Lesson3 Where are they 教案
典范英语2A(L1-L30)教案
2021至2021学年度第一学期学科教学工作方案建大华清小学2021——2021学年度第一学期教学进度表8. 家庭作业〔Homework〕〔1〕反复模仿录音，熟读故事。
〔2〕回忆上一次去动物园看到了哪些动物，画一画，写一写。
如：We looked at the . The were .Lesson 1 Monkey Tricks 动物图片动物图片动物图片动物图片动物图片〔1〕表演示范：教师扮演Wilma，另请6名学生分别扮演Wilf, Dad, Mum, Chip, Biff, Kipper，师生配合完成表演。
〔2〕分组表演：教师将全班学生分为假设干7人小组，小组合作完成表演。
准备几分钟后，请1-2组上台展示。
台词见课件。
4. 讨论〔Discussion〕：学生分组讨论。
问题可参考：Do you think Wilf and Wilma played a good trick with the creepy-crawly?Did you play a trick with a creepy-crawly?Did you play other tricks? What did you use? Who did you trick?讨论结束后，教师鼓励学生积极发言，并根据学生的发言进行简单总结。
5. 拼读练习〔Practising Phonics〕：培养拼读意识，掌握字母组合“aw〞的拼读规律〔1〕发现拼读规律教师利用PPT 展示“see-saw〞图卡〔见课件〕，让学生在本课中找出含有字母组合“aw〞的单词：creepy-crawly，并说出“aw〞的拼读规律。
〔2〕强化拼读规律教师利用PPT展示以以下图片及单词卡，让学生运用拼读规律读一读。
如：6. 家庭作业〔Homework〕〔1〕总结含有字母组合“aw〞的单词并制作单词卡。
如喜欢绘画，可以为单词配图。
板书设计Lesson 6 Creepy-crawlyget it outcrawly see-saw strawberry draw yawn paw教师围绕故事提问，请学生作答，并将人物图分别贴在结构图的方框中。
【人教版(新起点)】小学英语四年级下册精品教案：Unit 3《Travel Plans》(Lesson2)教学设计
Unit3 Lesson2教学设计【内容来源】人民教育出版社（一起点）四年级下册Unit3【主题】Travel Plans【课时】第2课时：Lesson2一、本课教学目标1. 能够听懂、会说关于某人想去某地旅游从事相关活动的旅游计划的功能句：Where do you want to go? I want to go to …及What do you want to do? I want to …能够初步在情景中进行口头交际，并能根据问句写出答句。
2. 能够读懂和填写调查表格，并对调查结果进行转述。
3. 能够结合个人情况，写出下列问句的答句：Where do you want to go? What do you want to do? 并能做到书写正确、规范。
教学建议A. Look, listen and repeat.1. 热身活动。
(1) 复习词汇。
教师出示单词卡片，学生快速进行朗读，教师将单词卡片贴于黑板上。
(2) 合作介绍旅游地点。
学生四人一组活动，选择主情境图中的图片介绍。
教师先示范：This is ... We can...2. 呈现新的学习内容。
(1) 通过课件将主情境图右边的Andy与妈妈交谈的图展示给全班，不要出现对话文字，并要求学生合上课本。
教师可以用以下问题引导学生，介绍情景：Who do you see in the picture? Where are they? What are they doing?(2) 引导学生从主情境图回到本课A项图片。
教师提问：What are Andy and his mother talking about? 请学生说一说。
(3) 播放A项对话录音，让学生初步感知对话内容并验证预测内容是否正确。
3. 语言学习。
(1) 看课本听A项录音，再次感知对话。
要求学生在他们认为重要的语句下画线。
班议一议，看大家画的地方是否一样。
(2) 教师顺势开展细致的语言教学步骤。
人教PEP版三年级英语上册《Unit3》精品教案教学设计小学优秀公开课3
PEP小学英语三(上)Unit3 Look at me教学设计■单元教学内容分析：1.语言结构与功能：介绍五官及身体部位This is my face / the arm.询问他人近况并回答How are you ? I,m fine/ Very well.2.词汇：face , ear, eye , nose , mouth,arm, hand, head, body , leg , foot.3.字母和语音：Jj Kk Ll Mm Nn及其在单词中的发音。
■单元学情分析：本单元学习的主题是五官和身体部位，主情景图通过孩子们观看小丑表演呈现了主要句型和词汇，通过前两个单元的学习，孩子们已经积累了一些学习经验，所以本单元的教学可以通过创设各种生活情景展开，让学生在情景中学习使用词汇，做到词不离句，句不离境。
■单元课时分配：第一课时：P24.Let's talk , let's play , phonics time(j k)第二课时:P25.let,s learn, let's do and phonics time(l)第三课时:P26.Letters and sounds P29. Find and say.第四课时：P27.Let's talk , let's play , let's sing (P35) and phonics.第五课时:P28.Let,s learn, let,s do , Let's sing, Read and count,Phonics .(m)第六课时:P30.Revision, let's check, look and match , phonics.(n)★ The First Lesson一、教学内容P24.Let's talk , let's play , phonics time (j k)二、教学目标1.能够在图片和教师的帮助下理解对话大意。
人教英语新起点版五年级上册_Unit2_Lesson2_公开课教案【辽宁葫芦岛】
Unit 2 Teachers Lesson 2公开课教案葫芦岛市连山区塔山乡老官卜中心小学冯晶晶一、教学版本：人民教育出版社（一年级起点）五年上册二、教学内容：Unit 2 Teachers Lesson 2三、教学目标：1.知识目标（1）能够听懂、会说用来询问某位教师教哪门学科的功能句：What does he / she teach? 及其答语：He / She teaches...，初步学会在恰当学会在恰当的情境中运用它们。
（2）能根据问句写出答语。
2.能力目标（1）能够在有限的语言交际情景中正确理解新词组含义，并有效地进行新旧知识的融合，增强口语表达能力。
（2）能够借助图片、多媒体课件等教学辅助工具理解语义并进行交际场景的模拟和再现。
3.情感目标（1）激发学生学习英语的兴趣，增强英语口语交际的自信心，体验并分享成功的快乐。
（2）营造轻松活跃的课堂气氛，让学生在接受新知的同时收获快乐。
四、教学分析1.教学重点：听懂、会说和认读有关过学科单词、句型。
2.教学难点：描述询问哪位教师教什么学科的句型，在模拟交际场景中进行交流。
3.学情分析：本节课是人民教育出版社（一年级起点）五年级上Unit 2 Teachers 中Lesson 2。
本节课主要是通过询问哪位教师教什么课这一情景的创设把新旧知识融合，拓展对话练习，提高学生的听说能力。
农村小学生对英语学习总的来说积极性不够，很多时候不能更主动更积极的加入英语小组学习中，五年级的小学生具有一定的英语基础，在日常的教育教学中要注重培养学生们的听说读写能力。
五、教学步骤Step 1: Warming-up and Revision1.师生互致问候。
2.复习Lesson 1中出现的单词，missing单词游戏。
通过单词练习，让学生更熟悉Lesson 1中的单词，更好的为描述老师的外貌。
[设计意图]通过师生间相互问候，利用课件复习上节课所学的单词，学生通过小游戏，营造了轻松、和谐的课堂氛围，激发了学生学习英语的兴趣。
牛津译林版八年级英语上册8A Unit 3 单元教案
课题8A Unit 3 Reading (1) 课型New教学目标1 .To guess meaning from pictures2 .To infer general meaning from context and keywords3. To respond to text by sequencing information教学重点To infer general meaning from context and keywords教学难点To respond to text by sequencing information教学过程教师内容备课札记Step1 Lead inDiscussion：If you want to travel around the world in aday, what can you do?Step 2 Presentation1) Introduction of the world park2) Some new words and phrases:the Golden Gate Bridge boring a lot of traffic bequite far awayStep 3 Fast reading1) What is the letter from Linda to her parents about?2) What did Linda think of the trip?Step 4 Careful reading1) Fill in the table below:A trip to the World Park in BeijingWhoWhenHow(transportation)How farWeather2)Find out the route of the tripon the way at the World Park inside the park3) Some questionsWhat was the weather like?Where did Linda see the Golden Gate Bridge?Could Linda’s mother see the photos? Why?Step5 Role-playSuppose you are Linda, retell the day out to the World1、Be honest rather clever 22.4.264.26.202204:4004:40:12Apr-2204:402、By reading we enrich the mind; by conversation we polish it.