs of frequency.
2. Revise the similar sentences taught in 2a, Section B by translating sentences in different ways.
Step 2 Practice
1. Listen to Part 3, Section D. Then check out the answers.
2. Ask questions about the sentences.
eg. (1)How does Miss Yang always go to Wuhan?
(2)How often does Mr. Rui go to Nanjing by train?
(3)How does Mr. He sometimes go to his office?
(4)How does Ms.Wang often go to the Great Wall?
(5) How often does Tom go to Xi’an by bus?
Step 3. Practice
Ask and answer questions about the Ss daily life.
(1) ---What time do you usually get up ---
----I usually get up at ---
have breakfast go to school have lunch play soccer go home / get home do one’s homework go to bed
(3) What time do classes begin in the morning? (2) How many classes do you have in the morning and in the afternoon?
(4) What do you often do after school?
(5) How often do you play soccer?
(6) What do you often do after dinner?
Step 4 Presentation
1. Lead to the passage in Part 2, Section D. Get a student or two to change the subject “Jane “into “I “ and read the passage. While he/ she is reading, the others complete the table as quickly as possible.
2. Check out the answers by answering the questions.
What time does Jane ---?
What does she do at ----/ after---?
3. Read through the whole passage and find out the difficult points. Explain them if necessary.
(1) Classes begin at eight.
(2)She takes the subway home.
(3) She gets home at five thirty.
(4) She often does her homework and then watches TV for a little while/ for a short time
Step 5. Consolidation
Guide the Ss to talk about their daily activities . If there is time,get one or two Ss to talk about it in class.
Step 6. Homework
Write a passage with the topic “ My Day.”
The Fourth Period
Step 1.Revision
1. Duty report. Get some Ss to talk about “My Day.”
2. Say something about “Jane’s Day” by using the key words on the card.
Step 2. Practice
1. Get a student to act as Michael and introduce his school life ,The passage may come from 1a. Section C.
Hello! I ‘m Michael. I come from the U.S.A. Now I ‘d like to talk about the school life of the American Ss. They usually take a school bus or walk to school. Very few Ss ride bikes to school. They often have lunch at school. They seldom eat out on weekdays. They don’t have a short rest after lunch. Classes begin at 1:30 in the afternoon. School is over at 3 :00. In their free time, they often play basketball or soccer, go swimming and so on, They have ball games four times a year.
2, Answer the questions in 1B after listening.
3. Get another Ss to act as a Chinese Ss and talk about the school life of the Chinese Ss.
Hello! My name is --- I ‘m from China. I think our school life is different from that of the American Ss. We usually come to school by car or by bike. We usually have lunch at home or at school. We can have a short rest after lunch. Classes begin at 2 o’clock in the afternoon. School is over at 4:45. We can’t do many things after school because we are busy, We have to do much homework.
Step 3 Consolidation’
Show a form to compare the differences about the school life between the American Ss and the Chinese Ss.
Step 4. Presentation4. Talk about the differences according to the form
1. Present the interview in 1a . The T acts as the interviewer and one Ss acts as Michael. Act out the dialog before the class.
2. Get the Ss to listen to the dialog and underline the difficult points. Explain them if necessary.
Step5.Pair work
Practice the dialog in pairs. Act out the dialog if there is time.
Step 6 Homework
Write a passage about the school life of the American Ss.
