有人要全英文教案模板（共11篇）

2022-04-17 17:53:21| 来源：网友投稿

Teaching Plan （45mins） Unit2 English around the world Part 1 ：Analysis of teaching material

The theme of this cla is “English language and its development, different kinds of English”.Researching the topic of the development of the history of English language, which can make students strengthen the understanding of the English language, especially for the understanding of the trend of English development.After finished this cla, the students can comprehend the variety levels and plurality of English language, which can help students develop the consciousne of intercultural.

Part 2: Teaching Aims

1.Knowledge Objects

①Talk about English and its development, different kinds of English.②Talk about the difficulties in language communication.③Learn to make dialogue by using request & command.④Learn to transfer from Direct Speech into Indirect Speech.⑤Learn to organize ideas and give opinions by the way of brainstorming.2.Ability Objects

（1）Important word and phrase Subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually, vocabulary, make use of, latter, identity, fluently, frequently, usage, command （2）Grammar and sentence

①English is a language spoken all around the world.②There are more than 42 countries where the majority of the people speak English.③The number of people who learn English as a foreign language is more than 750 million.④In 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 a second language.3.Moral Objects

Let the students obtain the knowledge about the development of English language by reading, expand international horizons, aggrandize the culture consciousne, arouse their enthusiasm for English learning.

Part 3: Teaching Key Points and Teaching Difficulties

1.To be able to get the main idea from the text.2.To be able to solve the problem by analyzing.3.To be able to use the different learning strategies for different reading purposes.

Part 4: Teaching method

1.Scenario communication method 2.Task based Language Teaching method 3.The heuristic teaching method

Create the scenarios, lead in the topic, group discuions and exchange, inspire the learning initiative of student with the heuristic teaching method Part 5:

Teaching Procedures Step1：
Warming up

Let the students look at the following picture, then ask them some questions like these: Which words in the picture are British English or American English? Which country do you think has the most English learners？ Step2：Lead in

I play a short video about people from England making voyages to conquer other parts of the world, then ask the students: Why is English the most widely used in so many countries? Why has English changed over time？ Step3：Fast reading

1.Let the students read the text as quickly as they can, then decide whether the statements are true or false:

（1）There is no difference between American English and British English. （2）Written English is the same in both American English and British English. （3）Sometimes people from the two countries have difficulty in understanding each other. （4）The English language in the world always stay the same as the language used in Britain.

2.Show the students some important words and expreions.（1）include包括，包含

（2）play an important role / part in 扮演重要角色（3）even if / though 即使，即便（4）a large number of 许多，大量的（5）communicate with 和...交流（6）be based on 建立在......的基础上（7）make use of 利用，使用 Step 4：
Careful reading 1.Let the students read the paage carefully and then make a time line of the development of English.2.Let the students read the paage again and fill in the blanks with the words from the text.It is not easy for a Chinese person to speak English as ___ as a ___ English speaker.One reason is that English has a large ___.It also has different usage in different English speaking countries.If you use “flat”instead of “___”, people in America will know you have learned British English.If you use the word “___”instead of “lift”in Britain, people will know you have studied American English.

3.Let the students listen to the text carefully and repeat the sentences. Step 5 ：Group work

Ask and answer the questions like these: When did five to seven million people speak English? Why did English begin to be spoken in many other countries? Which country may have the largest number of English learners? Step 6 ：Practice

Retell the history of English and tell the differences of ancient English and modern English, British English and American English. Step 7：Summary

Answer questions: Tell us what did you learn from this leon? Why do you think people all over the world want to learn English？ Then give “The road to modern English”.

Step 8：Homework

1.Go over the text and try to learn all the useful words and expreions in this part by heart.2.Write a paage about your English learning.

Part 6: After-cla reflection

The eential aim of English teaching is to promote the skills of listening, speaking, reading, writing, and the ability of comprehension, and to strengthen their consciousne of cro cultural communication.The four skills link closely, and they do not exist in isolation, this leon will integrate these four links to the whole teaching proce, which make students basically achieved the knowledge of this leon and enable students to systematically understand the knowledge they have learned.At the same time, we can achieve the teaching aim of this cla.

阅读课教案

School__ Number3 Middle School____

Junior or Senior Section _Junior__ Cla ____3____

Grade _1_______ Size ______45__

Time_40_______

Date __2009-12-28____ Materials __Go for it______

Type of leon _reading ____ Contents: 1.Vocabulary: Some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.Some prepositions of place: on, in, under

2.Structure: Where is (Where’s)…?

It is (It’s) in/on/under…

Where are…?

They are (They’re) in/on/under…

Where’s/where’re…?

I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.

3.1) Dialogue: Where’s the bag?

I don’t know.

Is it on the dreer? No, it isn’t.

Where are my books?

I don’t know.Are they on the bed? No, they’re not.2)Writing: ask, gue and write

Objectives:

1.Instructional objectives (language knowledge and language skills)

1) To promote students’ vocabulary development (table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)

2) To promote students’ reading skills

a) prediction

b) skimming

3) To promote students’ oral English

4) To develop students’ writing skill

2.Educational objectives (affect, learning strategy and cultural awarene)

1) To develop students’ ability to communicate with others to get information

2) To build students’ confidence

3) To make students learn to cooperate with others

3.Personal objectives: 1) To develop teacher’s ability of claroom management

Focal points: a: the nouns.b: prepositions of place

c: Where- question and d: answers to “Is the… in/on/under the …?”；

Difficult points: a: use the prepositions to describe position of things b: use the where-question and Is it-/Are they -question to ask things’

position

Aids: PPT, blackboard, chalk … Procedures and Time Allotment 1.Getting students ready for learning

( mins)

1) Greetings: Good morning everyone! 2) Routine task: duty report

2.Revision: Use some pictures to review the vocabulary ( table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under) and sentence structure:

Where is (Where’s)…? It is (It’s) in/on/under Where are…? They are (They’re) in/on/under… 3.Pre-reading : Step1: vocabulary and some phrases learning

Task: Look at the conversation between them and gue the meaning of the sentences in red.( using the conversation between Liu Qian and A Xin to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt)

(… mins)

此步骤包括词汇、语法教学等 4.While-reading 5.Post-reading

(… mins)

1) Oral work

2) Written work 6.Aigning homework 1) Conclusion: a: vocabulary

b: sentence patterns: Where is (Where’s)…?

It is (It’s) in/on/under… Where are…?

They are (They’re) in/on/under… Where’s/where’re…?

I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.2) Homework: Ask, gue and write Let your partner to ask as well as gue where your things are in your room.Write down your conversation by using the following sentence patterns: A: where’s/where’re your…? B: You can gue.A: I don’t know.Is it /are they on/in/under… ? B: No, it isn’t./They aren’t.Yes, it is./they are.

…

Self-evaluation

兆龙移民 www.zhaolong.net

胡歌全英文演讲：为什么要去美国留学

3月4日，胡歌到美国进修导演，开启了全新的留学生活。他为什么要中断如日中天的演艺事业？听听他自己怎么说：
胡歌演讲全文：

Good afternoon, everybody! 大家下午好！

I am so happy to attend this EF Education Exchange event and to hear such amazing personal stories.

很高兴能来参加这个论坛，听到这么多精彩的人生故事。

It makes me realize I am not alone on my journey to build a better life, as there are so many others who strive to study continuously to achieve their dreams.

我意识到，在追求美好生活的路上，我并不孤单，还有这么多人也一直在为梦想而努力。

兆龙移民 www.zhaolong.net

Whenever I travel abroad, I often meet people from different countries and cultures.As I communicate with them, I realize how much bigger my world becomes.

当四处旅行时，我经常会碰到来自不同国家和文化背景的人。跟他们交流过后，我才意识到我的世界变得多么宽广。

So in my future travels and studies abroad, I will challenge myself to explore different cultures and learn new things to expand my world.

所以在未来的旅行和出国学习中，我会不断努力去探索不同的文化，学习新知识，进一步开阔视野。

I hope everyone here also can remove all obstacles and open your world through education.

我也希望，在座的各位都能克服一切困难，通过教育去打开新世界的大门。

Unit Three

Where did you go?

Part B

Bowu school Ding Longhua Teaching aims :

1.To learn the new words : ate fresh food , bought gifts , went swimming , took pictures

2.Key sentences: How was your summer holiday, John?

It was good.

I went swimming every weekend.

3.Student can make sentences use the key sentences.Important points :

The key sentences Difficult points : 1.Make sentences

2.Translate sentences into Chinese Teaching aids : The word cards , a tape Procedure: Step1: Warming up

1.Greetings

2.Free talk

Step2: Revision

1.Review the words

2.Review the “ Let’s talk ” of Part A

Step3: Presentation

1.Open the book “ let ’s learn ”

2.Show cards of the new words : ate fresh food , bought gifts , went swimming , took pictures

3 .Listen to me carefully

4.Read after me

5.Listen to the tape and read after it

6 .Key sentences :How was your summer holiday?