二〇二二年四月二十六日2022年4月26日星期二3、All things are difficult before they areeasy.04:404.26.202204:404.26.202204:4004:40:124.26.202204:404.26.2022 4、By other's faults, wise men correct theirown.4.26.20224.26.202204:4004:4004:40:1204:40:125、Our destiny offers not the cup of despair, but the chalice of opportunity. So let us seize it, not in fear, but in gladness. Tuesday, April 26, 2022April 22Tuesday, April 26, 20224/26/20226、I have no trouble being taken seriously as a woman and a diplomat [in Ghana].。
人教版七年级英语上册Unit 3教案
Unit 3 Is this your pencil?教学目的和要求(Teaching aims and demands)Excuse me but these they good those boat hill tree their much very much all right all right mum friend brother nice to meet child children welcome our come come in oh日常交际用语Is this your/my/his/her pencil-box? Yes,it is./No, it isn’t.Here you are.Where’s my…?What are these/those? They’re …,etc.It’s very good.Are these/those/they English books? Yes,they are./No,they aren’t.They’re their books. That’s all right. Thank you ve ry much.These are my friends,Kate and her brother Jim…Welcome to our home.Who am I? Do you know?What number is Jim’s bus? Come in, please.语法:运用my, your,his,her,its数词以及名词的复数形式.运用these,those和theyperiod 1Step 1 Revision1.ReviseIs everyone here today?Find out :who is present/absent.e flashcards to revise the new words in Unit 5. (girl, boy, man, woman,sister,father,mother,Mr,Mrs,etc.)3.Check homework.Step 2 PrsentationPick up a girl’s pen and ask Excuse me.Is this your pen?Help her to answer Yes,it is. Say to the class This is her pen.Give the pen to her and say Here you are.Help the student to answer Thank you. Repeat with a boy, saying This is his pen.Repeat several times with different objects,including a bag,a pencil-box,a pencil,an eraser,a cup,etc.Get all the students to raise their pens.Point to a boy’s pen and help the class say his pen. Then point to a girl’s pen and say her pen. Repeat this several times at a quicker speed.Step 3 PracticeGet this chain drill going. In each case a student should pick up an object belonging to the person behind or beside him or her,and askA:Is this your book?B:Yes, it is.A:Here you are .B:Thank you. (Pick up an item from another student and ask C)Is that your eraser?C:Yes,it is.B:Here you are!(Give the eraser to the owner.)C.Thank you.(To D) Is this her…? Etc.Explain that it is polite to say Excuse me!to get someone’s attention. Get them to repeat several times. Then repeat the chain drill adding Excuse me!Step 4 PresentationPick up a bag belonging to a girl, point to a boy and say Is that his bag?(No, it isn’t. I think it’s her bag.). Give extra emphasis to the word her.Pick up a pen that belongs to a boy,point to a girl, and ask Is this her pen?(No,it isn’t.I think it’s his pen).Put special emphasis on his. Repeat this several times with different students and different objects.Step 5 Look, listen and say.SB Page 26, Pictures 1, 2and 3, Speech Cassette Lesson 21. Say Open your books to page 26. Look and listen. Play the tape through once. Rewind and divide the class in two – A and B. Say Listen and repeat. Replay the tape, using the pause button. Students listen and repeat. Repeat changing roles. Notice the special emphasis on the word my in the last line. But where’s my cup?Step 6 Pair practiceDivide the class into groups of three. Get them to practise the dialogues with Pictures 2 and 3. After they have practised once or twice, get them to repeat the dialogue using other items and their own names.Step 7 ActingCall out four students, each with four different objects. Collect the objects from them, and have a similar dialogue. The teacher begins to say Excuse me. Is this your eraser? (Yes/No.)etc.Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.Step 8 Workbook.Sb Page 111, Wb Lesson 21. Exx. 2-3 should be done in class. Use the words in the box to substitute for the italicized words in the dialogue in Ex. 3.HomeworkFinish off the Workbook exercises. Write Exx. 1 and 2 in the exercise book.Note:When teaching new words, e.g. me,these,tree, meet,please,very, welcome,etc.remind the students of the spelling rules taught in the previous unit. From now on, the students have to learn more words. Help them deal with the English spelling.