高教案合集-小学英语

三年级上Unit4WeloveanimalsALet`slearn教学设《PEP小》（供三年级使用）三年级上册Unit4Weloveanimals.PartALet'slearn.monkeydogduckpandacatcatpandarabbitaHowareyou?Warm-Touchyournose.Touchyoureye.Touchyourear.Touchyourmouth.Touchyourhead.Touchyourarm.TouchyourhandTouchyourtail.玩触摸身体部分的游T:Oh,sorry.wehavenotails.Butanimalshavetails.Let'sgotothezoo.Comeonboysandgirls.123Go,go,go,go.TheanimalsinthezooarehavingaNewYear'sPartytoday.Theyareallveryhappy.Nowthebandiscoming.Canyoulmewhotheyareintheband?（，大家看，今天动物园里排在乐队最前面的是谁？T:Whoisthefirst?rabbit.Whoisthesecond?Itlikeshavingfish.Whoisit?引出单词cat。由于这个单词比较简单，因此找学生教，并试着说出这个单词中含有那些你听到Whoisthethird?Itseyesareblackanditsbodyiswhite.Whoisit?pandaWhoisthefourth?词duck.听音学单词，让学生学习正确的语音。Whoisthefifth?Andwhoisthesixth?出他们的主人是谁？引出单词dogmonkey.教师领读，让学生领读,最后拼读。catpandarabbit“a”的读音，渗T:WhohasashortS:Arabbit/duckT:WhohasalongS:Acat/monkeyActivitiesT:Animalsarelovely.Iloveanimals.DoyoulikeS:T:Now,chooseyouranimalS:Adog,rabbit/duck/monkey/catT:Now,youareallanimals.Introduceyourself“o.I'mdog.Howareyou?...”ActivitiesT:Ihavesomeanimals.WhatdoyouS:Ihaveadog/cat/rabbitT:Great.Canyouactlikeadog/cat/rabbitInyourgroupsintroduceyourtoyandactT:Animalsaregoodfriends.Butsometimesbecareful.Why?Let'sdiscussnextclass.本主要学习数字1-10的英语表达法one—five；本节课在此基础上继续学习数字six—ten.要求学生能听说认读数字1-10；能听懂Let'sdo里的指示10—100，让充分运用所学知本的教学内容为数字1—10的教学。由于学生在平时学习、作业中已不断接触并1—5，因此在进行教学设计时，充分考虑到学生这一实际认知水平，对教学做了简单调整，通过游戏，快速回顾了数字1—5，并自然过渡到数字6—10的教学。6，7，8，9，10教学方法：情境探究法；任务探究法；讨Step1:Warm-PssinganEnglishFreetalkbetweenteacherandStep2:（复习数字1—5，边呈现相关数字。若有学生能说出新的数字，则随机教学新数Step3:Numbers(1)ephonenumbers(课件，请学生快速认读“110（）；120（急救“12345（T(takeoutapencil):Look!What'sP:AT(takeoutsomepencils):Oh,yes.Andhowmanypencils?Let'sT-Ps:one,two,three...seven,seven引出数字“seven”的认读教学。（littleteacherT(takeoutsomeorangesfromthepocket):Look!What’sinmyP:T:Guess!HowmanyPs:T:Now,let'scountOne,two,...eight.Oheightoranges.(请学生帮忙拿出老──引出数字“eight”的认读教学。(Playagame:Warm&T拿出包：Ihavesomekeys.DoyouknowhowmanykeysPguess:1?3?6?T:Let'scount,howmanykeyshere?One,two,...ten.Oh,IhavetenPlayagame1—PsopenEnglishbooks,listentothetape,thenreadtheWatchTVanddoit.Let's“Showme1and2;Showme3and4;Showme5and6;Showme7andandStep4:SolvemathproblemswithT:What's3andP:T:呈现句子：What's3and学生尝试用英语来表达：What'soneandP:DIYTtakesoutsometoysonthedesk.(atoymonkey;adoll；anT:LookToys.Monkey,doll,elephant.Nowtheyareonsale.Monkey!Howmuch?Guess!Oneyuan?Fiveyuan?请学生猜一猜这些玩具的价格，然后出示相应的价格。（每位学生有1元的“购呈现句子：HowHowmuch?T:WhatP:...(引导学生使用句型Whattime?和所学数字进行有关时间的。Step5:Enri1—1010，20，30，《国家英语课程标准》特别强调课程要从学生学习、生活经验、认知水平出发，趣如：请学生设计一个和为10或10以内的数学加法算式；或者选择设计一个；还老师设计并执教的《PEP小》（三上）Numbers一课，重点，难点本课是数字教学的第一，根据编排，新授内容是数字1-10。教师并不是简单机械地呈现教学内容，而是在了解学生已较好地掌握数字1-5的前提下，对及教学要求进行灵活处理，将重点放在对6-10这五个数字的听、说、认读上，同时又不忘对1-5数字的难点及学生易犯的错误十分清楚，所以在呈现seven[v],nine[n],ten[n]的过注重采用多 新知下，Disney动画，感受数字在真实情景中的运用，同时拓展渗透数字20，30，40，50，60，70，80，90等，为今后进一步学习作了自然而轻松的铺垫。