It was good.

I went swimming every weekend.

7.Translate into Chinese and teacher explain

Step4: Practice

1 .Read new words by themselves

2 .Listen to the tape and read after it

3.Give enough time to read them

Step5.Blackboard design :

Unit Three

Where did you go?

Part B

Let’s learn : ate fresh food went swimming

took pictures

bought gifts

Amy:How was your summer holiday,yifan?

Wu yifan:It was good.I went swimming every weekend and took lots of pictures.

Topic: Unit 2 Look at me

Teaching Content: 1.Vocabulary: eye, ear, nose, mouth, face.2.Sentence pattern: This is my eye/ear…

Teaching Aims: 1.Can listen, speak, read and write the eye, ear, nose, mouth, face about body part, and can introduce these parts of themselves body in English.

2.Understand to instruction terms of expreing touch, can listen clear, and do appropriate action according to instruct.

3.Get the correct pronunciation of new words and sentences.

Teaching Important Points: Learn words about eye, ear, nose, mouth, face.

Teaching Difficult Points: 1.The pronounce of “mouth” is more difficult, teacher can remind students appropriately, pay attention to pronounce of “th”.

2.Master the new words and sentences correctly.

Teaching Aids: 1.A sheep and about pictures of eye, ear, nose, mouth, face.2.Body language.

Teaching Procedures: Step 1 Greetings (1 minutes)

T: Good morning, boys and girls.S: Good morning, teacher.T: Long time no see.S: Long time no see, too.T: How are you, today? S: I"m fine, thank you.And you? T: I’m fine, too, thank you.

Step 2 Revision (4 minutes) Review content of last leon orally.T: Last leon, what did we learn? Do you remember?

Page 1 S: Yes, I do.T: Ok, now, you say it and I write down.S: pig, cat, tiger, sheep.T: Well down.Now, read the words, you together, one two begin.S: Read all words.T: Very good.

Step 3 Warming-up and Leading-in (3 minutes)

T: Everyone, pay attention to me, what’s this in English? S: It’s a sheep.T：Yes, it’s a sheep, a beautiful sheep.Now, if I were a sheep, I will introduce my body parts, listen to me carefully.This is my …? S: Eye.T: Yes, eye, this is my eye.Ok, today, let’s learn new content about body parts.Step 4 Presentation (15 minutes) 1.The teacher uses picture to introduce new words: eye, ear, nose, face, mouth.And lead to new words: eye，ear，nose，mouth , face.Let students learn about words fist step.2.Teach and read words: eye，ear，nose, mouth , face.Notice: The pronounce of “mouth” is more difficult, teacher can remind student, pay attention to pronounce of “th”.3.All students read words together aloud.4.Listen and touch:

According to the instruct of teacher, the teacher say: touch your eye, touch your ear… the students do action.Be quickly.5.Play a game: when the teacher says, touch your eye, ear, face…you don’t do any action, but sheep says, touch your eye, ear, face…you must do action.6.4 students come to the platform, play the game, show themselves to everyone.If someone is wrong, he or she will go back their seat, the last one is winner, the teacher will give he or she a candy bar, after cla, and clap hands for them.Step 5 Practice

(10 minutes)

1.The teacher points at myself: Good morning.I"m Mi Liao.Look at me.I introduce my body parts.Point at myself body parts and say: This is my eye.Use same method introduce: ear, nose, mouth, face.

2.Let students follow me, read and touch themselves body parts. 3.Group activity: listen and point.

Page 2 The teacher lets students practice by themselves, pair-work, and then, exchange.

4.The teacher lets some students come to the platform introduce themselves body parts.And give them encourage.5.Practice news and the sentence pattern together use body language.Step 6 Consolidation (7 minutes) Games: the teacher divides students into two groups, the teacher says sentence, one student of a group run to platform quickly and write it down on the blackboard and read it aloud.So, he or she winner, after that, exchange other student.Like this, five times.Finally, the winner will won a award（a beautiful star）,and give encourage to failure.

Step 7 Summary ( 3 minutes) All students read new words and sentence aloud.The teacher make a summery, repeat content of this leon.

Step 8 Homework (2 minutes) Copy the new words and sentence pattern three times.

Page 3

Teaching Reflections 小学开设英语课是当代社会发展的需要，可以有效地提高我国英语水平。小学生模仿力、记忆力、可塑性强，具有许多成年人甚至中学生不具备的优越条件，小学开设英语可以发挥他们学习语言的潜力。小学开设英语课可以使小学生了解其他国家和民族的优秀文化传统，开阔眼界，扩展他们的知识，提高他们的思想品德修养，树立国际意识。因此，我市已经从小学三年级开始开设英语课，采用的是PEP教材。这套教材把语言功能、结构、话题、任务有机结合，采用了多种教学方法，并注意利用多种媒体。

本堂课中间主要还采用了课前运动，分组比赛，分组演练，游戏活动，等一系列形式来进行这节课的教学，其主要目的在于培养三年级学生对英语产生浓郁的学习兴趣。俗话说：“兴趣是最好的老师”。我要说，兴趣也是学习好英语的前提，当然任何事物都是这样。除此之外，逐步认知身体部位的新授单词以及本课的重点句型 “This is my…”。

因为每一个环节的紧凑安排，合理的分散重，难点等环节，使学生不自觉的在欢快的氛围当中已经做到了学以致用，这也是我的目的所在。不过，我觉得在一些细节操作上仍然有所欠缺。在小组练习句型游戏时，学生对新句型掌握不太牢固，因而有些学生说出来的时候不是那么准确。在以后的教学中，我会努力加强个人文化知识的学习以及让学生有效及时地掌握理解新知识，巩固旧知识，让课堂变得更加生动形象有趣。

Page 4

新标准第五册全册英文教案

本册教材具有以下特点：
１、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。

２、注重学生自学能力和学习策略的培养，为学生进一步学习或终身学习奠定基础。

３、注重中外方化的双向交流，使学生通过学习，培养未来跨方化交际所需要的能力。

４、注重学习兴趣的培养，以不同方式最大限度地激发学生的学习动机。

５、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。

６、注重教材的灵活性和可操作性，以满足不同层次学生的要求。

７、注重教学资料的配套，为学生提供良好的学习环境，帮助学生拓展自我发展空间。

８、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的质量。

Module 1 London Unit 1 When did you come back? Function: Talking about past activities Target Language: When did you come back? We came back„ Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, w ait for, drop Procedures: Step 1 Warm-up 1.Say “Hello” to the pupils and ask them several questions.2.Review more verbs or verb phrases.Step 2 Introduction 1.Talk with the children about the summer vacation, such as: What did you do? What did you see? What did you eat? What did you drink? Whe n did you come back? Etc.

2.Tell the children that they are going to listen to the dialogues among Lingling, Sam and Amy and we are going to learn how to talk about the past activities.Step 3 Presentation 1.Put the chart on the blackboard and ask the children to look at the pic ture carefully.Ask the children some questions: Do you know this place? Are Lingling, Sam and Amy in London or in China? They are in a park.They are in London.2.Point to John and tell the children that he is John.Now listen and loo k.3.Play the caette and ask some questions.4.Teach the new words in different ways. 5.Play the caette again and pause after each utterance for the children to repeat.6.Practice in groups and act out the dialogue.Step 4 Finish a Task 1.Suppose you are from another city and make a dialogue.2.Investigate the students who went out to tour during the summer vacati on.Step 5 Homework 1.Read the text in role.2.Introduce your own city.Unit 2 Did they buy ice creams? Function: Talking about past activities Target Language: Did you„? Yes, I did./ No, I didn’t. Vocabulary: dear, met (meet), ran (run) Pronunciation: /i:/, /I/, /e/, / /

Song: Where did you go? Procedures: Step 1 Warm-up 1.Review verb phrases.2.Review Unit 1.Step 2 Introduction 1.Prepare a postcard with a picture of own city and ask the children: Wh at’s this? What is the place? What can you see? 2.Show the back of the postcard and tell the children that Lingling wrot e a letter on it.Step 3 Presentation 1.Play the caette and pause after each utterance for the children to repe at and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped. 2.Play the caette again and ask the children answer the following questi ons: Who wrote the postcard? Whom did Lingling send the postcard to? 3.Write down the words: met, bought, went, ran, dropped and ask the chi ldren to gue the original form. 4.Finish activity 2.Ask the children to ask and answer in pairs.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one. 4.Play the caette several times and ask the children to sing along.Step 5 Homework