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 2Step 1 Revision1.Ask a group to act out the dialogues from Page 26 with books. If desired, ask another group to act without books.2.Check hoework. Get some students to read and act Ex. 3 in Wb Lesson 21.Step 2 PresentationHold up a bag and ask What’s this? It’ s a bag.Hold up two bags and say What are these ? They’re bags.Repeat with a pen/ pens, a book/ books,a box/boxes,etc.Now get the class to ask and answer both questions ---What’s this ? What’re these?Make sure that they pronounce the plural forms correctly. Add /z/for banana, bag and pen,/s/for book and /iz/for box and bus. Also they should pronounce the ds in birds as one sound/dz/ not /d+z/.Step 3 PracticeChain drill . Call out several students to demonstrate.A:What are these ?(Holding up two pens. )B:They’re pens. What are these?(Holding up two books.)C:They’re books. What’re thes e? (Holding up two boxes. )etc.Organise a chain drill around the class in the same way.Step 4 PresentationDraw a banana on the Bb. Ask What’s this? It’s a banana.Draw two bananas and ask What are these? They’re bananas. Write one under the single banana and two under the two bananas.Repeat up to ten.Step 5. Read and say.SB Page 27, Part 1, Speech Cassette Lesson 22. Say Turn to Page 27, Part 1. Look at Picture 1. What’s this? Help them to answer It’s a banana.Ask How many can you see? One, two or three? (One.)Look at Picture 2. What are these? (They/They’re bananas.)Notice that the short form for They are is They’re.Ask How many can you see, two, three or four?(Two.)Repeat with the other pictures.Then ask What can you see in Picture 2?Ss:Two bananas.Do the same for the other pictures in random order.Step 6 PresentationSB Page 27, Part 2. Books closed. Use flashcards or draw a quick sketch of a car on the Bb. Step away from it and using a pointer askWhat’s that? (It’s a car.)Repeat with a bird, a cat, an egg and a cake. Teach a tree and a boat.Now draw a second car, and, pointing to it ask What are those? (They’re cars.)Repeat with birds, eggs, cakes, boats and trees.Be sure to stand back and point when you ask,so students aren’t confused by these and those. Teach hills, boats and pictures in the same way. Get the students to read the dialogue in Part 2 in pairs.Step 7 Ask and answerSB Page 27, Part 2. Call out a student and ask What can you see in the picture? What are those? Point to the birds in the picture. They’re birds. Get him or her to ask you a similar question.Ask the students to work in pairs to ask and answer similar questions using the picture.Step 8 WorkbookSB Page 112, WB Lesson 22. Do Exx. 1-3Ex.1 contains the numbers from one to thirteen.Help the students to spell fourteen and fifteen.Tell them the numbers from thirteen to nineteen all end in teen. They are all formed by the number plus teen,except for thirteen and fifteen which are slightly different.HomeworkFinish off the Workbook exercises. Choose Exx. 2 or 3 for written homework.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 3Step 1 Revision1 Revise What’s this? /What are these?(They’re…) like this:Ho ld up a bag and ask What’s this? (It’s a bag.) Hold up two bags and ask What are these?(They’re bags.) Repeat. Help the class to answer.Repeat with pens, books,etc.Get the class to ask questions and give answers. Check for the use of plural forms.3.Revise What’s that?/What are those?in a similar way.This time use pictures from magazines, pictures on the wall or Bb drawing to emphasize that that and those refer to items that are not near.Chain drill. Call out several students to demonstrate.A:What are these? (Holding up three pens.)B:They’re pens. What are those?