M5U1教学设计
M5Unit1教学设计
《Module5 Unit1 I was two then》教学课例执教人：高晓辉单位：洪庄杨乡河北高小学Module5 Unit1 I was two then一、教学目标：1.掌握重点单词：was, were, then, young, short, long, grandparents；2.掌握般过去式中be动词的不规则变化；3.能用一般过去式简单的描述过去。
二、教学重点：1.单词was, were, then, young, short, long, grandparents;2.句子I was...then.Iam…now.They were…then.They are…now.三、教学难点：1. 一般过去式在日常交流中的使用；2．过去式中be动词的不规则变化。
四、教学工具：1．课文相关图片；课文录音，教学课件。
五、教学过程：Step1：Warming up(热身)活动一：唱一唱。
用时：1分钟(教师播放chant大家一起跟着唱做，能够活跃课堂气氛调动学生们的学习积极性。
)Step2：Review (复习)活动二：口语练习。
用时：2分钟T：What is the weather today?S：It is sunny.T：Will it be sunny tomorrow?S：Yes, it will./ No, it won’t./ I don’t know.Step3：Presentation（表现新课）1.新课导入.用时：2分钟(1) 师继续问What was the weather like yesterday? (学生如果用一般现在时回答。
这时，老师开始纠正学生时态错误，引出一般过去式，并教学生准确的回答应该是It was……)(2) Show to PPT，上面是小时候的其他人和自己的照片？让学生讨论照片上的人有什么样的特征，如：低、矮、胖、瘦、长发、短发等。
老师实行总结，板书：I was two then./ Now I’m thirty./I was short then.Now I am tall. / they were fat then./ Now they are thin.并在重点单词下面画线。
M5U1-Can you run fast-教案06
《M5U1 Can you run fast》教案06一、准备阶段（一）教学目标情感目标：激发学生学习英语的热情。
知识目标：学习句型Can you make a cake? Yes, I can. No, I can’t.能力目标：培养学生使用can询问他人的能力和讲述自己的能力。
（二）教学重点学习一般疑问句Can you…? 及其回答。
（三）教学难点能够正确使用can。
（四）辅助资源挂图、录音机、磁带、图片二、教学过程（一）Warming up听英语书25页歌曲I can’t do it.（二）Revision1. 学生汇报上节课进行的调查的结果，如：S1 can run fast. S1 can’t ride fast. S2 can jump high. S3 can’t jump far…（复习上节课的教学重点，并为本节课的学习做好铺垫。
）2. 听录音做课堂活动用书24页第一题（本部分的题不涉及到本节课的新知，但是可以强化can/ can’t 的区分运用）3. 再次听录音，听到can 时，学生举左手重复，听到can’t时，学生举右手重复。
（三）Presentation1. 教师问学生：”Can you play football/ play basketball/ play volleyball/ play the flute? （复习play 有关的词组，以引出新词组play the flute的学习）2. 学习词组play the flute, 学生谈论自己I can \can’t play the flute.3. 教师问一个学生Can you play the flute? 待学生得到否定回答后，教师继续询问:” You can’t play the flute. But can you draw? What can you draw?”4. 学生边画边和同学谈论I can draw a … 在画好后向其他学生介绍自己的画。
六年级下册 M5U1教案1
六年级下册M5U1 He is playing the suona, but the phone rings.一、学习目标1.会读、会写、会运用单词：play, third, time, loudly, bark2.能根据图片提示或思维导图复述课文。
3.能熟练使用所学句型描述“一件事情正在发生,但又被突然发生的另外一件事打断了”的情形。
句型结构：“主语+be+ 动词ing, but +主语+ 动词原形/第三人称单数形式”二、学习过程1.Greetings2.Talk about picturesWhat are they doing now?3.Activity 1a.先看课文图片尝试描述：Who? What？Where?b. Look, listen, and say.1.What are the frogs doing?2.How do the frogs and dogs feel?4.Activity 2a. What’s Daming doing?New word: play 演奏，弹奏（音乐）play the suona play basketballplay the erhu play footballplay the flute play chess单词运用：Daming is playing the suona for the first time, but the phone rings. 我这样用：______________________________________________b. listen and answer: Daming looks upset(沮丧的），What’s wrong?How many times is Daming interrupted(打断）?New word: time次，回time 次，回（可数）time 时间（不可数）one time What’s the time?two times It’s time for lunch.many times单词运用：Daming is playing the suona for the second time, but the bell rings. 我这样用：______________________________________________c. Listen again and fill in the blanks.the first time: Daming is playing the suona, but _____ _____ _____.the second time: Daming is playing the suona again, but ___________.the third time: Daming is playing the suona for the third time, but______________________________________.New word: third第三（个）thirteen thirty thirsty third单词运用：Daming is playing the suona for the third time, but the dog starts to bark very loudly.