《牛津小学英语2B》Unit 5 教案
《牛津小学英语2B》Unit 5 教案 如东双语小学 王俊 一 教学内容《牛津小学英语2B》第五单元，第二课时（say a rhyme） 二 教学目标 1能听懂，会说，会认读Chinese , Maths, English, Music, PE, Art六个课程类单词，发音正确。 2会说歌谣《Let’s learn!》并加上动作。 三 教学重点 1会说歌谣《Let’s learn!》并加上动作。 五 教具准备 1）多媒体课件2）板书准备 预先写好课题Unit 5 At school 六 教学过程 Step1 warm up T进行日常问候 T: Who’s on duty?(老师请一名学生问问题) S1: What’s your name? How are you? What do you like? Do you like…？ What can you see? What do you have? (设计意图：每天由一名学生来做小老师，与其他同学进行简单的free talk,锻炼了孩子们的英语口头表达能力) Step 2 Revision. T: What lessons do you like? S1: I like Chinese. S2: I like English. （复习What lessons do you like？的句型，使孩子们回答能复习到六个学科） T: Let’s review these words.(PPT呈现六个科目) S齐拼读单词（小组合作，组长带组员读） （设计意图：通过小组合作学习，巩固复习单词，而且培养他们的合作精神） Step 3 Presentation. 1. T: Boys and girls, at school we learn many things. Do you know “learn”? (引出learn一词并新授该词。) T: “Learn” means “学习”. Look, this is our timetable. We learn Chinese. We learn Maths. What do you learn on Mondays? S: We learn Maths, Chinese, PE, Art and English.(引导学生根据课程表去说We learn…的句子。) 2. T: Now, look at your timetable. What’s missing?(课程表被挖空，让学生去猜课程。) （设计意图：巧妙地一个“猜”，设置悬念，激起了孩子们的好奇心，活跃课堂气氛） S: English. T: At English lesson, we learn A B C.(PPT快速闪过字母，学生齐读) Do you remember A B C song. (复习A B C song) （设计意图：通过English引出26个字母，充分利用PPT，力求提高孩子们对于字母的敏感度，轻快悦耳的字母歌很快让孩子们融入英语的世界中） 3. T: Let’s turn back to the timetable, what lesson is it? Who can tell me what lesson is it? S: Music. T: At Music lesson, we learn Do, Re, Mi.(学习Do, Re, Mi) T: Let’s listen to the song: “Do, Re, Mi”. （设计意图：欣赏歌曲Do, Re, Mi，幽默可爱的动画使得孩子们很兴奋） 4.同法引出T: Now, look at your timetable. What’s missing?S: Maths. T: At Maths lesson, we learn one, two, three…(领读one, two, three) （多媒体展示几组数字，先请一人读，而后齐读） T: Can you say some rhymes about numbers? 复习两个儿歌：Five little monkeys , Numbers （设计意图：通过1―10的数字组合，具体地激发了孩子们说的欲望，此环节还带领孩子们复习了2首数字儿歌） 5 .T: The last one, what lesson is it? S: Art. T: At Art lesson, we can draw . I can draw an apple. I can draw a pencil. What can you draw?（边说边在黑板上画出来） S: I can draw…(请学生到黑板上边画边说) T: And I can draw you and me.(板书you and me 并领读。) （设计意图：此环节由猜课表引出Art，通过画画，创设情境，提高课堂的趣味性，真正做到“学中玩，玩中学”。） 6.整体呈现儿歌，引导说儿歌(看动画逐句跟读儿歌) （设计意图：先整体呈现儿歌，初步理解儿歌内容，使得学生更好的巩固理解。学生的过程由易到难，符合二年级学生的认知水平） Step4 Practice 1. 分男女声说2.分大组说，一组说一句3，整体齐说 （设计意图：此环节中运用多种读的方式巩固本课的重点歌谣，并加上动作，孩子们做得生动） Step5 Homework:1.听录音，熟读P24儿歌，模仿录音中的语音语调。2.自己制定一张英文课程表。 教学思路：作为一名小学英语教师，尤其是低年级英语老师，如果仅仅满足于对单词，句型的概念化的解释和程序化的分析，而不求助于情境的感染，就会使得课堂语言平淡，气氛沉闷。这节课主要教授一首儿歌，分别英语，数学，音乐和美术这四门学科，借助于一张课表，创设情境，并通过一些肢体语言使得孩子们很快理解并记住这首儿歌的内容。成功的'一堂课应当让孩子们在快乐的体验中获得知识。兴趣能有效集中人的注意力，促进动机形成，提高学习活动效率，但是二年级的学生天性好动，注意力集中的时间短，能使他们感兴趣的活动往往必须具有趣味性。作为我们老师要不断钻研教材教法，设计富含趣味性的活动。在这节课中用到了三次小组合作，小组讨论学习，为各个层次的学生提供更多的平等的说英语的机会，达到互帮互学，共同提高。英语第5全册 教案
Unit 1 I’d like a cold drink Teaching aims: 1. Knowledge aims Learning the new words and sentences just like cold drink/ bun/ feel hungry/ I’d like a cold drink./ would you like some buns?/ I feel hungry and so on. 2. Ability aims Improve the students oral English and let students know something about like or dislike something, know some words of things and drink and so on. Let the students can make communication with each other. 3. Moral aims We must attend the class seriously. Teaching methods: Reading. /Listening. /Talking. /Singing. Play Games. Making actions. Teaching aids: Computer/TV/a tape recorder / brush Main points and difficulties: New words Expressions and sentences Part 1 Step 1. Revision 1. Greetings. Good morning. /Afternoon everyone. / How are you? /Who is on duty today? What’s the weather like today? 