(Pointing to trees outside.)C:They’re trees. What are these?etc. Then get the class to continue this chain drill.Step 2 Pronunciation praticeWrite these lists on the Bb one at a time and get the students to practise reading and pronouncing them correctly. Write the phonetic symbols if you think they will help the students.1./s/2./z/3./iz/desks birds/dz/ busesbooks trees boxescats/ts/ girls orangesbikes boysAfter writing each list,underline the endings and explain These words have the …sound. Do Ex. 2 in Wb Lesson 23.Step 3 PresentationTake out a bag with some oranges or pears in it. Hold it up and let several students feel the bag, Ask Are these apples? Some students will say Yes, they are.Others may say No,they’re not.Still others may say I think they’re… Smile and say You don’t know! Open the bag and say Look!These are (pears).Teach Are those…? For example , put a small picture with two cars in the corner of the room,and ask Are those Chinese/Japanese cars? The students try to guess. They may answer Yes,they are./ No, They’re not. Then bring the picture closer so that they can confirm that they are/are not Chinese/ Japanese cars.Step 4 Read and saySB Page 28, Part 1, Speech Cassette Lesson 23. Play the tape. Students listen, and then listen and repeat. Get two or three pairs to read aloud the dialogue. Then get the students to read in ter, get some students to read and act.Step 5 Look, listen and saySB Page 2, part 2,Speech Cassette Lesson 23. Let the students listen to the tape and then get them to practise the same way as in Step 4. Put the students in groups of three (A,Band C). Later ,call out several groups to read the dialogue and act in front of the class.Step 6 WorkbookSB Page 113, Wb Lesson 23. Do Exx.1-3 in pairs orally. Then check the answers with the whole class. Wx. 4 is optional. Do this exercise if you think your students are ready. Point to the picture and draw the students’ attention to the difference between written English and Chinese, including the word order and the use of the verb to be.HomeworkFinish off the Workbook exercises. Revise the new language items in Lessons 21, 22 and 23. Do Ex.2 in the exercise book.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.Period 4Step 1 Revision1.Call the register. Get the students to talk about who is not at school today,etc.2.Revise the nubmers 1-28 and teach 29 and 30.ing flashcards, revise the plural words taught in this unit: hills,boats,birds,etc. Do Ex.2 in the Wb Lesson 23.e the same cards to practise What are these? Are these…? And further away,What are those? Are those…?Step 2 Read, listen and saySB Page 29, Part 1,Speech Cassette Lesson 24(Phonic Reading Work). Follow the same steps as in Lesson 20. Step 2. (Please see Pages 148-167 of the TB.) As in Lesson 20, use flashcards rather than going straight to the book.1.Books closed. Say Listen and play the tape.2.Play the tape again. Say Listen and repeat.Write the letter O on the Bb, and next to it write no,hello, those,home,zero and go.3.Students read aloud each word in turn as you point to it.4.Explain that in Chinese these words all have the letter O and the /eu/ sound.5.Repeat the above procedure with the words:6.Get the students to read and say the above words from the Bb in random order. Then ask them to read aloud the words in SB Lesson 24, Part 1.7. Do Ex. 1 in Wb Lesson 24.Step 3. PresentationDraw a picture on the Bb. There should be six children- three boys and three girls. Point to the first boy and say This is Jim Green.Write Jim Green under the picture. Point to the first girl and say This is Kate Green. Write Kate Green under the picture. Say Kat e is Jim’s sister. Write Jim’s sister under Kate. Point to Jim and say Jim is kate’s brother. Repeat. Have students repeat brother several times. Now point to the next picture of a boy and say Who is this? He’s Tom Read. Then, pointing to the girl Who is t his? She is Ann Read. Write the names below the pictures. Point to Ann again and ask Who is she? Help a student to answer She’s Tom’s sister. Point to Tom and say This is Tom Read. Who is he? Help a student to answer He is Ann’s brother.Write Ann’s brother under Tom’s picture.Repeat with Joy and David Smith.\When you are finished, say Jim is 12, Kate is 8, Ann is 12,Tom is 13, Joy is 7 and David is 12. They are all children. Write the word children on the Bb. Ask thestudents to guess what the word means. Explain if necessary and have the students repeat the word several times. Then draw a circle around all the pictures and say They are all children . They are all friends, too. Write the word friends on the Bb. Have the students guess the meaning and if necessary, explain.Step 4 PresentationCall out four students –two boys and two girls. Point to each one and give him or her a name. Say Kate, Jim, Ann and Tom. Ask them to leave the room and to come in two at a time, brother and sister together. When the first two come in say Hello, Jim .Hello,Kate. Welcome to our class! When the next two students come in say Look! There are your friends, Ann and Tom. Hello, Ann. Hello,Tom. Welcome to our class! Get the students to repeat Welcome to our class.Step 5 DrillStart a chain drill like this. Tell students to remember the name as you go around the rows pointing to each student in turn. Say 1-Jim, 2-Kate, 3-Ann,4-Tom,5-Joy,6-David, 7-Jim, etc.