我这样用：______________________________________________New word: bark （狗）吠，叫ar--par--parkar--bar--bark单词运用：The dog starts to bark very loudly.我这样用：______________________________________________New word: loudly 大声地ou--lou--cloudou--lou--loudly单词运用：The boy is singing loudly.我这样用：______________________________________________d. Listen and repeat (注意模仿语音语调）While reading underline the sentences with “…, but ….”_1.________________________________________________________2.________________________________________________________3.________________________________________________________Grammar tips:(1) 表达一件事情正在发生,而另一件事情突然发生,中间用but连接,but表转折。
Module5Unit1WewenttotheGreatWall(教学设计)-(一起)英语四年级上册
语法：全体学生已学一般过去时这一时态。
2）未学：
词汇：went,saw,took,minute,ate, candies,plant,had,bought,wore. (自学能会：went,took,ate合作能会：candies,需要教师点拨：saw,minute,plant,bought,wore)
学生能根据大屏幕出示的图片用过去时进行描述。
全体学生能复习旧知，能用简单的句子描述过去的经历。
二、新知呈现
通过图片猜词、自然拼读等活动，学生能理解并认读新单词。
通过听课文回答问题，能听懂理解课文。
教师播放录音，并提问。借助单词卡教学单词。
教师引导学生说出他们旅行的经历。
1.听录音，选择：What are they talking about?
3.策略经验：
1）已知：
①根据自然拼读和分音节记单词的策略。
②归纳旧知识，联系新知识，以旧带新的策略。
③小组合作探究的策略。
2)未知：
查找课外资源，扩充知识面，理解课文内容的策略。
4)困难、障碍（重难点）及突破措施：
1、听说读写的词汇：went, the Great Wall, saw, ate, had, bought, climb, mountain。
We saw lots of mountains.
We ate candies.
So, you had a good time, boys!
And we bought you a present.
教学反思
学生基本会说We went to the Great Wall.
We climbed to the top.
外研版英语六下《M5 U1》教学设计
do- doing have- having
play- playing happen- happening
sing- singing clap- clapping
Daming is having a birthday party.
He is playing the trumpet , but then the telephone rings.
教学准备
录音机、投影
环节时间
教学内容
师生活动
复案
6
5
15
10
4
一、Warmer:
1、Greeting :
2、动词原形与动词现在分词对口令练习：
3、Play a game: ”Simon says.
二、Presentation:
1、老师出示一张自己正在做某件事情的照片：“I’m …”然后出示另一张照片：“but then ……”
What happens when you are doing these things ?
板书
设计
M5 U1
He’s playing but then the telephone rings.
课后
反思
1、Summary
2、Homework
swim—swimming play—playing
1、Listen and point
M5U1-They-are-cows.教案doc
Module5 Unit1 They’re cows.教学设计知行小学梁微●教学目标能力目标：能够运用功能句“What are they? They’re cows \ chickens \ ducks .”来询问描述农场中动物们的英文名称。
知识目标：1、掌握cow \ chicken \ duck \ pig \ they的正确读音并能正确认读，能听懂会说单词farm \ egg \2、能够正确认读功能句并能正确运用单词和功能句谈论农场里的小动物。
情感态度目标：激发学生学习英语的兴趣，提高小组合作学习的能力，激发竞争意识。
●教学重难点重点：1、了解并掌握单词cow \ chicken \ duck \ pig的正确读音，知道并听懂会说单词farm \ egg \ they。
掌握重点句型“What are they? They’re cows \chickens \ ducks .”2、知道they \ cows \ pigs \ chickens \ eggs \ ducks 为复数形式。
难点：正确认读cows\pigs \ chickens复数的读音[z] , ducks [s]，能够区别两种读音。
●教学手段单词卡片、农场图片、CD-ROM、 PPT●教学过程一、Preparation1、Greet and sing the song of M4 U 2.2、Free talk : (PPT) What’s this ? What are these? Ss: It’s a head \ nose \mouth. These are eyes \ ears. 通过复习身体部位引出：Is it a dog? Ss: No, it’s a pig. (学生互学单词pig,教师纠正规范发音通过发音让学生感知单词的读音)二、Presentation1、导入：（PPT）What’s this? It’s a pig. What are these? These are pigs. This is the father pig \ mother pig. They look angry. Why?让学生看CD-ROM, 了解大意(大明还闹出个小笑话，什么呢？)2、新授：（板书Module5 Unit1）Today let’s talk about animals.出示图（PPT）This is Daming’s grandpa. Where are they? They are on the farm.(单词教学farm-arm-far-car)学生说一说农场里知道的农场小动物都有哪些？出示几张farm的图片学生认读。