1.Read the letter and sing the song. 2.Finish activity 6: sentence relay.Module 2 Shopping Unit 1 How many do you want? Function: Market shopping, talking about quantities of things Target Language: How much/many do you want? Do you like„ Vocabulary: need, food, shopping list, cheese, how much, kilo Procedures: Step 1 Warm-up 1.Sing the song of where did you go. 2.Ask the students “what did you do yesterday?” Step 2 Introduction 1.Tell the children: I went shopping yesterday.I went to Guangming Str eet.I went to the supermarket.I bought lots of things.Wrote down the w ord of supermarket on the blackboard and teach to read.2.Tell the children that Lingling and Ms Smart will go shopping.Today we are going to learn how to buy things in a supermarket in English.Step 3 Presentation 1.Observe the pictures and ask them who they see and what they are do ing? 2.Play the caette and ask the children listen thoroughly.Ask the childr en: Where are Ms Smart and Lingling? What need they buy? 3.Play the caette the second time and ask the children to find out the food

that Ms Smart buys.4.Ask the children to look at the list.This is a shopping list.5.Explain the usage of how many and how much.6.Play the caette again and ask the children to imitate.Step 4 Finish a Task 1.Ask the children to look at the shopping list and read the food and qu antities correctly. 2.Learn to buy things on computer.Step 5 Homework 1.If condition permiions, the children can learn to go shopping on com puter. 2.Write a letter to your new pen friend, introducing yourself and your o wn hobbies and at the same time asking your new pen friend’s likes. Unit 2 How much milk do you want? Function: Write a shopping list in English and go shopping in English Target Language: How much„do you want? Vocabulary: juice, box, bottle Pronunciation: / /, /a:/, / /, Song: How many do you want? Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Talk about the season and ask the children what kind of outside activit y they like.

2.Talk about picnic.What should be prepared before picnic? 3.Tell the children that we are going to write a shopping list for a picni c and we are going to continue to learn to go shopping in English.Step 3 Presentation 1.Put the chart on the blackboard and ask the children some questions.2.Play the caette the first time and ask the children to grasp the text fr om the whole.3.Play the caette the second time and ask the children try to read the s entences by themselves.4.Act out the dialogue in role.Choose one to make a record finishing th e list.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the letter and sing the song.2.Finish activity 5: Use a spinner to finish the boxes.Module 3 At the Weekend Unit 1 We visited lots of places.Function: Talking about past activities

Target Language: What did you do at the weekend? Where did you go? Vocabulary: the British Museum, the London Eye, wheel, wonderful, unde rstand, postcard, hour, mountain Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction 1.Ask the children to look at the calendar and ask: What day is it toda y? The teacher says: I had a busy weekend.Do you want to know what I did at the weekend? 2.Ask Ss: where are Amy and Sam? Where did they go? They went to the park.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task 1.Finish activity 3.2.Investigate the students’ activities at the weekend and finish the activit y

list.Step 5 Homework 1.Listen to the tape of this unit.2.Encourage the children to write letters to their pen friends.Write down the famous places and share with their friends Unit 2 what did Daming do? Function: Talking about past activities Target Language: Where/How/When/What did„? Vocabulary: hour, mountain Pronunciation: / /, / /, /u /, /u:/ Song: the London Eye Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Talk about the dream.Last night I had a dream.In my dream I went to the great Wall.And I met Daming and his father there.We are very h appy.2.Say the Ss: Did Daming and his father do to the Great Wall? Let’s ha ve a look.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.4.Play the caette the second and pause after each utterance for the child ren

to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the text and sing the song.2.Finish activity 6: Play and say.Module 4 Poeions Unit 1 It’s mine! Function: Solving a dilemma Target Language: It’s mine/his/hers/yours.It’s Lingling’ Vocabulary: mine, yours, argue, matter, wear, hers, his, line, clean, whose Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction 1.The teacher shows the children something.

2.Say to Ss: I’ve got something from the Lost-Found Room.May be something here is yours.If something is yours, what can you s ay to get it back? Let’s learn the text to find the answer.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task 1.Finish activity 5. 2.Finish activity 6 in the whole cla..Step 5 Homework 1.Listen to the tape of this unit.2.Finish activity 4.Make a play in a group of three.Unit 2 This bag is hers.Function: Solving a dilemma Target Language: It’s yours/his/hers„ It’s Lingling’s„ Vocabulary: cap, T-shirt, sweater, his, hers Pronunciation: /ei/, /ai/, / i /, /au/, / u/ Song: the London Eye Procedures: Step 1 Warm-up

1.Make a dialogue with the students at random. 2.Review Unit 1.Step 2 Introduction 1.Talk with the children that we have found the things we lost at the L ost-Found Room. 2.Today we are going to help the other students to find the lost things.Let us see how many things have been left here.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.17 4.Play the caette the second and pause after each utterance for the child ren to repeat. 5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the text and sing the song.

2.Finish activity 4.Module 5 In Cla Unit 1 There are enough.Function: Describing contrast Target Language: There are enough„ There are not enough...Vocabulary: enough, give, every, everyone, them, careful Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher shows the children something.2.Ask the cla: Open your pencil boxes.How many pencils are there in your pencil-box? Are there enough pencils for you? Help the children to understand the meaning of enough.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.

6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 There are too many books on the desk.Function: describing contrast Target Language: There are too many„

Vocabulary: them, careful Pronunciation: /I /, /e /, /u / Poem: Not enough time Procedures: Step 1 Warm-up

1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Ask the students if they meet the questions to be solved.2.Maybe you don’t know how to say them in English.Let’s learn the te xt and then you will know.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds

and gue the meanings.3.Teach the new words in different ways.4.Play the caette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 6 Self-aement Unit 1 You can play football well.Function: Aeing oneself and other people Target Language: Can you run fast? Yes, I can.No, I can’t.You can play football well.Vocabulary: well, team, control, badly, really, catch, fantastic Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.

Step 2 Introduction 1.The teacher says some learned verb phrases and let the children do the actions.2.Play football.Who can run fast? Who can jump high? Who can play f ootball? Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings. 3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 I can do it very well.Function: aeing oneself and the other people Target Language: I can do it very well.I sing very badly.

Vocabulary: very, well, badly, climb Pronunciation: /p/, /b/, /t/, /d/ Poem: How well do you play? Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Ask the students if they meet the questions to be solved.2.Maybe you don’t know how to say them in English.Let’s learn the te xt and then you will know.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.4.Play the caette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.

4.Play the caette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 7 community Unit 1 He can’t see.Function: Investigating community Target Language: He can/can’t„ She can/can’t„ They can/can’t„ Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausage Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher says some learned verb phrases and let the children do the actions.2.Can you play football? Can you run fast? Can you do this? 3.Let the children answer and at the same time write down the topic of community.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.

4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue Step 4 Finish a Task 1.Finish activity 2. 2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 They can’t walk.

Function: Talking about the ability Target Language: They can’t walk.Their mothers help them.Vocabulary: sit, sit down, chick Pronunciation: /k/, /g/, /f/, /v/ Song: A good friend Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Show the pictures of activity one.2.Review the learned verbs and say: what are the meanings of these pict ures.Step 3 Presentation

1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.4.Play the caette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 8 School Unit 1 What time does school start? Function: Describing a school routine Target Language: present tense Past tense Vocabulary: exercise, playground, before, skip, coffee, tea Procedures: Step 1 Warm-up 1.Sing an English song.

2.Ask the children some questions at random.Step 2 Introduction 1.Write the word of school on the blackboard.2.Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises.We start school at 8 o’clock.We sit in rows.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2. 2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit. 2.Make a play in a group of two.Unit 2 Where did Lingling go yesterday?

Function: Talking about past activities Target Language: Where did„? What did„? Vocabulary: ball, rang(ring) Pronunciation: /s/, /z/, / /, / /, / /, / /, /r/, /h/ Song: A good friend Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Say several sentences and tell if it is Chinese school or England schoo l. 2.T: They start school at 8 o’clock.Ss: China.T: They play in the playground before 9 o’clock.Ss: England.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.33 4.Play the caette the second and pause after each utterance for the child ren to repeat. 5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.

2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 9 Feelings Unit 1 Are you feeling sad? Function: Talking about feelings Target Language: Are you feeling sad/bored/angry? I feel happy/sad/tired/bored/hungry.Vocabulary: feel, sad, mi, bored, angry, nothing, secret, feel, surprise, tir ed Procedures: Step 1 Warm-up 1.Sing an English song. 2.Ask the children some questions at random.Step 2 Introduction 1.Write the word of school on the blackboard 2.Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises.We start school at 8 o’clock.We sit in rows.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.