2. What fruit/food/drink do you like? Step 2.Presetation 1. Have a match between boys and girls, to see who can say out more fruits/drink words. Learn the new words and phrases: cold drink/ feel/ hungry/ bun/ help. T take an apple and ask: would you like an apple? Help Ss answer the question in this way: Yes, I’d like one./ No, thank you. Ask Ss practice the dialogue with other things. Step 3. Drills 1. Listen to the tape. 2. Read after the tape. 3. Read out the words and sentences according to the computer. Check up the result. Act the text. Step 4. Exercise 1. Remember the words. 2. Read Part A after class. Part 2 Step 1. Revision 1. Greetings. Good morning. /Afternoon everyone. / How are you? /Who is on duty today? 2. Go over the words and sentences in part A and B. Step 2.Presetation 1. Show some cards of food and fruits and ask Ss look and say out the words quickly. Make sentences according to the pictures giving. Can use the sentences learnt last class. Learn to say the sentence pattern: Do you have any drink/fruit cards? Yes, I have. / No, I don’t. Step 3. Practice: 1.Draw and make the cards. Play the cards game. Ask and find the cards, which can collect the whole cards of one thing, who can win the game. 3. Read out the words and sentences according to the computer. 4.Check up the result. Step 4. Exercise 1. Remember the words. 2. Read Part A after class. Part 3 Step 1. Greetings and Revision T: Class begins. S: Stand up. Good morning/afternoon teacher. T: Good morning/afternoon. Sit down please. S: Thank you! Revision. 1.Words: feel hungry /cold drink /bun /buy /water /soup /vegetables /breakfast /lunch /pepper /salt /forget /remember /tomorrow /borrow 2.Sentences: I’d like some cakes/buns/…. Would you like …? I’m hungry, I’d like …. 3.Understand the text of part D. 4.Lead the students to finish the exercise in part E and F.. Step 2. Presentation. 1.Learn Part D: ask Ss the text by themselves, find out the new words and sentences. Ask student to explain the meaning of the text. Finish the exercises. Step 3. Drills 1.Read Part D after the teacher. 2.Prates by themselves. 3.Look at the pictures and finish part F. Step 4. Exercises 1.Do the exercises book’s Part C and part D Try their best to recite A and B. Unit 2 Do you want some rice? Teaching aims: 1.Knowledge aims Learning the new words and sentences just like water / soup/ vegetables/ breakfast/supper/lunch/pepper/salt/ Do you want some soup? /Yes, please./No, thank you. 2.Ability aims Improve the students oral English and let students know something about like or dislike something, know some words of food. Let the students can make communication with each other. 3.Moral aims We must attend the class seriously. Teaching methods: Reading. /Listening. /Talking. /Singing. Play Games. Making actions. Teaching aids: Computer/TV/a tape recorder / brush Main points and difficulties: New words Expressions and sentences Part 1 Step 1. Revision 1. Greetings. Would you like to say “hello” to you friends? 2. What food do you like? Step 2. Presentation 1. Have a match between boys and girls, to see who can say out more fruits/drink/food words. Learn the new words and phrases: water / soup/ vegetables/ breakfast/supper/lunch/pepper/salt T take an apple and ask: Do you want an apple? Help Ss answer the question in this way: Yes, please/ No, thank you. Ask Ss practice the dialogue with other things. Step 3. Drills 1. Listen to the tape. 2. Read after the tape. 3. Read out the words and sentences according to the computer. Check up the result. Act the text. Step 4. Exercise 1. Remember the words. 2. Read Part A after class. Part 2 Step 1. Revision 1. Greetings. Good morning. /Afternoon everyone. / How are you? /Who is on duty today? 