M5Unit1教学设计
Unit 1 Great Scientists教学设计1Unit 1 Great Scientists教学设计1Teaching plan of Book 5Unit 1 Great ScientistsTeaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to d o first aid treatment for burns correctly. Teaching methods1. Skimming & scanning methods to make the Ss get a good understanding of the text.2.Discussion methods to make the Ss understand what they’ve learned in class.3.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interestTeaching process:Period 1 Word study, Warming up, pre-readingPre-class task:1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net. Step 1 Learning GoalsGet Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1Step 2 Word StudyGet Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair 1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly----2. Practice Use the correct form of the words to fill in the blanks.n. v. adj.infection Infect Infectiousexamination=exam examine Xscience /scientist X scientificconclusion conclude Xanalysis analyse Xdefeat defeat Xvalue Value(估价，评价) valuableinstructor/instruction instruct Instructive(有益的，教育性的)contribution /contributor contribute contributivecreation create creativecalculation calculate Xmovement move movablecompletion complete completive(完成的，完全的)enthusiasm X enthusiasticStep 3. Warming up (Group competition and introduce the great scientists)1.Check the answers to the quiz to find out which group know the most .2.Introduce the great scientists.1) Archimedes (287—212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.“Give me a place to stand on, and I can move the earth.”----Archimedes2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.3) Gregor Mendel(1822—1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856—1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi” and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat” everything they come across.Step 4 Pre-reading1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave2. (Group work) Ex2, p1Do you know how to prove a new idea in scientific research? Discuss in groups the stages inexamining a new scientific idea. What order would you put them in?8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessary Step 5. SummarySeeing much, suffering much, and studying much are three pillars (支柱，要素) of learning. learning without thought is a labour lost; thought without learning is perilous(危险的)3. To know the disease is half the cure. 找出病根等于医治了一半。
四下M5U1教学设计
新标准英语（一年级起点）四年级下册Module 5 Unit 1 We’re having a party.教学设计一、教材分析本套教材注重学生语言运用能力的培养，教学内容紧密联系学生的生活实际，本课是《新标准英语》（一年级起点）四年级下册第五模块第一单元。
本模块的话题是Mother’s Day，功能是描述现在进行时。
二、学情分析本课出自新标准英语一年级起点四年级下册。
孩子们正处于从中段向高段过渡的阶段，已初步形成了一定的学习态度，自我意识、自我主张，自我控制能力进一步加强。
从思维活动上讲，他们的逻辑思维能力开始形成，能归纳简单的语法结构。
三、设计理念教师根据新课标理念, 以人为本,面向全体,让学生通过感知,体验,实践,参与,合作交流来实现任务目标；在课程设计方面，教师紧紧围绕本模块描述正在干什么这一主题，突出对现在进行时的理解和运用。
在师生地位方面，教师在整个活动中只起一个活动者，组织者，指导者，参与者的作用，营造浓厚的英语氛围，激发学生的兴趣，引导学生乐于用英语开口说话，留出足够的时间和空间给学生。