2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of two.Unit 2 Where did Lingling go yesterday? Function: Talking about past activities Target Language: Where did„? What did„? Vocabulary: ball, rang(ring) Pronunciation: /ts/, /dz/, /tr/, /dr/, /t /, /d / Poem: Smile and be happy Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction

1.Prepare the che: Do you play che at the weekend? I can play ches s.Write the word of che on the blackboard and teach, then say: I can p lay che and I am the winner.So I feel very happy.Draw a happy face.2.I’ve got nothing to do.I feel bored.Draw a bored face.3.teach the words of sad and angry in the similar manner.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.4.Play the caette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the caette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 10 Manners Unit 1 You should look, then cro the road.

Function: Instructing on correct behavior Target Language: You should look, then cro the road.You shouldn’t walk in the road.You should hold my hand, too.Vocabulary: should, cro, dangerous, hold, hand, say, in a hurry Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher simply introduces the story: In the morning on Monday, T om’s mother Ms Smart bring Tom to the kindergarten.2.On the road, what does Ms Smart say to Tom? 3.They meet a friend of Ms Smart.What happened? Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings 3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.

Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a groups.40 Unit 2 You should eat fruit.Function: Talking about good behaviors Target Language: You should„ You shouldn’t„ Vocabulary: mum, jump, noodles, Pronunciation: /m/, /n/, / /, /l/, /w/, /j/ Rap: You shouldn’t jump on the bed.Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways. 4.Play the caette the second and pause after each utterance for the child ren to repeat.

5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the caette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Review Module

Unit 1 (forty minutes) Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up 1.Say hello to the students and choose a song the children like best.2.Ask the children some questions at random.Step 2 Play the yes/No game 1.Divide the cla into four groups, presenting the game of activity one.Prepare two cards, yes is written on one piece of paper and no on the other one.2.Put the cards behind and say a sentence at random to a child, for exa mple, “You watched TV yesterday.” If she has yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t wat ch TV.”

3.Then the teacher hands the card to a student of group one and ask hi m or her say a sentence at random and at the same time showing one car d.A student of group two must answer according to the word on the car d.Step 3 Look and say 1.Give an example how to do this game.2.If there is a basketball and a tick on the picture, the children should s ay: Lingling bought a basketball.If there is a cap and a cro on the pict ure, the children should say: Lingling didn’t buy a cap.3.Give the children half a minute and let them memorize the other pictu res and then ask them to close the books.4.The teacher prepares two cards: one is yes and the other one is no.5.If the teacher raises the card of yes, the children should say the positi ve sentence and if the teacher raises the card of no, the children should s ay negative sentence.6.See whose memory is best.Step 4 Ask and answer 1.Prepare some pictures of food and the weight or quantity should be m arked.2.If there are no pictures, some cards can be used.3.Write down: five bottles of milk, three kilos of apples, one kilo of ba nanas, two bottles of juice„

4.Put the pictures or cards on the blackboard.5.Make sentences relay, such as: S1: How many apples do you want?

S2: I want three kilos of apples.S3: How much cheese do you want? Et c.6.Have a match: which group can say the most sentences in one minute and this group is the winner.Step 5 Look, ask and answer 1.Look at the table carefully.2.Ask and answer in pairs.3.One child asks a question and the other one answers yes or no accordi ng to the tick or cro.4.Tell the children when they ask, they can ask at random.Unit 2 (forty minute) Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Recite several poems or sing songs that have been learned in this boo k.Step 2 Point and say 1.Ask the children to look at the pictures carefully.2.Tell the children that the letter under each word is the first letter of a name.3.Let the children do ask and answer practice.Step 3 Look and say 1.Let the children look at the picture carefully. 2.Let the children describe the pictures.What’s the person in the picture doing?

3.Then ask the children if their behavior is correct or not.4.Ask them use the word of should or shouldn’t.5.At last ask he children talk about the daily actions that should be done or should not to be done.Step 4 Game: How do I feel? 1.Prepare some cards before cla: happy, sad, angry, tired, bored, hungr y, thirsty.2.Play a game in groups.3.Let one child draw a card from the teacher’s hand.Don’t let the other children to see it.4.Then the child does the action as the card shows and says: How do I feel? Then the other one in this group guees: Are you happy? Are you sad? 5.If it is right, the student who does the action gives a positive answer; if it is wrong, the student who does the action gives a negative answer an d the other student in the same group continues to gue.Step 5 Point, ask and answer 1.This activity should be done in groups.2.It’d better to be done by the way of relay.3.For example, the first child asks: Do you like apples? The second chil d answers according to his or her actual situation.Yes, I do.Or no, I do n’t. 30

全英文说课稿

Selected from Unit 6 Topic 2 Section C, Ren’ai Project English Book 2.

Part One

Analysis of Teaching Material I.Status and Function

This is a reading text about the topic “Let’s explore the Ming Tombs”.It aims to enhance students’ reading skills.It also provides some new language points for the students to master.

II.Teaching Aims and Demands The teaching aims are based on Junior High School English syllabus" provision.

1.Knowledge objects

(1) To help the students master the new words and expreions.

(2) To teach the students how to use the adverbial clauses of time.

2.Ability objects

My teaching procedure is designed to promote the students" abilities of reading, listening, speaking and writing.

3.Emotion objects

(1) To arouse the students’ interest in cla activities.(2) To train their team spirit by working in groups.(3) To educate the students to follow the public rules.

III.Key Points and Difficult Points Key points:

(1) To help the students to master the new expreions. (2) To enable the students to communicate with each other. Difficult points:

(1) How to use adverbial clauses of time. (2) How to retell the text.

Part Two Analysis of Students

The students of my two claes are very active.They enjoy taking part in all kinds of cla activities.At present they can expre their own ideas with simple oral English.Also writing a short paage is among their abilities now.And most of them can retell the text at the end of the cla.Gradually, they have taken great interest in English.

1 Part Three Analysis of Teaching Methods 1.Audio-visual teaching method 2.Task-based teaching method 3.Free discuion method Part Four Analysis of Learning Methods 1.To take an active part in cla activities.2.To summarize the language points through their own thinking.3.To make use of the new language material to expre their own ideas.Part Five

Analysis of Teaching Procedure

Step 1 Brain storming

(3 minutes) Step 2 Digest the text

(23 minutes) Step 3 Outline the story

(5 minutes) Step 4 Discuion

(3 minutes) Step 5 Additional materials (5 minutes) Step 6 Project

(6 minutes) The six tasks are designed to follow the gradualism principle.Each task is harder than the former one.

Step 1 Brain storming

This task aims to help the students remember the new words.

First, I will guide the students to read the new words according to the pronunciation rules.

Second, I will ask the students to make up four short stories with the new words.And the main structure of the story will be given to make the task easy and interesting.The students just need to fill in the blanks with the right words to complete the story.

The interesting stories will help the students to remember the new words quickly.And also this task can begin this leon with exciting atmosphere.

Step 2 Digest the Text

Here I adopt four steps for the students to digest the text.

1.Listening (3 minutes)

The students are supposed to listen to the tape and get some main ideas about the text.Then I will ask the students to answer some simple yes-or-no questions to check their listening comprehension.

2.Skipping and Scanning (5~6 minutes)

After listening, students begin to read the text for the first time.

First, they should underline the new expreions while reading.

Second, they should number the pictures in the right order.They should finish this part by skipping and scanning.

Third, I will explain the new expreions and ask the students to fill in the blanks with them.This exercise will make the new points more impreive.

At last, some translation should be done here for the students to practice more.

3.Grammar Focus

(10 minutes)

This is a difficult point in this leon.

First, I will pick out all the sentences with adverbial clauses of time from the text.And I will ask the students to find out all the conjunctions about time.

Second, I will use examples to help the students summarize how to use these conjunctions by comparison.And in this way the students will go through the old grammar points with their own thinking.

Then we will move on to the new points.I will help the students to master these new points with explicit illustration with examples.

Third, I will show an abstract of the text with blanks.And the students should fill in the blanks with the right conjunctions.This exercise can help the students learn to make use of the former summary to distinguish the right conjunction from the other ones.

At last, sentence making is employed here.So the students can practice how to use the adverbial clauses of time to consolidate what they have learnt.

4.Intensive Reading

(3~4minutes)

Intensive reading helps to get details.So I design some questions about detail information to check the students" comprehension.

Step 3 Outline the Story

In this task, I design two activities:

Activity 1.Use one sentence to sum up the main idea of each paragraph.It can help students to master the whole story.And it can also help them to go through Activity 2.

Activity 2.Retell the story in your own words.Retelling the story demands the students" higher ability to organize the whole paage orally.And it needs their good understanding and good memory as well as good language ability.This activity is a challenge for the quick learners to improve themselves.