2. Go over the words and sentences in part A and B. Step 2.Presetation 1. Show some cards of food and fruits and ask Ss look and say out the words quickly. make sentences according to the pictures giving. Can use the sentences learnt last class. learn to say the sentence pattern: Do you want some salt? Yes, please. No ,thank you. Step 3. Practice: 1.Draw and make the cards. Play the cards game. Ask and find the cards, who can collect the whole cards of one thing, who can win the game. 3.Read out the words and sentences according to the computer. 4.Check up the result. Step 4. Exercise 1.Remember the words. 2.Read Part A after class. Part 3 Step 1. Greetings and Revision T: Class begins. S: Stand up. Good morning/afternoon teacher. T: Good morning/afternoon. Sit down please. S: Thank you! Revision. Words: water / soup/ vegetables/ breakfast/supper/lunch/pepper/salt 2. Sentences: Do you want some rice? Yes, please. No, thank you. 3. Understand the text of part D. 4. Lead the students to finish the exercise in part E and F.. Step 2. Presentation. 1.Learn Part D: ask Ss the text by themselves, find out the new words and sentences. Ask student to explain the meaning of the text. Finish the exercises. Step 3. Drills 1.Read Part D after the teacher. 2.Precise by themselves. 3.Look at the pictures and finish part F. Step 4. Exercises 1.Do the exercises book’s Part C and part D Try their best to recite A and Unit 3 Can I borrow a pencil? Teaching aims: 1.Knowledge aims Learning the new words and sentences just like borrow /thing /schoolbag /forget /bring /remember /tomorrow /Can I borrow a pencil? /Can I have a pencil? /You’re welcome. /draw a line. /clean the blackboard and so on. 2.Ability aims Improve the students oral English and let students know something about borrow /thing /schoolbag /forget /bring /remember /tomorrow /Can I borrow a pencil? /Can I have a pencil? /You’re welcome. /draw a line. /clean the blackboard and so on. Let the students can make communication with each other. 3.Moral aims We must attend the class seriously. Teaching methods: Reading. /Listening. /Talking. /Singing. Play Games. Making actions. Teaching aids: Computer/TV/a tape recorder /comb/brush Main points and difficulties: New words Expressions and sentences Teaching steps: Part 1 Step1. Revision 1.Greetings. Good morning. /Afternoon everyone. / How are you? /Who is on duty today? 2.Go over lesson 2. Step 2. Presentation 1.Turn on the computer and learn the words according to the pictures: forget /remember /tomorrow /borrow /bring /thing /brush 2.Learn the sentences according to the words and pictures: Can I borrow a pencil, please? /Can I have a pencil, please? /what do you want? /You’re welcome. Step 3. Drills 1.Listen to the tape. 2.Read after the tape. 3.Read out the words and sentences according to the computer. 4.Check up the result. Step 4. Exercise 1.Remember the words. 2.Read Part A after class. Part 2 Step 1. Revision 1.Greetings. Good morning. /Afternoon everyone. / How are you? /Who is on duty today? 2.Go over lesson 2. Step 2.Presetation 1.Tur作者：杜贤万
1.
[问] one of the world's most important wetlands是什么结构?
[答] “one of +形容词最高级+名词复数”表示“最......之一”。如:The Changjiang River is one of the longest rivers in the world.长江是世界上最长的河流之一。
注意:最高级前还可以用物主代词或名词所有格来修饰。如:That is one of Jim's most interesting books.
2.
[问] It provides food and shelter for them. 这句中provide是什么意思?
[答] provide作动词,意为“供应、供给”。如:We provided food for the hungry children. 我们为饥饿的孩子们提供食物。
3.
[问] all year round是什么意思?
[答] all year round意思是“终年、一年到头”。如:They are busy all year round. 他们一年到头都很忙。
4.
[问] “There will be less and less space for plants, animals and birds.”这句中的there will be是什么句型?less and less是什么意思?