四、教学目标（一）语言知识1. 全体学生能理解单词surprise,hear会运用单词hear。
2. 全体学生会运用We’re having a party.（二）语言技能1.全体学生能够听懂、会说We’re having a party.能拼写词汇hear。
2. 全体学生能运用已学语言描述正在发生的事情。
（三）情感态度积极运用所学英语进行表达和交流。
（四）学习策略对所学内容进行主动练习与实践，并在交际和写作中运用。
（五）文化意识进一步了解英语国家中主要的节日。
五、教学重点1.熟练掌握本课单词和目标语句；2. 能运用已学语言描述正在发生的事情。
六、教学难点现在进行时的be动词在表达时往往会丢掉。
七、教学准备卡片，CD-ROM，PPT，头饰八、教学过程ⅠWarm-up and lead-in（新授课）1. Greetings. T &Ss greet each other.2．T show picture-partyWhat can you see in the picture? I can see…What are we doing? Yes,we are having a party.(板书课题)（设计意图：通过谈论party的图片引导课题）ⅡTask Presentation五月的第二个星期日What is the festival? It’s Mother’s Day.还有不到一个月就是母亲节了，同学们想不想为妈妈做点什么？任务：学完这节课，同学们就可以用English 描述母亲节的party上，大家在做什么。
M5U1教学设计
Module 5 Unit1 He is playing the Suona, but the phone rings.教学设计【教学目标】1.能识别认读新单词play, third, time, bark, loudly.2.能听懂会说目标语句He is playing the Suona, but the phone rings. He’s riding his bike, but it starts to rain.3.能运用已学语言描述正在做一件事情时另一件事情同时发生的场景。
4.能乐于感知并积极主动学习英语。
【教学重难点】能在真实情景中熟练运用现在进行时态述正在做一件事情时另一件事情同时发生的场景。
【课时安排】1课时【教学过程】一、导入环节（一）导入新课，板书课题（1分钟）导入语: Boys and girls, it’s raining outside. Let’s listen what the two dogs are talking. OK?!(播放chant视频)学生跟读。
（二）展示目标（1分钟）：过渡语：Let’s read the learning goals together.1.能识别认读新单词play, third, time, bark, loudly.2.能听懂会说目标语句He is playing the Suona, but the phone rings.He’s riding his bike, but it starts to rain.3.能运用已学语言描述正在做一件事情时另一件事情同时发生的场景。
过渡语：Are you ready for our class? Come on.二、先学环节（15分钟）（一）自主学习过渡语：Today is Simon’s birthday. They have a big birthday party. Now let’s listen and see what is happening.1.自学指导(一)单词（1）第一遍听课文录音并划出新单词。
Module5Unit1Thereareonlynineteencrayons(教学设计)英语五年级
本模块话题是围绕数字展开，通过对数字的学习来准确描述周围物品的数量。
其中Unit1主要是用There be 句型来对物品数量的描述，初步感知两件物品数目上的对应关系，Unit 2 就是继续深入学习对物品数目的提问与回答。
学生之前已经掌握了112的数量词，因此在接着学习有一定规律性的1319的数量词是比较容易接受和掌握的。
二、学情分析在三年级的时候同学们已经学习了112的英语表达，能够进行认读以及简单的运用。
而且在四年级下册中他们也已经学习了there be的句型，一些同学能够运用这个句型进行表达。
本课要求学生掌握1319的数量词，并且学会对物品的一定数量进行描述。
三、教学目标知识与技能目标：1.能听懂课文中数字的单词，并且能朗读课文。
2.能听懂句型There are nineteen crayons.并会用There be表达其他物品的数量。
3.能理解单词：nineteen,fifteen,give out ,all right,thirteen,fourteen,sixteen,seventeen,eighteen,.能听懂/会说/读/写crayon,begin,floor.能力目标：1.能听懂并认读：There are only nineteen crayons.并且能运用这个句型表达其他物品的数量。
2.能认读四会单词：crayon,begin,floor.以及24个自选数字。
教学重点：1.听读说1319的数量词，以及听读说写四会单词：crayon，begin，floor.2.运用句型There are来描述物品的数量。
教学难点：1.听读说1319的数量词，以及对fifteen,thirteen 发音的掌握。
2.对物品数量够不够如何用英语进行描述。
四、教学准备教学卡片，PPT五、教学步骤。
五(上)M5U1 There are only nineteen crayons
Q4: Are there enough crayons for everyone?
Q5: Where is the crayon?
(learn: thirteen，fourteen，sixteen，seventeen，eighteen，nineteen，give out，all right)
2. 在教师的帮助下熟读课文，角色扮演Ms Smart, Sam和Amy操练对话；（应用实践）
Step4 Practice
1.Read:
Listen and repeat it
Read by yourself
Read in groups
2.Act out the dialogues
Step5 Summary
Why: 培养学中积极用英语进行交流。
How: 文本通过Ms Smart真实的课堂的对话形式呈现语篇内容。
学情分析
五年级学生已有两年的英语学习，已初步养成英语的学习习惯，也积累了一定的语言基础，.学生之前已经学过一些数词，而本模块学习的是有一定规律的数词。教师可引导学生通过观察发现构词规律，从而进行更有效的学习。本节课所学的“There be···”句型，孩子们在四年级已经学过，通过螺旋式巩固不难掌握
Step2 Lead in
教师与学生通过free talk导入主题。
Step3 Presentation
1.Watch and answer:
Q1: How many crayons did Ms smart buy yesterday?