Step 4 Discuion

After the former task, the students can master the whole story.To go further, I"d like to enlighten the students to think more about the text.And the discuion about the public rules will help me to achieve the emotion objects I mentioned.

First, I will ask: Do you think the three boys" travel experience was pleasant? Why not? If you go traveling, should you do the following things? For example, should you wait in the queue? Should you push other people? The students will tell me yes or no.

Second, I will let the students discu and name some other public rules.

Step 5 Additional Materials

Activity 1.Listen More.This is Part 2 from this leon.Here the students are supposed to get some detail information to fill in the blanks with.

Activity 2.Read More.Here I select an interesting short story about traveling.Most of the new words are not translated.So the students will gue the meaning of

3 these words while understanding the whole story.It can help the students to cultivate their language sense.And here is only one question to check their reading comprehension. Step 6 Project

I will show some pictures first and tell students about my travel experience to arouse their interest.Then, I will ask them to write an e-mail to their friends to tell him or her about their own travel experience.At last, I will ask some students to read their compositions as examples for the cla.In the end, I will show the aignment for the students to do at home.

This is my design of the blackboard.All the useful expreions and grammar points are listed on the blackboard.

Part 6 Reflection

In the proce of teaching, I carry on task-based teaching method.I design six tasks for the students to complete, and each task is harder than the former one.I try to make the leon rich, effective, and instructive.But as we know, not all the students are of the same level, a few of them may have difficulty in Task 5-- retelling the story.However, every coin has two sides.If all the activities are designed for the average students, the quick learners will not improve their ability in such a cla.I hope I can find out some multi-activities for students of different levels to solve this problem. 4

Unit 9 The English Club(牛津5B全

英文教案) Unit9

TheEnglishclubTheFirstPeriodTeachingaims:1Usethesenewwords:theUSA,American,theUk,British,china,chinese.2Usethesesentences:

whereareyoufrom?

I"mfrom...I"m...

Doyouspeak...?

yes,Ido.No,Idon"t.Ispeak...Teachingpointsanddifficulties:1makeadialoguewiththesenewwordsandsentences.Teachingaids:cards,flags,cAITeachingsteps:Step1warmingup:Dosomesportswiththeballs.Step2Presentationandpratice.1.Toguidethenewwordswithmickeymouse,thenpractisethem.2.ToguidethenewwordswithTopdance,thenpractisethem.3.Toguidethenewwordswiththesong,thenpractisethem.Thenewwordsconsolidation:Step3Toguidethenewsentenceswithmickeymouse:-------whereareyoufrom?I"mfrom...I"m...Doyouspeak...?

yes,Ido.

No,Idon"t.Ispeak...Step41.Thedialogueleraning:Readafterme.Readtogether.Readingwithamiinggame.2.Singasongwiththemiingsentences.Step5Expansion:TheBeijingXXolympicGamesneedsomereporters.Letstudentsmakedialogues.TheSecondPeriodTeachingcontents:5BUnit9PartBLook,readandlearnPartcAskandanswerTeachingaimsanddemands:1 Fourskilledwordsandphrases:chinachinese,theUk,British,theUSA,American,japan,japanese,Australia,AustralianFrance

French

。

2 RequiretheSstomasterthesentencepatterns:whereareyoufrom?I"mfrom…I”m…whereishe/shefrom?He\\\\Sheisfrom…He\\\\Sheis

…3ThemainfunctionitemsintheUnitaretalkingaboutbuildingsindifferentcountriesTeachingpreparation:1.thecardsofwords

，theflagsofcountries,achart.sometoys2someimfprmationaboutthebuildingsogdefferentcountries. Teachingproce:Step1Revision1)Singthesong“Hobbies”

2)Freetalk.

Doyouhaveanyhobbies?whatdoyoulike?3)Gue:what’smyhobby?

S:Doyoulike…?

T:yes\\\\No.Anymore?S…T:Ihavemanyhobbies.×××likescollectingstamps,butIdon

’tlikecollectingstamps.IlikecollectingflagsStep2Presentation“china”“chinese”

)T:whichonestandsfor“china”

T:I

’

mfromchina?I

’mchinese.yaomingisfromchina.Heischinesetoo.weareallfromchina.Soweare--------“chinese” 2)T:Followme.I’mfromchina.I’mchinese.（“whereareyoufrom?”Task,Sanswer）4）Exchange呈现“whereareyoufrom?”

5)chaindrillT->S1->S2->S3……->S…Step3Presentation

“

theUk

”“

British

”1)T:whoihe/he?S:She/Heismi***/mr.***T:whereishe/shefrom?S:He/Sheisfromchina.2)T:IsNancyfromchinatoo?S:No,sheisn’t.T:whereihefrom?ListentoNancy’elfintroduction.----teach

“

theUk

”3)T:IsNancychinese?S:No.T:Nancyis…..S:British.Teach--“British”

T:mikeisNancy‘sbrother.Somikeisalso……..

4)T:whereishefrom?S:HeisfromtheUk.HeisBritish.

5)Pairwork:A:whereareyoufrom?B:I’mfromchina.I’mchinese

A:whereishefrom?B:HeisfromtheUk.HeisBritish.

Step4.consolidation

）

“

Beckham

”’isfromtheUk.DoyouwanttogototheUk?S:yes.T:okLetsgototheUkbyplane.Followme（T:Ready?Go!ok.NowweareintheUk.T:It

’stheBigBen.T:whereisthe“BigBen”?S:It’sintheUk.

2)T:Let’scontinueourtraveling.Let’sgo!It’s“LondonTowerBridge” T:whereisthe“LondonTowerBridge”S:It’sintheUk.Step5.Presentation“theUSA”&“American”.“theStatueofLiberty” T:IsthatintheUktoo?S:No.T:whereisit?teach---“theUSA”

)T:whichflagstandsfor“theUSA”?Showmeplease.T:whereishefrom?S:He’sfromtheUSA.T:IsheBritish?S:Noheisnt.T:youareright.BushisntBritish.HeisAmerican.teach---“American”

T:whereisdoeshelivein?introduce---“whiteHouse”

T:whereisthe“whiteHouse”?S:It’sintheUSA.

Step6.Act.T:Ihavetwofriends.mickeyandPanpan.Theyarefromdifferentcountries.Listentotheirconversation.

P:Hello,mynameisPanPan.what’syourname?m:I’mmickey.Nicetomeetyou.

P:whereareyoufrom?

m:I’mfromtheUSA.I’mAmerican.whereareyoufrom? P:I’mfromchina.I’mchinese.Pairwork.”

“

mickey

”’’Actoutthedialogue.----“PanpanStep7Presentation“japan”&“japanese”1)whichcountryisit? Gue:china->->Uk->japanteach---“japan”.2)Doyouknowanyfamousplaceinjapan? T:BigBenisintheUk.\\\\theStatueofLibertyisintheUSA.\\\\theGreatwallisinchina.Howaboutinjapan?

T:“Fujimountain”whereistheFujimountain?

S:It

’

sinjapan.

3）T:whoishe?whereishefrom?S:Heisfromjapan.T:Soheisjapanese.Gue,howtospelljapanese?4）“japan”&“japanese”QuicklyRespond.T:I’mfrom――＞S:japan.T:I’m――＞S:japanese.

5）

―

＞S-----T:whereisShefrom?S:Sheisfromjapan.Sheisjapanese.Step8Playagame-----a.Isay,youshowb.Ishow,yousay.TheThirdPeriodAimsanddemandsFourskilledwordsandphrases:

visitvisitordifferentcountry

2、：

：

1、Tounderstandandusethesentencepatternswhereishe/shefrom?He/Sheis

from

…

He/Shespeaks

3、correctlyunderstandthedialogueandtrytoactitout.Thefocalpointscorrectlyunderstandthedialogueandtrytoactitout.Thedifficultpoints

：masterthenameofthecountriesandtheirlanguages.Preparationsbeforecla:ataperecorderandthetapeStepandmethods:1.Freetalk:T:Hello,boysandgirls,I’mfromwuxi,I’mfromchina.I‘mchinese.whereareyoufrom?S:I’mfrom S:I

’

mfrom1T:Lookatthepictures.Let

’’’’stalkaboutthepictures.S:whereareyoufrom?Imfromchina.ImfromtheUSA.I

’

mchinese.S:whereareyoufrom?I’

mAmerican.2T:Look,whoshe?whereishefrom?S:He’sLiuXiang.He’sfromchina.He’schinese.He

’sfromShanghai.Hespeakschinese.3T:whoishe?whereishefrom?S:He’syaoming.He’sfromchinese.He’schinese.T:He’sfromShanghai.Hespeakschinese.4Theyarefromchina.Theyarefromthesamecountry.T:AndtheyarefromthesamecityShanghai.T:Shanghaiisabigcity.I‘dliketovisitShanghai.5T:DoyouwanttovisitShanghai?S:yes,Ido.T:He’dliketovisitShanghai.6T:

Look,whatcountryisit?