(Number the pictures on the Bb in the same way to help).Help S1 to say Hello, I’m Jim.S2:Hello Jim.I’m Kate.(Kate turns to Se and says. )Hello, I’,m Kate. This is my friend Jim.S3:Hello Kate. I’m Ann. (Ann turns to S4.) hello, I’m Ann. These are my friends Kate and Jim.S4:Hello, Ann. I’m Tom. (Tom turns to S5.)Hello, I’m T om.These are my friends Jim,Kate and Ann.Continue in the way until you reach S6. Student 7 starts again. Hello, I’m Jim. And so on.Step 6 Look, listen and saySB Page 29, Part 2, Speech Cassette Lesson 24,. Say Turn to Page 29. Play the dialogue for Picture 1. Students listen, and then listen and repeat. Explain that when people address a mother directly, they usually say Mum or Mom. Fathers are referred to as Dad. Get two or three pairs to read aloud the dialogue on Page 29. Then get the students to read in groups of three. Say Look at picture 2. Who is there? Do you know? Listen. Play the dialogue for Picture 2. Have students listen and repeat paying special attention to the pronunciation of the word room. Explain the meaning in Chinese. Get two or three pairs to read aloud the dialogue. Then get the students to read aloud the dialogue. Then get the students to read in groups of ter, get some groups to read the act.Step 7 Listen and answerSB Page 30, Part 3, Listening Cassette Lesson 24. Say Look at the picture on Page 30. What can you see? (Jim and Li Lei)Where are they? They are at the bus stop. Write at the bus stop on the Bb. Explain that Jim and Li Lei are at the bus stop. Jim wants to gohome. Say Listen. What number is Jim’s bus? Play the cassette twice, if necessary. The text of the tape is printed below. If you do not have the tape,read the following text aloud.Listening textJim:Is that my bus?Li Lei: What’s number?Jim:I think it’s 25.Li Lei:No, that isn’t your bus. Y our bus is numbe r 29.Jim:Look! Is that my bus?Li Lei: I think it is. Yes, It’s a 29 bus.Jim:Good. Oh, where are my bags?Jim: Thanks.Goodbye!Li Lei:Goodbye!Then repeat the question What number is Jim’s bus? (Answer:29)If time permits,play the tape again,and get the students to repeat. Half of them can be Jim, and the other half Li Lei.Step 8 Say and writeSB Page 30, Part 4. Books closed. Draw a boat on the Bb. Say This is a boat. Write the sentence on the Bb and then read it aloud. This is a boat.Have the students repeat.\Draw three boats. Say These are boats. Write the sentence on the Bb. Say These are boats.Hve the students repeat.Say Turn to Page 30. Point to Part 4. Explain the model to the students. Say Look at number 1. A box. This is… Help a student to say a box. Say These are … Help a student to say boxes.T: Picture No.2. A computer. Row 2Row 2: This is a computer.These are computers.T:Picture No.3.An apple. Row 4.Row 4: This is an apple. These are apples, etc.After you have gone over all of the words , get students to write the answers in their books. When they have finished, ask the students to exchange books and to “mark” each other’s work. Remind them to pay special attention to boxes and buses, where an “es”must be added in the plural form.Step 9 Check point 6Revise the plural from of the noun. Refer to the notes on Page 182 of the SB. Do Wb Lesson 24, Ex. 3. Give a short dictation as in Lesson 20. Use some of the words, expressions and sentence patterns in this unit. Give the Ss a few nouns. Get them to make the nouns plural.Step 10 Workbook\Sb Page 114, Wb Lesson 24. Most of the exercises help revise the plural form of nouns. E.g Exx. 3 and 7.Ex.6 shows a way of learning new words by classifying them according to their meanings. Exx.9 and 10 are optional. Ex.9 providesstudents with reading practice. Ex.10 is a chant that helps the students to practise rhythm.HomeworkFinish off the Workbook exercises.教后一得单词复数是本册的一个重点,也是一个难点.利用本单元的四个教案,通过实物.投影仪,电脑辅助进行教学,很好的解决了这个难点,取得了教好的效果.。