Q2: How many crayons are there in the box?
外研五下 教案 M5 U1
Module 5Unit 1It’s big and light.【知识目标】1. 能听说读写单词：light, umbrella, easy, take2. 了解“It’s+形容词.”可表达自己对某事物的看法【能力目标】比较两种事物，发现其优缺点，选择适合自己的物品并说明理由；描述物品的特征，根据描述找出物品【情感目标】敢于开口，有兴趣描述各种事物的特征，乐于与他人进行交流，表明自己的看法【学情分析】1. 本模块教材内容主要是学会描述事物的特征，发现其优缺点，选出适合自己的物品或表达自己对事物的看法这些与我们的生活息息相关，实用意义很大，相信学生们会很感兴趣，将英语学习融入生活2. 现在大部分学生对待事物有自己独特的见解，喜欢彰显个性因此，教师可充分利用这一特点，将本课学习内容与生活中的话题相结合，开展“Free Talk”，让学生自由畅谈，调动学生的积极性，提高口语表达能力3. 五年级学生已具备用简单的话语描述事物的能力，如“It’s…”【教学重难点】重点：掌握四会单词：light, umbrella, easy, take会说句型：It’s big and light. It’ll be easy for you.难点：用句型“It's...”描述各种事物的特征【课前准备】1. 单词卡片/时间展示图；2. 教学光盘或其他录音机设备；3. 教学课件【教学过程】Step 1：复习颜色和本节课用到的形容词1. Look at the screen, There are some balloons in the shy. Ok. Let’s say something about colors.（展示图片天空中五颜六色的气球）2. Do and say chant.Big, big, it’s big.Small, small, it’s small.Old, old, it’s old.New, new, it’s new.Tall, tall, it’s tall.Short, short, it’s short.Long, long, it’s long.Step 2：课文教学课文教学1. Listen first then answer.（听第一遍整体感知课文）T: OK. Stop! You all did a good job. Look at the screen. Who are they?S: They are Ms Smart and Lingling.T: This is Lingling’s bag. Listen to the text (the first time) then answer.(1) What’s the matter with Lingling’s bag?A. lostB. broken (教单词broken)2. Listen repeat then answer.（根据故事情境分段教学)(1)Listen, repeat Part A then answer.T: Lingling’s bag is broken.Will Ms Smart buy a new bag to Lingling?(2) Listen, repeat part B then answer.T: En. Ms. Smart and Lingling went to the Department store buy a new bag. (简单教学Department store，齐读两遍用图片展示)Questions:T: How about a black bag and a blue bag?（课件出示表格）T: Learn the words light, pocket and umbrella(3) Listen, repeat part 3 and answer.How about blue bag?（课件出示表格）Check the answer3. Listen, repeat text and fill in the blank.（听第三篇课文完成任务课件出示任务表格）Step 3：小组活动1. Look and write. Then say.（小组讨论完成任务）I can do.课件展示（实物书包、笔袋...)用今天所学的句型进行描述This… It's...2. I can say. (对自己的随身物品用今天所学的句型进行描述This… It's...Step 4：Homework1. 认真听课文录音并跟读三遍2. 掌握四会单词：light umbrella easy take3. 用“It’s…”写一样你熟悉的物品(3-5句话）【板书设计】Module 5 Unit 1It’s big and light.light umbrella easy takeIt’s…【教学反思】教师在单词或词组的教学中，不能只是教读单词或词组要循序渐进的插入本单元的重点句子，让学生在记单词或词组的过程中熟悉句子这样能满足不同学习水平的学生的学习要求根据学生的个人素质、性格特点、记忆力、反应速度等，因材施教，分层要求，以求通过最有效的激励机制促进学生进步最后，在今后的每一节课中都要灵活运用所学句型，请学生造句，培养学生的创新意识。
M5U1教案
What are they talking about?A.Crayons.B. Pencils.此处借助实物学习单词 crayon crayonsLet’s listen to the tape and answer the questions.二、T:Listen again and answer the questions.（再次听录音回答问题）1.How many crayons are there in the boxes ?2.How many children are there in the class ?板书重点句型There are only nineteen crayons .There are twenty children in the class.句型练习师领读、生跟读男女生读开火车读句子3.How does Sam say the numbers ?（13-19）(Sam怎样说13—19这几个数字的？）引导生用英语说出数字.教读单词thirteen fourteen fifteen sixteen seventeen eighteen nineteen 学习方式：师领读，生跟读（注意thir 发音咬舌）大小声游戏练习T: Let’s counthow many boys in our classroom?how many girls in our classroom?how many teachers in our classroom?(设计意图：在实际运用中学习巩固数字)三、Listen and repeat学习单词begin floor 及短语give out all right四、Read with different roles.五、 Ss showStep6 Group1. T: Look at this picture.There are only three crayons.But there are four children.师领读师生示范 (A、 B)2.出示其他三幅图片两人一组讨论3.生展示Step 5 SummarySo much for today. What we have learnt?Words and phrase: crayon begin floor thirteen fourteen fifteen sixteen seventeen eighteen nineteen give out all rightThere are 句型Text让学生先说，师加以补充说明。
M5U1教 案
To improve the ability of speaking and the spirit of cooperation.