[答] there will be是there be句型的一般将来时形式,表示“将有......”。又如:There will be a football match tonight. 今天晚上将有一场足球比赛。
less是little的比较级,less and less是比较级的重叠使用,意为“越来越少”。又如:Now more and more people are learning English.现在越来越多的人在学习英语。
5.
[问] They do not have enough space. 这句中的enough space是否可以改为space enough?
[答] 一般情况下,enough修饰形容词或副词时,放在被修饰词之后,但修饰名词时既可以放在名词前也可以放在名词后,因此, enough space可以改为space enough。又如:They know well enough what we mean.他们当然懂得我们的意思。I'm sure there is enough space (space enough) for all these desks.我保证有足够的地方放下这些书桌。
教学目标：1. 听懂指令并做出相应的动作或应答。show me four. clap three. say six.
2．学会使用问句：how many……？
3. 学会有节奏地念歌谣。p11
教学过程教学重点： 歌谣诵读
教学难点：pick up sticks的发音问题
教学准备：磁带、教学挂图、响板、数字卡片。
教学过程预设：
step 1: warming up
t: hello, i’m miss xie.
s: hello, miss xie.
t: how are you?
s:
t: good! let’s sing a song< ten little paper rabbits>.
s:
(sing it again and do the action)
t: now, i say and you do. show me_____. clap _____. say _____.
s:
step 2: revision & presentation
t: (take out the magic house) guess, what’s in the house?
s:
t: how many?
s:
t: read together.
s: (review these numbers)
(put on the tree)
t: today we are going out.
t: look! this is sam.
s:
t: this is may.
s:
t: look! what’s this?
s:
t: it’s a tree.
s:
t: what are they?
s:
t: they are sticks. how many? let’s count.
s:
t: look! what is may doing?
s:
t: pick up sticks.
s:
t: read the whole rhyme.
s:
step 4: consolidation
(read in groups)
t: let’s have a competition.
group read one by one.
s:
(read by yourselves)
t: who can read?
s:
t: now, let’s do the action.
s:
t: practise in pairs or groups.
s:
t: let’s do together.
s:
step 5: ending
homework:
say the rhyme to your parents.
教学目标：
1. 单词orange, apple, lemon, melon, peach, pear达到“三会” 要求。
2. 部分学生还能再说一些常见的水果。如grapes, banana等。
教学重点：单词orange, apple, lemon, melon, peach, pear达到“三会” 要求。
教学难点：1. lemon, melon之间的区分。
2. 关注整体认读卡片单词apple, orange, pear, peach, melon, lemon注意相近字型的区别。
教学准备：单词卡片，图片，录音机，水果等。
教学过程预设：
step 1 warm-up & presentation
t: first, let’s listen to the song. .
ss: ok!
t: (take out the apple.) what can you see?
ss: i can see ....
t: good! this is an apple.
ss: (read after the teacher, then read one by one.)
(add a star when the group did well.)
(take out an orange.)
t: what can you see?
ss:
t: wonderful! an orange. do you like orange?
ss: (read together.)
t: next, what is this? (take out a lemon.)
ss:
t: it is a lemon.
ss: (read after the teacher.)
t: what is this? (take out a pear.)
ss: it is a pear. (read together.)
step2 practice
t: read these words
(出示图片：apple, orange, lemon, pear.)
ss: (read together, read the cards one by one.)
t: now, i point and you say.
first, let’s do together.
ss:
t: who can come to the blackboard and point?
s:
t: now, let’s play a game. what’s missing?
s:
(add a star when the group did well.)
t: look! i have something more. (take out the peach.) is this a pear?
ss:
t: good! it is a peach.
ss: (read one by one.)
t: what is this? (take out the melon.) do you like it?
ss:
t: it is a melon.
ss: (read all the words together.)
t: let’s play a game. simon says.
ss:
t: now, i say and you point.
ss:
t: who want to have a try?
s:
t: now, let’s read these words one by one. let’s see which group is the best.
first, read them to your partner.
ss:
(add a star when the group did well.)
step3homework
read these words to your parents.