人教新起点四年级英语下Unit 3Travel Plans lesson2教案
2.教师播放录音，领读课文对话，学生跟读，提醒学生注意模仿语音、语调。要注意读出故事中人物的心情哦！
老师在黑板上示范写答句，可以让学生伸出手指书写，关注书写习惯，如：字母占格、笔顺,首字母大写等
六.Practice
1.根据要求写单词或短语。
2.根据要求改写句子。
七、Summary
1.单词和短语：summer vacation, eat seafood, visit the Mogao Caves, West Lake, the Great Wall, row a boat, take photos, sea, ski.
3.过程与方法目标：能够读懂和填写调查表格，并对调查结果进行转述。
4.情感态度与价值观目标：能够结合个人情况，写出下列问句的答句: Where do you want to go? What do you want to d游从事相关活动的旅游计划的功能句: Where do you want to go? I want to go to…及What do you want to do? I want to…能够初步在情景中进行口头交际，并能够根据问句写出答句。
2)What does he want to do there?
6小组合作：
两人一小组
根据剧本分角色练习
适当加上一些动作辅助表演
四. Do a survey and report.
1.T: Look at the picture. Bill and Yaoyao are talking. What are they talking about?
2021年人教精通小学英语四年级下册全册教案第二学期全册教学设计 (2)
T：How many sofa? Let＇s count．T&Ss：One，two．Two sofas．
T：There are two sofas in the living room．T&Ss：There are two sofas in the living room．
教师以同样方式，让学生跟读以下句子：
There are four armchairs．There are three kites，There are five balloons．There is a big clock．
4)巩固本课课文内容。
教师播放录音，让学生跟读，并请学生分角表演对话。
5)教学四会单词。
(2)教师可用提示性语言来问学生：Is there a new desk? Is there a new chair?学生虽然对There be句子感到陌生，但是对desk和chair却比较熟悉。当学生听到1s there a new desk?的问题时，他们会回答Yes。教师可顺势切入本课重点句式There is a new desk.以同样的方式介绍出There is a new chair.鼓励学生自己说出句子：There is a new bed，a new computer，a new homecome to my new home! Lesson 3
课时
1
课型
新授
目标
知识目标：让学生在真实的语境中，进一步感知、理解There is…There are…
能力目标：描述某处存在什么，并能在本课的对话背景中灵活运用
情感目标：引导学生通过观察和探索性的学习，习得本课对话中出现的句子。
冀教版四年级下册英语全册教学设计(经典,可直接打印使用)
四年级下册英语全册教案（冀教版）Lesson 1 : How are you?教学设计教师领唱后师生随着音乐的节奏同唱，边唱边做动作，渲染课堂的气愤。
板书课题：lesson1how are you?2.New concepts 第一部分: A newsemester教师领读对话、1、第二部分：A new teacher观察图画，让学生说说每幅图画上都看到了什么。
由学生自己根据已经学过的知识试着读句子。
教师领读，学生自由读，小组内读，直到熟练为止。
以相同的方式教学第二至四幅图的句子。
(课件出示对话情境图练习对话)根据老师的提问，积极回答问题，完成对话学生根据图片提问并回答问题。
新授环节主要采用对话形式，集中学生的注意力积极利用多媒体的教学手段，丰富课堂效果Lesson 2：Is this your pencil?教学设计with pictures or real things.(用实物或图片介绍新词)Pair work: What’s in your pencil box?2.Whose pencil is this? Mr.Wood finds a pencil. Whose pencil is it?Let’s listen.(观看第二部分光盘)Is this Jenny’s pencil?Is this Steven’s pencil? Whose pencil is it? Teacher takes a pencil from one of the students, and then asks some students: Whose pencil is this? Is this your pencil? 利用学生手边的实物介绍这些学习用品，更真实自然，同时要有音节教学的渗透。
学生要多看，多听，在动画情境中理解文本的含义。
通过问答，检测学生对文本的理解。
创设情境，鼓励学生运用所学知识进行交际交流。
Lesson3 Where Are They2022-2023学年四年级三起下册英语【教学设计】冀教
Lesson3 Where Are They2022-2023学年四年级（三起）下册英语教学设计（冀教版）一、教学目标本课程旨在通过学习建立宠物动物园的地点及周围环境的词汇和语言句型。
1. 学生能够理解并使用新词汇及词组：“be”, “in”, “on”, “near”, “far”，“the park”, “the zoo”, “the pond”“ the street”, “the tree”, “ the hill”, “the pond”, “the flower”等。
2. 学生能够理解并使用描述宠物动物园里动物位置、它们在哪里等表达方法。
3. 通过课堂练习，能够掌握如何在正确的地点使用新的词汇和短语。
二、教学内容本课程主要包括以下知识点： 1.地点词汇。
学生将会掌握如何用英语表示宠物动物园中的地点，如”the park”, “the zoo”, “the pond”, “the street”, “the tree”, “the hill”, “the pond”, “the flower”等。
2.动物位置词汇。
学生将会掌握用英语表示宠物动物园中动物的位置，包括”in”, “on”, “near”, “far”等。
三、教学重点和难点1.教学重点：学生能够理解并使用地点和位置词汇；2.教学难点：学生将学习新的地点和位置词汇，需要较多的听、说、读、写的综合能力。
课程重点介绍宠物动物园中的生物，需要将词汇与实际事物结合并掌握如何描述它们在哪里的位置。
四、教学方法和手段1.教学方法：采用互动式教学，课堂上老师配合学生多方位练习，进行口语、听力、阅读和写作综合性的训练。
2.教学手段：多媒体播放器、音频、教学PPT、图片等。
五、教学过程设计第一部分：导入1.向学生简单介绍动物世界，引导学生展开热烈讨论。
2.让学生看照片并说出各种动物的名字。
第二部分：新知讲解1.通过图片展示地点词汇，让学生理解和记忆对应的名称。
冀教版四年级下册英语教案：Unit1Lesson3Wherearethey
教案：冀教版四年级下册英语教案：Unit 1 Lesson 3 Where arethey?一、教学目标1. 知识目标（1）能够听懂、会说、会读本课的生词和句子。
（2）能够用英语询问和描述地点。
（3）能够用英语进行简单的日常交流。
2. 能力目标（1）能够正确使用地图和指示方向。
（2）能够根据题目要求，用英语绘制简单的路线图。
3. 情感目标培养学生对英语学习的兴趣，增强团队协作意识，提高自主学习能力。
二、教学内容1. 单词：map, street, school, hospital, post office, supermarket, bank, restaurant, zoo, park2. 句型：Where is the ? It's next to the3. 语法：一般现在时态的疑问句和回答。
三、教学重点与难点1. 重点：掌握本课的生词和句子，能够用英语询问和描述地点。
2. 难点：一般现在时态的疑问句和回答。
四、教具与学具准备1. 教具：课件、地图、指示牌2. 学具：笔记本、彩色笔五、教学过程1. 导入（1）复习上一课的内容，询问学生还记得哪些地点。
（2）引入本课的主题，展示地图，引导学生观察并谈论地图上的地点。
2. 新课呈现（1）展示本课的生词卡片，引导学生学习和发音。
（2）通过课件展示本课的句子，引导学生跟读和理解。
3. 操练（1）分组进行角色扮演，模拟询问和描述地点的场景。
（2）学生相互练习，巩固所学内容。
4. 实践活动（1）学生分组，根据题目要求，用英语绘制简单的路线图。
（2）每组展示自己的路线图，并用英语进行解释。
六、板书设计1. 板书Unit 1 Lesson 3 Where are they?2. 板书生词：map, street, school, hospital, post office, supermarket, bank, restaurant, zoo, park3. 板书句型：Where is the ? It's next to the七、作业设计1. 抄写本课生词和句子。
冀教版(三年级起点)小学英语四年级下册全册教案
Lesson 1:How Are You (Book 4)教材分析Jenny和Danny返回加拿大的学校，学会用标准的问候用语How are you? Fine, thanks. What’s your name ? My name is _______.学生分析学生在第一册和第三册已经掌握了一些问候用语，本科学习起来比较容易。
设计理念让学生在快乐的环境中学习英语，为学生创造英语的氛围，会用标准用语交谈。