The ability of listening, and know more aboutShanghaiandHong Kong.
2 people or two things.
Ask the students what you have learnt in this lesson?
Practice.
Have a competition between two groups.
Appreciate some pictures of our hometown.To know about the lake andthepopulation of ourhometown.
Discuss in groups and make some dialogues.
Sum up the key points by themselves.
Do the exercises of learning plan.
To checkifthe studentscangraspthewords and phrases.
Read the dialogue by themselves, answer these questions.
Show the result of the cooperation in groups.
Sum up the rules of comparison of adjectives.
五年级上册M5U1教学设计
M5U1 There are only nineteen crayons.教学设计【教学目标】语言知识目标：1.讨论数量2.全体学生能运用：There are only nineteen crayons.语言技能目标：1.全体学生能听懂：There are only nineteen crayons.2.全体学生能说：There are only nineteen crayons.3.全体学生能认读：crayon, begin, floor, happily,many以及2-4个自选数字4.全体学生能按要求完成语句书写。
【教学重难点】教学重点：词汇的学习和句型的学习教学难点：14到19 的英语单词之间的记忆以及规律。
【课时安排】1课时【教学准备】PPT，点读笔，卡片【教学过程】Step1 Warming up1．GreetingT：Hello，everybody，class begin，let’s stand upSs: hello,Coco…..(lead in begin：class begin/begin playing)2.Let’s sing the songStep2 presentation1. T:there are forty-five exercise books on the desk,please give out after the class, all right?----lead in give out，all right—give out apples/books/pens/pencils(左右手操练轮流单词)2. T: now，you‘re stand on the chair, I stand on the floor(lead in floor)3. Review the words:give out,all right, floor begin(Borm游戏)4. T：how many students are there in our classroom？let’s count：one，two。
外研版八年级英上M5U1教学简案
G8M5U1教学简案教材分析：本单元以音乐为话题，介绍了不同类型的音乐。
通过描述自己喜欢的音乐，学生可以掌握“喜好”的表达方式。
重难点：反意疑问句。
教学目标：语言知识目标：１．能正确使用下列词汇：pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, …２．能够正确使用反意疑问句:You’ve heard of him, haven’t you?语言技能目标：能够听懂别人对音乐的描述；能够与同伴谈论喜欢的音乐种类情感目标：让学生了解音乐，培养学生热爱音乐。
学习策略：两两合作，小组合作。
教学流程：1.Warming upa.Introduce myself.b.Lead in the new lesson.2.In puta.V ocabulary. (activity 1). Let students go through the words of music by somepictures, and then decide which type of music in the photo play.b.Listening. (activity 2). Ask students to listen to the tape and match the adjectiveswith the music.3.PracticeAsk students to work in pairs to talk about the music they like.（activity 8）4.Out putLet students listen and read the dialouge (activity 3), and check the people and the types of music they like.(activity 4) Then check the true sentences（activity 5）.5.语言积累Everyday English6.语法学习Let students learn the grammar on page 172 in groups first, then do some exercises. After that, play the recorder and let students listen and tell if the speaker is asking a real question or checking information. (activity 7)7.