教学目标：
1. 能听懂会说smell the …feel the …taste the …
2. 能在学习和生活中用所学的smell the …feel the …taste the …表述自己的意愿，同时对这些命令做出反应。
教学重点：能听懂会说smell the …feel the …taste the …
教学难点：能在学习和生活中用所学的smell the …feel the …taste the …表述自己的意愿，同时对这些命令做出反应。
教学准备：单词卡片，图片，录音机，水果等。
教学过程预设：
step 1 warm-up
t: first, let’s listen to the song.
ss: ok!
t: good! let’s say a rhyme.
ss:
t: (take out the word pictures.)what can you see?
ss:
t: how to say the rhyme?
an apple, a peach.
i can see.
an apple, a peach.
for you and me.
a lemon, a banana.
i can see.
a lemon, a banana.
for you and me.
ss:
t: wonderful! anything else?
s: (try to make another rhyme just like this one.)
step2 presentation & practise
t: look! what is this? (take out a lemon rapped in the handkerchief.)
ss:
t: close your eyes. smell it. (do the action to give them an example.)
who want to have a try?
s:
t: what is this?
s: this is a pear. (ask several students to smell the fruit and guess.)
t: (take out the apple.) look! what is this?
ss: ye~~~
t: next, who want to have a try?
s:
t: (take out a bag with the banana in it.) who want to feel it and guess?
s:
t: feel the _____?
s: feel the melon.
t: (take out the melon.) look! what is this?
ss: ye~~~~
t: next, who want to feel?
s:
t: (take out an orange rapped in a box.) oh, i have something delicious. do you want to have a try? taste it, please.
s:
t: what is this?
s: this is an orange.
t: orange? anybody else?
s:
t: taste the ____?
s: taste the orange.
t: (take out the bananas.) look! i have so many bananas. who want to taste the banana?
ss: (give him the banana if he can say the sentence correctly.)
牛津英语1a unit 5 fruit（第3课时） 来自本网。
教学目标：
1. 能听、说、读melon, orange, melon, pear, peach, apple。
2. 能听懂、会说这些句型this is … that’s …
3. 在学习和生活中能用这些句型this is … that’s …
教学重点：能听懂、会说这些句型this is … that’s …
教学难点：在学习和生活中能用这些句型this is … that’s …
教学准备：单词卡片，图片，录音机，水果等。
教学过程预设：
step 1 warm-up & presentation
t: first, let’s listen to the song. .
ss: ok!
t: (take out the apple.) what is this?
ss:
t: good! this is an apple.
ss:
t: (take out an orange.) what is this??
ss:
t: wonderful! an orange. this is an orange.
ss: (read together.)
t: next, what is this? (take out a lemon.)
ss:
t: this is a lemon.
ss: (read after the teacher.)
t: what is this? (take out a pear.)
ss: this is a pear. (read together.)
(take out the others in the same way to consolidate the sentence: this is ____.)
step2 practice
t: read these words
(出示图片：apple, orange, lemon, pear, melon and peach.)
ss: (read together, read the cards one by one.)
t: now, i ask and you answer. what is this?
ss:
t: ok! i’m the shop assistant, now. do you like my fruit?
ss:
t: look! this is _____.
do you like them? practise the sentence: this is a _____. with your partners.
ss:
t: who can answer my questions? what is this?
s:
t: good! this is a peach. the peach is for you.
s:
t: what is this? (take out the melon.)
s:
t: this is a _____. (give him the fruit if he is right.)
ss: (read the sentence together.)
t: who wants to try again?.
ss:
t: (take out the pencil.) what is this?
ss:
t: (point to the nose.) what is this?
ss:
t: now, let’s read these words one by one. let’s see which group is the best.
ss:
(add a star when the group did well.)
t: (point to the peach the student got from the teacher.) look! what is that?
ss:
t: that’s a peach!
ss: read the word that, that’s.
t: what is that?
ss: that’s a ____.
t: (take the apple and pear on each hands.) look! this is an apple. that’s a pear.
who can say?
s:
t: talk to your partners first.
what do you like to say about?
s: this is ______. that’s _____.
step3homework
read these words to your parents.
牛津英语1a unit 5 fruit（第2课时） 来自本网。
