英语教学设计1

1、 <<Unit5 Look at the monkeys >> 第一课时教学设计教师行为学生学习活动设计意图Warm- up T: Good morning, boys and girls. How are you today? T: What do you do on the weekend? Ss: We are fine. S1:I clean my room .S2:I do the dishes学生通过三、四年级的英语学习，已养成了每节课前一两分钟进行简单的日常英文交流的习惯。教师通过这一活动，增强师生间的情感交流，创设英语氛围，复习有关家务的动词短语。Pre

2、view1. Guessing gameT: I have some friends. Look! Who are they? (课件出现一些动物 ) T: What do they do on the weekend? Guess!(让学生发挥想象，猜一猜) T: Look! What are they doing? (课件呈现动物们正在跑跳) T: I have some friends. Look! Who are they? (课件出现一些动物 )T: What is the elephant/tiger/rabbit/fish doing? 学生回答。2.Listen and act

3、教师发指令Jump jump， jump like a rabbit.Walk walk， walk like an elephant.Fly fly， fly like a bird.Run run， run like a tiger.Swim swim, swim like a fish.T: Good. Lets act like them. S: They are Mr. Monkey, Miss Rabbit,tiger and fish.S: They are runningS1:The elephant is walking.S2: The tiger is running.学生

4、做动作通过呈现故事, 吸引学生的注意力，引入动物们正在做的事情，复习第四单元的现在进行时。并从故事引出TPR, 通过TPR的形式引入将要学习的ing动词的原形，以旧引新，降低学生的学习难度，同时也为后面的新授知识做铺垫。Presentation and mechanical practice 1 .参观动物园在电脑上出现一张长图片，上面有大象老虎等动物。 教师引导学生谈论：T: The animals are so beautiful. What do you see?T (问全班同学): Can you see the elephant，too?T: What is it doing? Gu

5、ess. T: Its running. 点按纽，电脑上出现一只正在跑的大象。T: What else can you see?T: Can you see the fish?T: Guess.引导学生问：What is it doing? T: Its jumping. 点按纽，电脑上出现一只正在跳的兔子。2. 引出lets talk的重点句型。多媒体上出现Chenjie and Amy用望远镜观察老虎的图片, 教师通过提问：What is the mother elephant doing? 引出lets talk的重点句型。播放课件练习：S1: I see an elephant.Ss:

6、 Yes.S3: I can see a fish.学生听录音并连线。学生学唱P56 Lets chant, 巩固所学的单词。在有趣的猜一猜动物们正在做什么的活动中，自然地呈现出主句型。有意义的情景帮助学生理解与感知新语言，有趣的活动激发学生用英语进行表达的愿望。活通过Mother Goat带领学生参观动物园这一主题，逐渐呈现一些动物及他们正在做的事情，使学生亲临其境，让学生整体感知新语言，从而加深对单词的理解通过情景设计和趣味游戏，把单词的操练融入在句中，词不离句，同时让单词的机械操练也具有一定的意义。在学习单词的环节中，让学生养成运用Phonics的知识来认读单词，不仅可以帮助学生速记单词

7、，长期坚持，能使学生具备“听音会写 看词会读”的能力。Practice1. 开火车，说句子。T: Mother Goat is playing with her friends. Do you want to play with them? OK. First, tell me what they are doing? 教师出示单词卡2. Play a guessing game教师手持图片站在黑板前，找一名学生出来背对全班学生，全班学生看教师的图片说句子，如：Look at the bird. The bird is flying.同桌开火车练说句子：The rabbit is jumpin

8、g, j-u-m-p-i-n-g, jumping .学生做相应的动作并拼出单词。教师用开火车的形式检查学生的掌握情况。这个游戏是集体操练本课时的目标单词 Homework1、Listen to the tape and read the words.2、Use the words make some sentences.3Make a funny book（Task time）学生回家制作一本有趣的图画书，每一页都画一种动物，并配上英语说明。完成后装订成册，准备下一节课在全班展示。培养学生动手操作的能力 Unit 3 My friends教学目标与要求:1.能听懂,会说:What's