当堂检测Ask students to do some exercises about tag questions.Match 1-5 with a-e.● 1. Your uncle didn’t return yesterday,● 2. There are ten pandas in the zoo,● 3. They have been to China,● 4. You don’t speak English,● 5. He is in Class One,a. do you?b. did he?c. isn’t he?d. aren’t there?e. haven’t they?If time is enough, do the following exercises: (If not, do it as homework.)1). This song is popular, ___________ ?2). Mr Smith isn’t American, _____________ ?3). You like pop music, ______________ ?4). He wrote an opera, _____________ ?5). Your parents can’t swim, ______________ ?6). Lingling likes classical music, ____________ ?8.归纳总结Ask students what they have learned this class. They can discuss in groups.9.评价教师作总体评价，小组长组织组内评价。
M5U1教学设计
小学新标准英语三起第六册Module5 Unit 1 It’s big and light.教学设计教材分析本单元通过Ms Smart 和Lingling 去百货商店选购一个旅行包的故事，让学生学会比较事物，发现其特点和优缺点，选出适合自己的物品并说明理由，并能用英语描述物品或根据描述找出物品。
其中的新单词只有5个，语句简短易懂，篇幅最短。
它在低年级已学过一些基本的大小、颜色的基础上，进一步提升学生灵活运用It’s... / This ... Is...等句型来描述事物特征的能力，使学生能学以致用。
学情分析1、本模块教材内容主要是学会描述事物的特征，发现其优缺点，选出适合自己的物品或表达自己对事物的看法。
这些与我们的生活息息相关，实用意义很大，相信学生们会很感兴趣的，将英语学习融于生活。
2、现在大部分学生对事物有自己的见解，喜欢彰显个性。
因此，教师可充分利用这一特点，将本课学习内容与生活中的话题相结合，开展“free talk”，让学生自由畅谈，调动学生的积极性，提高口语表达能力。
3、五年级学生已具备用简单的话语描述事物的能力，如：It’s... / This ... Is...等句型。
Teaching Aims（教学目标）1、Knowledge Aim（知识目标）能听说读写单词：light broken heavy pocket hard了解It’s +形容词可表达自己对某事物的看法。
2、Ability Aim（能力目标）比较两种事物，发现其优缺点，选择适合自己的物品并说明理由；描述物品的特征，根据描述找出物品。
3、Moral Aim（情感目标）敢于开口，有兴趣描述各种事物的特征；乐于与他人进行交流，表明自己的看法。
Main points（重点）:握四会单词：light ,broken , heavy, pocket;会说句型：It’s big and light . It will be easy for you to carry . Difficult Points(难点):It’s got two pockets .Teaching Materials（教具）:多媒体辅助，单词卡片，图片，实物。
英语教案
M5U1 How many 教案（一）热身活动1.师生相互问候T: Good morning,boys and girls! How are you? Hello! Hi! Let’s sing a song together,Ok? Sing and do the actions.2.师生齐唱英文歌曲《Please stand up》，边唱边加动作，教师激情表扬同学们出色的演唱。
（设计意图：为了营造活跃的课堂气氛，激发学生的英语学习兴趣，为顺利过渡到新课打下基础）（二）激情导入T Boys and girls，look at me carefully.(教师变魔术) What? Yes, color pen. What color? Blue / yellow / black/red / green. Let’s count how many(多少)。
One，two，three，four，five，six，seven，eight.How many？Eight。
(1)在数数的过程中,教师将八个数字写在黑板上,带领学生操练这八个单词。
对每个新词的呈现，教师出示单词卡，先教读后学生跟读。
采用单个读，小组读，集体读等多种形式进行强化训练。
让学生读的准，说的准。
教师及时给予公正的评价，同时注意学生的发音，及时纠正错误。
在朗读单词过程中可以直接运用教材中的句型进行练习:How many? One/two/three/four/five/six/seven/eight.(2)当逐个单词呈现完毕,教师针对板书的新词打乱顺序指读,摆口型让学生辨认。
2.练习重点句型(1)通过游戏“Listen and show”练习英语数字。
教师随意说出数字，请全班同学伸出相应数目的手指。
学生在伸出手指的同时，要重复老师所说的数字。
几轮游戏过后，请几名学生上前说数字。
全班学生基本掌握后，开展小组游戏，给所有学生发出指令的机会。
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Module5Unit1How many?
潍坊滨海实验小学王炳玲
一、教案背景：
本课教材是外研社版本小学新标准英语（三年级起点）三年级上册Module5Unit1How many?
二、教学内容：How many? One---eight.