S:It’sjapan.T:She’sjapanese.

Shespeaksjapanese.7T:Aretheyfromthesamecountry?

S:No.T:Theyarefromdifferentcountries.8T：Let’stalkaboutthepictures.Usethesentencepatterns.9T：I‘mchinese.Ispeakchinese.AndIlikeEnglishverymuch.IspeakchineseandEnglish.T:

DoyouspeakEnglish?

S:yes,Ido.No,Idon

’t.10T:DoyouspeakEnglish?yes,Ido.Ispeak

too.DoyouspeakEnglish?No,Idon’t

.Ispeak

.11T：Look,theEnglishclubhasavisitor,today.a

what"sthevisitor"sname?bwhereishefrom?cDoeshespeakchinese?dDoeshelikeShanghai?12

Readafterthetape13.HomeworkListentothetapeandreadAthreetimes.FinishthepartDTheFourthPeriodAimsanddemands1．correctlymasterthefourskilledwords:china,chinese,Uk,British,USA,American,japan,japanese,France,French.country,Australia,Australian2．correctlyunderstandandusethesentencepattern:whereareyoufrom?Imfrom

…

’’m….Ispeak….3．correctlyusethephrasesandeverydayEnglish：whereishe/she/itfrom?He’s/She’s/It’sfrom…4.

masterthenameofthecountriesandtheirlanguages.Thefocalanddifficultpoints1．、correctlyunderstandthedialogueandtrytoactitout.2．masterthenameofthecountriesandtheirlanguages.PreparationsbeforeclaFlagsofdefferentcountriesStepandmethodsStep1:warmingupandfreetalk1.Letsdosomeexercise.2.whatsyourname?Howoldareyou?whereareyoufrom?whatsyourhobby?

’’’…Step2:Presentationanddrill1.Teach:china,chineseT:Boysandgirls,I

’mfromchina.Look,thisisournationalflag.I’mchinese.I

speakchinese.2.Teach:japan,japaneseT:look,istheflagfromchina?whatcountryisit?S:It

’sjapan.T:whereihefrom?S:Sheisfromjapan.Sheisjapanese.T:Andshespeaksjapanese.3.Teach:theUSA,AmericanT:Heisagoodbasketballplayer.Doyouknowwhereishefrom?S:He’sfrom…T:He’sfromtheUSA.He’sAmerican.

Doeshespeakjapanese?S:No,hespeaksEnglish.4.Teach:theUk,BritishT:LookatDiana.SheisfromtheUk.SheisBritish.DoehespeakEnglish?S:yes,shedoes.5.Teach:Australia,AustralianT:Thisanimaliskangaroo.ItsfromAustralia.T:He

’’sAustralian.HespeaksEnglish.6.Teach:France,FrenchT:whereisthegirlfrom?She

’

sfromFrance.She

’sFrench.ShespeaksFrench.7.magiceyeswhatcountryisit?8.Lookandmatch7.makeadialogueT:Boysandgirls,let

’sgototheEnglishclub.NowweareintheEnglishclub.wearefromdifferentcountries.weintroduceeachother.A:Hello.whereareyoufrom?B:I’mfrom…,I’m….Ispeak…A:who’she/she?whereishe/shefrom?B:He’s/She’s….He/She’sfrom

…A:Nicetomeetyou.B&c:Nicetomeetyou,too.Step3consolidation1．Showsomepicturesaboutthesecountries.T:Iliketravel,doyouliketravel?Let

’slookatsomepicturesaboutcountries.T:Boysandgirls.IwanttovisittheUSA.IhaveapenfriendAngelthere.Look,thisisane-mailfromher.Readthise-mailandanswersomequestions.DearSunny:I

’

mAngel.I

’

magirl.I

’mverygladtobeyourfriend.I’mtwelve.I’mfromtheUSA.I’mAmerican.IlikegoingtotheparkwithmyfamilyonSundays.my brotherisDill.Helikesplayingfootball.myfatherisAmerican,mymotherisfromjapan.SoIcanspeakEnglishandjapanesewell,butDillcantspeakjapanese,hespeaksEnglishverywell.I

’’dliketoknowsomethingaboutyou.Pleasewritetomesoon.mye-mailaddreisangel@washington.com.BestwishesAngelQ1:IsAngelfromAmerica?Q2:whatdoesAngeldoonSundays?Q3:DoesAngel

’smotherspeakjapanese?Q4:Dillcanspeakjapanese,right?T:Doyouwantapenfriend?Herearesomenewfriends.Theyarefromdifferentcountries.They’reyumi、john、ken、clare、Tom.wheredoyouwanttogo?Pleasewritealettertohim/her.Dear

mynameis

,I’ma

.I’m

yearsold.Iwanttobeyourfriend.I’mfrom

.Ispeak

.myhobbyis

’dliketoknowsomethingaboutyou.Pleasewritetomesoon.Bestwishes

Step4Homework1.

copythenewwordsandsentencestwice:china,chinese,theUk,British,theUSA,American,English,japan,japanese,France,French.whereareyoufrom?I’mfrom…,I’m….Ispeak….2．Usingthemapoftheworld,totalkabouttheplacesofthedifferentcountriesonthemap.

七下第二单元教案

第一课时（Section A 1a-2c）(Listening & speaking )

Language functions: Is there a bank near here? Yes, there is.It’s on Center Street.

Where is the supermarket? It’s next to the library.

It’s between the restaurant and the supermarket.

Vocabulary: post office, park, bank, supermarket, pay phone, street , acro from , in front of ,behind, there, avenue, bridge, Acro, acro from, next , next to ,between, front, in front to, behind

Important point: Is there a supermarket ? Yes, there is ./No, there is not where is ……? It is in front of ……

Difficult point: Is there a supermarket ? Yes, there is ./No, there is not where is ……? It is in front of ……Learn to ask for and give directions in conversations.

Ability target:

Train students’ listening and speaking skills.Train students’ communicative competence.

Emotion target:

All the buildings make our city beautiful.Thank the designers and the workers.

Thanks for their hard work.

Teaching steps:

Step1 Warming-up and revision 1 .Enjoy the chant of Grade 6’s Unit 2(以小学熟悉的chant能快速地引起学生的兴趣，让他们迅速地投入

上课状态，同时此chant为后面做好铺垫)

Where is the post office ? Next to the hospital.Where is the hospital? Next to the cinema.Where is the cinema ? Next to the bookstore .Where is the bookstore ? Go straight ahead.2.Greeting &revise Unit 1 Where are you from? What language can you speak?

Where do you live?

I live in China/Zhejiang/Pingyang/--- Then ask ―What’s this ?‖---It’s a map .---Yes .It’s a map of China.Is this a map?

(Show the map of 1a) Step2 word-teaching 1.Direct Ss’attention to the picture on the screen and ask Ss ―What’s this?‖,present the names of the places on the board.（用ppt引出地点，学生可以更直观地感知并掌握单词）

2.Give plenty of opportunity for both choral and individual repetition of the new words.（中学生爱表现自己，这步设计可以更好地让学生学习英语的乐趣）

Step 3.Match ,listen and pratice

1.Finish 1a then check.

2.Do 1b listen and check.（提高学生听的能力）

3.Work in pairs，then ask two pair to act (让学生在使用中学习英语，以增强信心)

Step 4.Teach the prepositions 1.Revise -Where is the soccer ball?（温故而知新）

It’s in/on/under the box.

2.Teach It’s near/next to /behind/in front of /acro from/between –and--（让学生更好地理解这些介词的

意义）

3.Put the prepositions on the board, have Ss repeated.

4.Finish 2a then check 4-6-2-3-5-1 5.Show the picture one by one by asking and answering

--Where is the pay phone?

--It’s on/- the Green Street（及时复习巩固）

Step 5.Listening 1.Reading the words &sentences before listening （培养学生的听力技巧） 2.Play the tape ,listen & check（及时反馈，即使评价，提高学习效率）

Step 6.Consolidation and pairwork 1.Fill the blank ,then check （提高上课学习效率，巩固新知识）

2.Pairwork : Where is the---? It’s acro from/ next to/ between… and …/ on/in front of/behind---（提高学生听说与交际能力）

Step 7.Homework 1.Pair works，two students draw the map, one acts as a policeman, the other acts as a a person who is

ask the way.2.Draw a sketch map of your home to school or the way to your partner.