教学目标1、能听懂、会说、会读句型：How are you? Fine, thanks. What’s your name ? My name is _______.2培养良好的学习习惯.重点 1.2 难点 2教具学具录音机、卡片教学流程Step 1:Class opening and review1、Grerting2、Sing a song “ABC song”Step 2: Presentation1、口述目标，激发目标2、明确要求，自学指导A、学习目标问候语How are you ? Fine , thanks.1、写出并重复读出这些句子。
2、利用手偶来演示如何使用这些句子。
3、同桌分组进行角色扮演。
4、巩固扩展，当堂训练将全班分成若干小组。
要求每组学生运用掌握词汇排成一组对话，鼓励学生尽可能多回忆并使用第1册至第3册已学过的句型，先让学生即席想一想场景及相关词汇。
让学生利用本课所学编对话。
T: Where are Jenny and Danny ?S: At school ./ In the classroom.T: Is Jenny a teacher.S; No .T:(指着伍德老师) Is Mr .Wood a teacher ? Is he a teacher ? 把英语与学生实际生活联系，体现英语的应用。
S:Yes. 把英语与学生实际生活联系，体现英语的应用。
T:Yes ,he is ---------------Step3: Class closingSing “How are you”lesson 2: Lesson 2: Friends教材分析本课主要内容是学习标准问候语：What’s your nane ? My name is _______? 并能换物主代词，灵活对话，本课生动有趣，与实际生活息息相关。
冀教版英语教案四年级下册
学期备课一、学情分析:经过上学期教学实践，我发现四年级学生掌握英语情况良好。
大局部学生在课堂上就已经能掌握新授内容，学生兴趣浓厚，积极活泼。
但是仍有一些学生学习习惯比拟差。
但四年级毕竟还是一个学英语起始阶段，总体来说，学生对英语兴趣还是很浓厚。
因此，四年级这个打根底阶段至关重要。
二、教学目标:本册教材中除了要掌握各单元出现单词以及重点词组、日常用语以外，根据课改要求还应该注重培养学生日常交际能力。
教师应该为学生创设一定语境，通过大量听、读练习及情景对话，增强学生交际能力。
三、教学重点、难点:1、能按四会与三会要求掌握所学单词。
2、能按四会要求掌握所学句型。
3、能运用日常交际用语，活用四会句型，进展简单交流，并做到大胆开口，发音正确，所用话语与场合符合。
Lesson One : How are you 〔1课时〕一、教学目标：1.能听说读写How are you Fine，thanks.2.说出并且听懂Nice to meet you.二、教学重难点：1、How are you Fine, thanks.以及How areyou 其它答复方式。
2、You can call me...三、教具、学具：Mr. Wood图片，收音机四、教学过程：㈠Warming up1、GreetingT: Hello, boys and girls.S: Hello, Miss Chen.T: What’s your nameS: My name is…T: Let’s learn English!2、Sing a song“How are you〞为学生学句型作铺垫㈡New concepts⒈先教单词fine. 教师先把nine写在黑板上让学生拼读，然后出示fine让学生试读，反复带读fine一词并检查学生发音。
2.教师指着自己对学生说:I’m fine，today. 用表情来表示出自己今天很好(指身体).并把fine一词写在黑板上,可向学生用汉语解释fine一词意思是身体好。
六年级下册英语教案-Unit3Wearegoingtotravel人教精通版
Unit 3 We are going to travelLesson 13一、语言知识目标1) New words: east ,south , west , north2) New sentences :Peter’s family is going on a trip around China during the holiday.The first place to go is the Great Wall .It is the longest wall in the world .Then they are going to take a plane to Hangzhou.They are going to see the West Lake and they are going to drink “Longjing Tea”.They will also visit Sanya .They plan to Xi’an and Harbin ,too .二 、能力目标1、 能正确使用will 和 be going to 表达将要做某事。
表达将要做某事。
2、 能够理解和表达简单的旅行计划。
能够理解和表达简单的旅行计划。
3 、培养学生在现实情境中用英语表达真实感受的能力和语言运用能力。
、培养学生在现实情境中用英语表达真实感受的能力和语言运用能力。
三、 学习策略注重合作学习，任务型教学，直观法，情景教学法，。
四、情感态度1）了解国内主要城市的情况。
）了解国内主要城市的情况。
2) 培养学生的爱国主义情感。
培养学生的爱国主义情感。
五、 教学重点和难点重点：Learn the text and be able to describe the pictures about the main cities in China.表达将要做某事。
难点：1、使用will 和 be going to 表达将要做某事。
冀教版四年级英语上册教案Lesson 3 Where Are They
在黑板上贴出卡片book,blackboard,ball
用Where is it的句型让学生连线
理解动词+ing的句子
T:指着book卡片说，Let’s go to the……
全班：……library
T:Yes,very good.指着ball,Let’s go to the……
全班：……gym.
集体备课教案
课题
Lesson 3 Where Are They?
课型
新授
主备人
王欣
成员
教学目标
1．复习Where is?句型。方位词和人称、物主代词
2．学习重点单词classroom,gym,library
3.在具体的语境中，理解动词-ing形式的意思。
教学重点
1．教学重点：词汇classroom,library,gym以及方位词。
2．教学难点：代词和物主代词的使用
准备
1．实物：钢笔、铅笔、书、纸
2．卡片：classroom,gym,library，Jenny,Danny,Steven.
课时安排
共1课时第1课时
授课时间
项目
预设教学过程
二次备课
教
学
过
程
教
学
过
程
（一）问候
（二）复习并引入新课
1．用歌曲复习Where is?句型以及方位词。
用纸和黑板练习on the blackboard后边两组练习全班一起唱边问，找个学生回答。
（三）教授新概念classroom,gym,library
1．T：（叫一名同学起立，继续唱问全班）He is.2
Where is he? 2
全班：在教师里
精通版五年级英语上册Lesson3_教学设计
Lesson3 教学设计一、教学内容与分析Just talk学生们表演“电视音乐谈话”节目，Zhou Pei扮演记者，釆访新同学Pat和Perry，采访中问到出生地点、所喜欢的娱乐项目等。
学生通过对话学习如何询问和回答某人来自哪个国家。
主要目标语言：Where do you come from?I’m from France. / I come from Germany.二、课前准备1. 准备一些国家国旗的图片，奖励课堂上表现出色的学生。
2. 准备词语卡片和教学挂图，创设情景，引导学习。
3. 准备采访用的麦克风或道具。
4. 请在黑板上准备好四线格，方便板书四会单词和句子结构。
5. 准备教学课件。
三、教学步骤与建议1. 热身/复习(Warm-up / Revision)1) 师生问好。
2) 演唱歌曲：Where are you from?3) 学生交流上节课拓展内容，把自己查找到的国家首都、著名建筑和代表性动物等与同学交流。
复习学习过的国家，开阔学生视野。
2. 新课呈现(Presentation)1) 呈现情景。
Today, our school will have a TV Music Show. We’ll invite some students.T: (出示课文中第一幅图片) Look at the children. What are they doing? Who are they? Where are they from?播放课文视频，请同学们提取关键信息，注意回答问题。
2) 学习单词France, Germany和句子Where do you come from? I come from Germany.(1) 引导学生观看课文视频，完成下面的表格。
T: Zhou Pei is from China. Where is Pat from?S: He is from France.(2) 学习单词France，出示法国国旗、地图、埃菲尔铁塔等图片，帮助学生认识法国。
小学英语人教新起点三年级上册Unit3Food英语三上Unit3《Food》教案
（4）circle the words you hear
（5）let’s guess
（6）老师说I am want some you give me some advice?学生可以用DO you like---?
教师根据学生的回答，在黑板上写出板书DO you like---?Yes，I do./No,I don’t.
Review
复习以前学过的食物
拍手唱food
让学生对以前所学食物充分熟悉
Step3Presentation
1.热身活动
(1)教师播放视频并询问以下问题Who are they?Where are they?