三、教学目标：
1.认知目标:
（1）能听懂、会说并灵活掌握数字One—eight及其顺序。
（2）单词：One ,two, three, four, five, six, seven,eight
2.能力目标：能灵活运用数字以及本课单词;培养学生将英语应用于生活的习惯。
3.情感态度价值观目标：运用多种教学手段如做游戏、创设情境等以激发学生学习英语的积极性,并力争能够让学生人人参与,通过鼓励、表扬来让学生有成就感，对自己充满信心，培养学生对语言的兴趣。
四、教学重难点: 掌握数字1到8的发音及顺序。
1、数字three和seven的发音；
2、数字1到8的顺序。
五、课前准备:
多媒体课件、录音机，数字卡片，图片
六、教学方法:
直观演示法、多媒体教学、合作学习法、TPR活动
七、教学过程：
（一）Warm-up
师拿几张狗的图片问颜色：What colour is it? (生回答)师拿三张狗的图片问：How many dogs? 引导学生回答：Three.从而导入课题并板书，让学生跟读几遍。
（二）New words：
1、师拿数字卡片“1”问：How many?生回答：One.师板书让学生摹写，并让
学生读：一行一行读，指名读，男女分读，小组读等方式。
同样的方法教授2－10.
2、Have a match:7个小组分别读单词比赛，看哪个小组读得好。
教师及时给予黑板评价。
3、Practise: 师生先示范练习。
师伸5个手指，拿几支彩笔，或者那几本书询问：How many?生回答。
然后同桌两人用不同的物品进行练习（卡片、手指、书本、笔等等）。
4、师每组抽查2名学生的练习情况，并进行评价。
(三)Text.
1、Listen and point.
2、Point and say.
3、Say it again.
4、课本剧表演：
教师作为一个魔术师，8名学生来前面蹲下，师说：How many? One.一名学生做小兔子状蹦出来，师再说Two,Three.又有两只小兔蹦出，直到八只小兔全部变出来，然后，全体学生一块数出数字来。
5、Read by yourself.
6、Activity 3.师说数字单词，生指。
然后，两人一组练习。
（四）Match:
1、师生先示范练习询问多少，用到不同的物品。
2、Practise in groups.
3、Show.小组展示。
教师及时进行评价。
（五）Play a guessing game.
师叫一名学生上前示范，师在生背后写数字，生猜。
2人上前练习。
同桌两人练习。
（六）Activity Book.
（七）Sum-up.评价小组，并奖励优胜组，发小贴画。
（八）Homework:
在家里跟你的爸爸妈妈用家里的物品练习询问多少。
板书设计：
Module 5 Unit 1
How many?
One, two, three, four, five, six, seven, eight.
教学反思：本节课是新标准英语三年级起点第一册第五模块第一单元的第一课时。
本课的教学内容是：学习数字1-8，句型How many…?
我所执教班级的孩子们都是刚开始接触英语的，对英语充满好奇心，学习英语的积极性很高，但因为年龄尚小，个个活泼好动，注意力易分散，没有耐心。
因此，我利用动画游戏的形式，直接激发他们对语言学习的兴趣，促使他们的多元智能在交际中得以自然体现和发展。
在教学中，为了体现学生的主体地位，让每一位学生在富有情趣的师生、生生互动中，主动地接受和领会教材中提供的信息，轻松自然地参与整个语言学习活动，发展语言交际能力和思维能力，我设计了以下教学环节：
1.交流感情，营造亲切氛围。
为了让学生很快融入英语课堂，适应语言环境，我设计了chant、问候交流，既营造了亲切氛围，拉近了我和学生们之间的距离，又训练了他们的日常用语。
2.歌曲开篇，课前热身。
边唱边做动作，一来活跃了课堂，集中了学生的注意力；二来复习了以前学习的内容，为本课的学习作了铺垫。
3．数数动作，听音说数
因为本课的教学内容是数字，所以我设计了让小朋友跟着老师一边扳手指一边数数的方法来学习这些10以内的英文数字，同时利用孩子们的好奇心，拍手，拍桌子，让孩子们根据听到的次数来说出这些英语数字，让他们在实际生活中学会英语。
4.及时操练，即时巩固。
每教一个单词，都及时安排学生操练，做到让学生在练中学习、练中理解、练中记忆、练中掌握。
让他们有信心继续学习。
5.教学手段灵活多变。
请能力较强的学生做小老师，帮助其他学生学习，让学生真正学以致用，体验成功。
6.小组合作，完成共同任务
教学中多次采用小组竞赛，小组共同完成任务的形式来巩固练习，这不仅适应了活动化教学的要求，又能较顺利地完成教学任务。
整堂课力求体现“在情境中教学、在活动中学习”的教学追求，力求使英语学习过程成为知识性、情趣性相结合的快乐学习过程。