3.Finish homework 2-1,2 Blackboard design

-Is there a...? post office -Yes,there is.It’s on...street./ library

No,there isn’t.hotel

Where is the ----? restaurant -It’s on/in front of / behind/acro from/ bank Near/next to /between—and-- supermarket

park

pay phone

第二课时（Section 3a-4）(Reading & speaking )

一．Teaching Aims and Demands

1.Ability Object

Train students’ listening and speaking skills.Train students’ communicative competence.

2..Language goals:

learn to ask for and give directions on the street .

3 Moral objects On weekends or holidays, invite your friends to your house to have a good time.4.Teaching Key points: Review the key words in this unit

二、Teaching steps: Step 1.Warming-up and revision

Daily Greeting

Step 1.Warming-up and revision（温故而知新）

Daily Greeting（融洽师生之间的关系） Is there a post office near your house ?

……

Where is ---?Then ask some questions about the picture of 3a

Step 2.Pesentation.（传授新知识） --Is there a supermarket in the picture?

---Yes it is .--Where is it?

---It’s between the hotel and the post office.

--- There is a traffic sign.What does it mean?---It means ―Turn left ‖

What other traffic signs do you know? What do they mean?,In the same way present turn lright、/take the...turning.go straight Go up/go down/on the left /right /on your left /right

step 3.Reading and speaking

1.Read the conversation and find Paul and Nancy in the picture .Then show the position （训练学生的听说读的能力）

2.T—Paul SS—Nancy Ask and answer Can you draw the line.?Who can ?

Show the line.3.Work in pairs step 4.Work on 3b （巩固新知识，加强英语的综合运用能力）

1.Work in pairs (T-go around to guide the student )

2.Ask some pairs to act Step5.Summary and Consolidation

1.Summary （学习方法指导，加强培养学生的自主学习能力）

-Excuse me.Is there a/an … near here?

-Yes, there is./ No, there isn’t.

-Where is the …?

-Just go straight and turn left.

It’s down Bridge Street on the right.

It’s …behind next to between … and …

acro from in front of

-Thank you very much.-You’re welcome.

2.Pairwork Who is the most warm-hearted policeman?（提高学生的听说与交际能力）

--Excuse me.Where is the bank ? -- go straight down Center Street, turn left at Xingfu Street There is a bank on the right.It’s next to the bookshop…

Step 6.Gueing Game.（游戏是学生喜欢的活动形式，其可以增加学习英语的趣味性）

Goal: This activity provides an oral review of where a place is.Procedures: Invite a student to come to the front of the claroom.And then describe a place which the

student are familiar with.

For example, he or she may say, it is on Center Street.It’s next to the supermarket.While he or she is describing the rest take turn asking .Is it a school ? Is it a pay phone? Etc. The game goes on until they can gue it.(提高学生综合运用英语的能力)

Step 7 Homework （作业是课堂的延续）

1.Summary the sentences of asking and directing the direction 2.Write down the route from your home to your school..Draw a picture of your ideal neighborhood. Make up a dialog between a police officer and a paer-by.

Blackboard Design

-Excuse me.Is there...? go straight Where is ...? turn left

Which is the way to ...? turn righ t

Can you tell me the way to ...? take the...turning

第三课时（SectionB 1a-4b）(Listening Reading &writing )

一、Teaching aims 1.Vocabulary:

open, dirty, old, market, quiet ,house,welcome ,garden, enjoy, walk through ,beginning,tour, visit, place,

have fun ,if hungry, 2.Ability target: Train students’ listening ,speaking ,reading &writing skills.

Train students’ communicative competence.

3.Moral Object Everyone in school take the responsibility to keep our environment clean and tidy.

二、Key Points Key Vocabulary.Target language

三、Teaching difficulties 1..Practice the adjectives using the target language, 2.Train students’ listening ,speaking ,reading &writing skills.

3.students’ communicative competence.

四、Teaching steps: Step 1.Warming-up and revision Enjoy an English song （用歌曲自然地把学生引入课堂，且能激起学生学习英语的兴趣）

Greeting.（融洽教师与学生之间的了解，融洽彼此的关系）

Draw a stick-figure picture on the screen,have Ss say the routes between places.Point to two supermarkets.one is big,one is small, have Ss tell the difference, elicit the two adjectives big、small from

Ss.（自然地导出新课的内容）

Step 2.word-teaching

.Show three pairs of items,elicit the three pairs of antonyms.clean-dirty new-old queit-busy

.Reinforce with examples Ss familiar with,for example our cla is clean,but the W.C is dirty,etc.（在使用

中学习英语，在学中用，体现了新课程的理念）

.Refer to 1a,2a, in Section B.

Step3 .Listening

Work on 2a,2b.（训练学生的听力，以提高他们听的能力）

Check the answers in 2b by asking one student to draw the map of Michaels’ neighborhood on the board.

Step 4.Reading （加强学生阅读策略的培养，并为下一步的写打下基础）

1.Ask Ss ―Do you have a school trip?‖ ―Do you want to have a school trip?‖―Why?‖etc.Elicit the new

words and phrases.2.work on 3a Before-Reading .Tell Ss that it’s importannt for us to get information from a tour guide if we want to have a tour.Ask Ss ―What information can you from a tour guide?‖elicit answers from Ss.(take notes as Ss answering) the

place to visit: the way to the place: how to go to the place:

how is the place: While-Reading .Have Ss look at the lists of the items on the board and find the information about in 3a section B.

.Have one student put the answers on the board..Tell Ss to read the paage aloud,go around and monitor them and help with pronunciation.

After-Reading .Say―I don’t live in Yuyang , tell me some interesting places in Yuyang ?‖.Elicit information from Ss,

Step 5 working on 3b&writing

1.working on 3bthen check （提供一些阅读信息，提供写导游指南的素材）

2.Tell Ss to chooose one of the places and write down the four items of the place,and try to link the

information into a tour guidar..Select some tour guides from Ss at random,check them on the screen,have Ss judge the best one.

Step 6.Homework（温故而知新）

1.Pair works，two students draw the map, one acts as a policeman, the other acts as a a person who is

ask the way.2.Draw a sketch map of your home to school or the way to your partner.

Blackboard Design

clean dirty welcome garden district new old take a walk through quiet busy beginning hungry

...

Period 4 (Revise of Unit 2）一．Teaching Aims and Demands

1.Knowledge objects

Review all the key words presented in this unit.

Read an e-mail and draw a route

2.Ability Object

Train Ss’ Reading and writing skill.

3 Moral objects On weekends or holidays, invite your friends to your house to have a good time.4.Teaching Key points: Review the key words in this unit

Teaching steps:

Step 1.Warming-up and revision

Enjoy an English song （提高学生的学习兴趣）

Greeting.

Step2 work on shelfcheck -3.1 Scan and find the answers to these questions.（培养快速阅读的能力）

(1)When is he arriving? (2)Does he know the way? (3)What does Mike do? 2.Read an e-mail and draw a route 3.read aloud then fill the letter of Jenny（训练学生英语写作的能力）

Step 3 Summary

1.Summary:（培养学生及时总结的能力，并做一定的示范）

Asking the Way：

Excuse me .Is there a …near here?

Where is the nearest …?

Can you tell me how I can get to the…? Can you tell me how to get to the …? Could you tell me the way to the …, please?

Which is the way to…?

Do you know the way to…

Showing the Way:

Go down this street./ Walk along this road.

Take the first turning on the right./

Turn left at the first turning.It’s on your right/left./ It’s next to …

It’ll only take you about 10 minutes if you walk there.

Step 4 Pairwork （灵活运用所学词汇和句型，培养学生的观察力和对信息的整合能力，训练学生的口语表

达能力和演讲技巧）

---Excuse me ,where is ----/Is there a ---

Work in pairs ---act

Step 4 Exercise （目的：复习巩固相关词汇与句型；
激发同学之间用英语相互交流的欲望，增强学生的学

习兴趣，增进同学之间的友谊）

1. Fill in the blanks

1.There’s a cinema next ____ the shop.

2.____ the left side of the room, there’s a desk.

3.－I’m sorry I can’t help you.－_______________________________.

4.Please come to the front and stand ____________ the cla. 5.A: ________ _______, where is the nearest police station, please?

B: I’m _______, I don’t know.Please ________ that man.

A: Thank you _______ ________ _______.Excuse me, where is the police station, please?

C: _______ over there, next ________ the post office.

A: Thank you ________ _______.

C: Not ________ _______.

6.A: Excuse me.Which is the____ to East Park, please?

B: Let me see.Er, walk _______ this road and ____ right.Go ____ until you _____ the end.You’ll

___ the park in front of you.

7A: Excuse me.Can you tell me ____ to the post office, please?