9、 his/her name? His/her name is.等并能在实际情景中运用2.能听.说.认读描述人物的形容词和人物活动的名词并能在实际情景中运用3.能听.说.认读书写字母Ss,Tt,Uu,Vv,Ww,Xx,Yy,Zz并能听懂会说以这些字母为首的单词4.能掌握四会单词teacher,student等5.听懂一些简单的指示语,并能按指令做出相应的动作6.读懂英语故事,鼓励学生表演和扩展故事7.了解西方人送礼和接受礼物过程中的礼节8.学唱歌曲,并通过歌曲巩固所学内容,同时培养学生对英语的兴趣课时安排:6课时第一课时:A(let's learn Let's find out)

10、第二课时:A(Let's talk Let's play ) C(Good to know)第三课时:A(Read and write)C(Let's make)第四课时:B(Let's learn Let's do) C(Task time)第五课时:B(Let's talk Let's chant) C(Let's sing)第六课时:B(Read and write) C(Let's check Story time) 第一课时(p28)一.预习提示：1.哪些单词句子自己已经熟悉2想想你知道哪些动物单词并加以描述如:

11、long nose strong arms二.教学目标1.能听.说.认读long hair,short hair,strong,thin,quit,frients2.能描述人物的相貌特征3.对学生进行关心朋友,朋友间要互相帮助的思想教育三. 教学重难点1句型：Whos he/she? Whos your best friend?2词汇：hair, thin, strong, quiet3发音：friends, thin 4名词复数的使用四.教具准备：1画有猴子、兔子、长颈鹿、梅花鹿的图片2Amy, Chen Jie, Sarah, Mr Black的面具或头饰3教材相配套的教学课件Unit 3

12、，Lets learnA4.教材相配套的教学录音带五.教学过程（一）热身复习（Warm-up/Revision）1猜谜语。教师说，学生猜。Its so big. It has a long nose and a short tail. What is it?(An elephant)Its small. It has two long ears. What is it? ( A rabbit)2 教师出示猴子和兔子的图片，启发学生说：The monkey has a long tail. The rabbit has a short tail. 教师再出示长颈鹿和梅花鹿的图片，让学生说出：It

13、s tall. Its short.3复习单词big, small, long, short, tall, 并说出中文意思。（二）呈现新课 （Presentation）1 教师出示Chen Jie的面具，问：Who is she? 学生回答：Chen Jie。教师说：She has long hair. （一边说一边做动作帮助学生理解）教师出示Amy的面具，问：Who is she? 学生回答：Amy。教师说：She has short hair. （一边说一边做动作帮助学生理解）教师同时拿着两个面具，说：Chen Jie and Amy are friends. They are frien

14、ds.2让学生看着面具在教师的提示下学说：She has long hair. She has short hair. They are friends. 3让学生指着班里的同学说：She has long hair. He has short hair. 教师出示单词卡教读long hair, short hair和friends。（把单词卡贴在黑板上）4教师出示Sarah和Miss White的面具，问Who is she?学生答：Sarah, Miss White。教师把面具贴到黑板上相应的单词前，鼓励学生说出She has long hair. She has short hair.5

15、教师指着班里很瘦和长得很健壮的同学说：She is thin. He is strong.并让学生指着班里的同学学说这两句话。教师出示单词卡教读thin和strong。教师要提醒学生在读thin时，注意咬舌尖儿。6教师出示Zhang Peng和Mr. Black的面具，并把它们贴到黑板上相应的单词前，让学生说出：He is strong. He is thin.7教师把右手的食指放在嘴上，做出让学生安静的动作，让学生说出单词quiet。并出示单词卡，让学生认读quiet。（把单词卡贴到黑板上）再把Chen Jie的面具贴到这个单词前，让学生说出：She is quiet. 让学生翻译中文。8教

16、师导入课文对话：John has a friend.你能根据他的描述猜出这个人是谁吗？让学生观看课件Unit 3 Lets learn/A教师问：Who is he ?(板书)9听录音带，跟读对话。Unit 3 Lets learn/A10教师：你能根据我的描述猜出这个人是谁吗？My friend is thin. She has long hair. She has quiet. Who is she? (板书)11让学生模仿课文对话来描述黑板上所贴出的人物，让大家猜。（三）趣味操练 （Practice）1Lets find out教师出示第一组单词：hair, eyes, ears, nose, mouth.教师出示第二组单词：long, short, big, small教师出示第三组单词：thin, strong, quiet, cute, tall, short操作：让一个学生问：Whos your best friend? 回答问题的学生可根据教师给出的提示来用英语描述这个人的模样和特征，让大家猜。看谁描述的恰当、准确，看谁猜得快。2Listen and draw教师简要描述几个人的模样和特征，学生要