(2)老师教授新单词：
T: What canyou see?
Ss:...
(教师张贴食物单词的图片，每一个单词对应一个小游戏)
进行对话；
2.通过对食物单词的学习，培养孩子能珍惜食物的情感态度。
思维品质目标：
学生能在图片和对话的帮助下，发展自身的观察、预测、分析、推理等思维品质。
文化品格目标：
学生通过本课学习之后，其自主管理能力，健康生活能力有所提升，能珍惜食物，不浪费。
教学重点及难点
词。
3.词汇学习和操练
(1) Let’s talk and tick or cross
②教师先和一个学生对练DO you like---?Yes，I do./No,I don’t.
③学生2个人分组对练句型后，教师请学生台上表演：
学生观看视频并回答问题
学生认读单词
学生单词连线
学生勾出24页part A听到的单词
人教版小学英语二年级（下）
Unit 3 Food（ Lesson1）
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
（冀教版）小学英语四年级下册
Lesson 3 Where are they? 教学设计
河北秦皇岛昌黎泥井中心小学蒋计娜
教学目标：
1．能听、说、读、写四会单词：blackboard, desk, chair, schoolbag, between, beside，并能灵活运用。
2．能灵活运用句型：
This is my classroom.
What can you see?
Where are they?
Danny is between the desk and the chair.
Jenny is beside Kim.
Kim is beside Jenny.
The schoolbag is on the desk.
The book is in the schoolbag.
The crayons are under the desk.
3.能准确熟练地朗读对话，并能在课堂上进行一对一的练习。
4.能用所学词汇和句式进行简单的对话练习。
能力目标：
能准确的运用where句型及表示方位介词in、on、under、between、beside的用法，在用中学，在学中用，培养运用语言的能力。
情感目标：
培养学生团结合作的意识。
教学问题诊断：由于学生基础差，在教学过程中，学生难免会卡壳，因此我想从简单到复杂，一点一点的进行。
重点难点：
重点：掌握表示方位介词的用法及where句型。
难点：如何在实际中灵活运用本课句型。
教学准备：物品实物，PPT课件。
教学过程：
Step 1. Warming up and revision.
1.Greating with students.
T: Class begin.
Monitor: Stand up.
T: Hello, boys and girls.
Ss: Hello, teacher.
T: How are you?
Ss: Fine,thank you. And you?
T: Very well, thank you.
2.Sing a song:How are you！
3.Revision.
教师手拿实物，问What’s this? 学生回答：It’s a
pen.(pencil、pencil-box、ruler、crayon)迅速复习。
Step 2. Presentation.
1. 大屏幕呈现课题 Lesson 3 Where Are They? 教师领读两遍。
2. Teaching Part one: “My classroom”.
1)大屏幕展示教室图片
T：what is it?
S: Classroom.
T: Good.What can you see in the classroom?
S1: Book
S2: ruler
S3: crayons
...
2)大屏幕展示黑板图片。
T: What’s this?
Ss: 黑板。
T: Blackboard.（板书，并领读）
用同样的方法分别教授：desk, chair, scholbag.
3)Game
T:let’s play a game . I have some pictures and you can choose one，then tell us what it is . （巩固刚刚学过的单词）
4. Teaching part two “Where are they?”
1)大屏幕展示第二部分第一张图片（Danny在桌子和椅子中间）。
T：Who is he?(What can you see?)
Ss: Danny chair desk
T: Where is Danny?
(大屏幕出现句子) Danny is between the desk and the chair. 教师贴图片，并且把句子写在黑板上，强调between...and... T:Can you see sth. with “between...and..”?
S:
2)大屏幕展示Jenny和Kim并排站着的图片。
T: Where is Jenny?
(大屏幕出现句子) Jenny is beside Kim.
T: Where is Kim?
(大屏幕出现句子) Kim is beside Jenny.
课件与教师都强调beside,在旁边。
T:Can you see sth. with “besid”?
S:
3）听2遍录音，回答问题。
（展示问题）
Is Jenny between the desk and the chair?
Is Danny beside Kim?
4）学生回答以上问题。
5）教师领读课文。
6）练习：1)出示图片3，What can you see?
学生I can see “The schoolbag is on the desk.
The book is in the schoolbag.
The crayons are under the desk.”
2)屏幕展示图片，学生练习运用on、 in、 under 、beside、between 7）.Game
老师制作了一些on、 in、 under 、beside、between单词卡片，学生任意抽取一张，利用身边的学习用品，练习说句子，达到巩固的目的。
Step3、Let’s do it!
出示最后一幅图，首先让学生用英语讨论这幅图，在把答案写在书上，教师和大家一起订正答案。
Step4、Homework
1）Read the text 2 times.
2）Do your exercise books.
3)Make a small dialogue with between and beside.
Step 4: Say goodbye to the students.
T: Class is over.
Monitor: Stand up.
T: Goodbye, boys and girls.
Ss: Goodbye, Miss jiang.
教学反思：
本节课共分为四个环节，问候、复习、新课呈现、布置家庭作业结束课程。
是一节环节衔接比较紧凑的课。
最一开始用了适当的问候语，及时巩固了所学的知识，提高了语言的使用率，并创设了融洽的氛围。
我在课堂中穿插了活跃课堂气氛的Let’s sing a song.与游戏。
唱歌能使学生感到轻松、愉快、满足，产生兴奋情绪，既活跃课堂气氛，调动学生情绪，又激发学生的学习兴趣，创造学习英语的轻松环境。
上课开始复习时的Let’s sing a song.让学生在愉快的氛围中复习了上节课所学以及这节课要用到的单词。
我自己在环节和语言的衔接，还有口语等方面还有待进步。
学生课堂中的表现不错，但是当学生以个体为单位表演或者表现的时候胆量与表情的自然度还
有所欠缺，今后要在这一方面加大力度，尽量把课堂交给学生，让课堂真正成为孩子们锻炼自己能力的小舞台。