B: Sure.Go ____ this street and ____ right.Then you’ll see a tall building.That’s the _____ ____, and it s between the zoo ____ the fruit shop.You can’t _____ it.

A: Is it ____ from here?

B: No, it s quite near.It’ll only ____ you about 10 minutes if you walk there.

A: Thanks a lot.

B: You’re welcome.

答案见课件 Step 5.Homework（）

? 1 .Write a letter to your friend who will visit you but he doesn’t know the way .

? 2.Finish the exercises below : 1.请问，去车站怎么走？Excuse me.Could/ Can you tell me the way to the station?

2.请问，去警察局怎么走？

Excuse me.Which is the way to the police station? 3.请问，去动物园我该走哪条路？ Excuse me.Which way shall I take to the zoo?

4.劳驾，最近的邮局在哪儿？

Excuse me, where is the nearest post office?

5.请问，你能帮我找到那家水果店吗？

Excuse me.Could/Can you help me find the fruit shop

6.劳驾，往第十四中学怎么走？ Excuse me.How can I get to No.14 Middle School?

7.劳驾，附近有医院吗？ Excuse me.Is there a hospital near here8.劳驾，去书店怎么走

17、要是你在野外迷了路

阜阳市颍东区插花镇二学区黄庄小学:宫守英 (20

18、4)

【教学目标】

１、认识“针、忠、盏、稠”四个生字，会写“忠、导”等９个字。

２、引导小组合作学习并能有感情地朗读诗歌、背诵诗歌，体会大自然的奥秘和情趣。

３、掌握一些辨别方向的方法，培养学生热爱大自然的感情和观察大自然的兴趣。 【教学重点】

引导学生小组合作学习，掌握四种辨别方向的方法。能有感情地朗读诗歌、背诵诗歌，【教学难点】

引导学生讨论沟渠里的积雪化得快的那边是南面还是北面？这是为什么？【课前准备】

１、制作多媒体课件。２、查找辨别方向的其他方法。

【教学时数】二课时。

第一课时

一、教学目标：

１、会认４个生字，会写９个字。

２、正确、流利地朗读课文。

３、知道一些辨别方向的方法。

二、教学重点：

会认４个生字，会写９个字。能正确流利地朗读课文。

三、教学难点：几个难写字的书写，“盏、慌”。

四、教学过程：

（一）、激趣导入：

1、同学们，如果你在城市迷了路，你会怎么办呢?要是你在茫茫的野外迷了路，那可怎么办呢? 读题：

17、要是你在野外迷了路。用自己的话说说课题的意思。

2、今天我们要学的课文就是告诉你在野外迷了路辨别方向的一些方法，学了之后，你就是迷路了也不会害怕了。想知道吗?赶快到书中找答案吧。

（二）、自学课文，了解大意。

1、自读课文，碰到生字多读几遍。思考：如果迷路，怎样辨别方向？请把你了解的和你的同桌交流交流。

2、指名分节读课文，读准字音。

3、课文中介绍了哪几种事物能帮助我们分清南北方向？

白天——太阳

黑夜——北极星

阴雨天——大树

下雪天——积雪

（三）、朗读课文

1、练习流利朗读课文

2、以小组为单位分工朗读课文

3、分组展示朗读课文

(四)、识字写字（以我会写中的字为主）

1、认读中出现的生字词语。

2、同桌互助说说怎样记住这些生字

3、汇报方法

4、观察要书写的生字有什么特点，并让学生说说写字时想提醒大家什么。

5、指导书写：

“盏”要注意上面是两个横，与“浅”的书写比较；

“积稠稀”注意禾字旁的书写， “慌”右半部分没有点。

6、学生练习书写

(五)、课后作业

观察大自然或查阅资料，去找找“天然的指南针”，看谁发现的最多。

【板书设计】

17、要是你在野外迷了路

太阳

天然的指南针北极星

大树积雪

教学反思：

《要是你在野外迷了路》是一首以自然科学为题材的儿童诗歌，告诉我们要是在大自然的旷野中迷了路该怎么办？为我们介绍了四种天然的"指南针"：（1）我国地处北半球，正午时太阳所在的方向就是南方，于是太阳成了我们的指南针；
（2）晚上，北极星可以为我们指示北方；
（3）阴雨天，大树的枝叶稀稠可以帮我们辨别方向，树叶茂密的一面是南方，树叶稀少的一边就是北方；
（4）冬天里，沟坡积雪的多少，也能帮我们判别南北的方向。丰富的知识，秀丽的小诗，一定会把我们和学生带入大自然那美妙的境界。在这节课的教学中我是这样做的：

1、培养了学生搜集信息和处理信息的能力。注重了语言的积累和运用的训练。由字、词、句到段都培养了学生积累语言、运用语言的能力。如：在进行"忠"和"盏"的教学中把它们与句子结合起来，进行学习，拓展延伸到："除了课文中所说的忠实的向导以外还可以说忠实的什么"，"北极星是盏指路灯"这句话还可以怎样说等。在学完四种辨别方向的方法后，让学生结合自己搜集的资料，说说还有哪些可以辨别方向的方法。有的学生说可以根据树木的年轮辨别方向："年轮宽的一面是南面，年轮窄的一面是北面"；
有的学生说可以根据果子的颜色来辨别方向："果子颜色深的一面是南面，果子颜色浅的一面是北面。"等等。然后再让学生像课文中所写的那样再说一段话。让学生在交流中实现资源共享，丰富知识。给学生充分的语言训练时间，提高了学生口语表达能力。

2、利用画面突破了课文的重、难点，使学生直观形象地理解了课文的内容。在理解第5小节"沟渠里的积雪哪边化的快哪边化得慢，化得快的那边是南面还是北面，为什么？"时，应该是沟渠里的积雪化得快的一面是北面，化得慢的一面是南面。对此，学生不容易理解，因为按照常识，应该是南面照到的阳光多，积雪化得快。我就借助图画帮助学生理解：在沟渠里，阳光从南面照过来，由于被沟渠的壁挡住了，所以阳光先照到沟渠中北面的积雪，所以北面的积雪先化，南面的积雪反而化得慢。看了图画，学生就一下子理解了。

3、采用了多种形式的朗读课文方式，有：指名读、自由读、与小伙伴合作读、接龙读、范读、齐读、选择自己喜欢的小节读、小组合作读，激发了学生读课文的兴趣，在多种方式的朗读中培养了学生的语感。

Unit 7 Will people have robots ?

Topic: Life in the future I.Teaching Aims: 1.Knowledge Aims: 1.Enable students grasp the following words and phrases.Words: paper, pollution, future, environment, planet, earth, part, peace ,sea… Phrases: play a part, space station, over and over again, hundreds of 2.Enable students grasp the future tense structures: A: What will the future be like? B: Cities will be more polluted.And there will be fewer trees.Kids will study at home on computers.They won’t go to school.

Will people use money in 100 years? Yes, they will./ No, they won’t.2.Ability Aims: 1.Learn to talk about the future with will.2.Learn to make predictions.3.Emotion aims:

Learn to study hard and protect environment.II.Teaching important&difficult points

1.What do you think life will be like in 100 years? 2.There will be more pollution.III.Teaching methods: Listening, speaking, and practicing Task-based teaching approach and cooperative investigation IV.Teaching Aids: Electronic whiteboard, Multi-media V.Teaching procedures: Step 1: Lead-in 1.Greetings 2.Free Talk: Show some pictures about myself—my past, my present and my future.This may help Ss compare and know the future tense.Then, ask a question and let them talk about: How will your life be different in ten years?

Collect Ss’ answers and say something about their predictions .Then, present the sentence structure about future.

Step 2: Pre-task

Show some videos about robots and ask Ss to look at the pictures on P49 .And ask: 1)What are they talking about? 2)Can you describe the two small pictures? 3)Do you thing these situations are happening now or will happen in the future? Then, ask Ss to imagine the future world.Ss try to use the future tense to expre their views as more as they can.If they can’t imagine, pictures will give them clues.Ask: What will the world be like in 100 years? Can you see anything about it?

Step 2: 1a Ss read the predictions in 1a.Check A for agree and D for disagree.Finish 1a.Practice the prediction sentences and transform them into different patterns of sentences then make affirmative answers and negative answers.Ss can use future tense better and ask them to make more predictions.

Step3:Listening Play the recording for Ss and circle the predictions they hear in 1a.Play the recording again and check the answers with Ss.

Step4:pair work Let Ss ask and answer questions above.Then make their own conversations with partners.

Step5:Show time Play a section of film Walle—it’s a fiction movie about future world, ask Ss to watch it carefully.Discu and prepare by themselves(If it is neceary, I’ll give them some help).Then ask some of Ss come to the blackboard and show their results.

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