数字1-10，十分简单，但教师注意生活中的“数字”，通过110，119，12345，96121句型的基础上拓展新句型的呈现，如：What's3and4?Howmuch?Whattimeisit?Warm-upFirst:buysomefood,second:enjoytheic,third:cleanup.CanIhave...Warm-Let'sT:What'stheweatherlikeSs:It'sT:It'ssunnyday.Let'sChant:Sunny,cloudy,windy,It'shottoday.It'shotSunny,cloudy,windy,It'scoldtonight.It'scoldLet'sT:It'ssunnytoday.We'regoingtohave ic.Let'sSong:Let'shave icReviewfoodClass,we'llhaveictoday.What'sforfoodWhat'sinthefoodstore?PleasewatchandanswerIntroduce:I'mhungry.Havesome...Hereyouare. TrytofindoutwhatIliketoT:I'mveryhungry.Iwanttoeatsomething.WhatdoIliketoDoyouwanttoSs:T:Pleasesay:HaveS1:HavesomeT:No,thanks.Idon'tlikechicken.IS2:HavesomeT:ThankS3:LetteacherguesswhattheyliketoS1:I'mT:HaveS1:No,thanks.IT:Hereyouare.(GiveS1thefoodcardthathelikestoS1:ThankT: TeacherwritesdownthesesentencesontheLet'sLet'shave I'm Hereyou I'mThankPracticeinT:Takeoutthecards,practicewithyourpartner.Howtopractice?Letmeshowyou.A:I'mB:HaveA:Thankyou.Ilikeit./No,thanks.IB:HereyouA:ThankB: AsksomeofthestudentstoactouttheirIntroduce:I'mthirsty.CanIhave...?ReviewdrinksTeachertakesoutoneofthesedrinks,andasks:What'sSs:It'sT:PleasepasstheSsdotheactionsandsaysaythewordT:I'mthirsty.CanIhavesomeStudentswhoholdsthecoffeeanswers:HereyouT:ThankS: Teachertakesoutthedrinks,says:Ihaveboughtmanydrinksfromthefoodstore.Doyouwanttodrinkit?Ifyouwant,pleasesay:I'mthirsty.CanIhave...?S1:I'mthirsty.CanIT:Sure.HereyouS1:ThankT: ThenwritedownthesesentencesontheLet'sLet'shave I'm CanI I'mSure.HereyouThankHavethestudentstakeoutthecardsandpracticeinAskthevolunteerstoactouttheirPresenttheWatchaT:It'stimetohave ic.Let'senjoy ListenagainandStudents'booksopen.ListenandConsolidationandLet'senjoy Teacherdecoratesacornerasaplacefor ic.Teachermakesamodelforstudents.T:Ihavebroughtmanyfoodanddrinksfor ic.Let'shavea together.Whowantstocomewithme?S1:I'mT:HavesomeS1:No,thanks.IlikeT:HereyouS1:ThankT: S2:I'mthirsty.CanIhavesomeT:Sure.HereyouS2:ThankT: (ThewordsinredcolorcanbesubstitutedtootherfoodHavestudentspracticewiththeirRole-play.AsksomeofthestudentstocometothefrontandacttheLet'scleanT:It's4:30pm.It'stimetogohome.Lookatthepicture,therearemanyrubbishontheground.Shallwegohomenow?Ss:No,weT:Yes.Weshouldcleanup.AndputtherubbishintotheT:Lookatthiscorner,it’sverydirty.Let’sSs:CleanT:Great!WhocanhelpSomevolunteerscometothefrontandhelptheteachercleanT:O.K.It'scleannow.WecangoT:Todaywehavelearnthowtohavea ic.Firstweshallgotothefoodstoretobuysomethingtoeatanddrink.Secondenjoythe ic.Thirdweshouldcleanupbeforeweleave..ReadtheCollectsomematerialsaboutChinesetraditionalMyfamily学设计 (PEP)三年级下一、教学目知识目标e在单词技能目标能够正确说出元音字母e在单词中的短音发音/e/，并能够根据其发音规情感目标培养学生的二、教学重难教学重点e对应教学难点三、教学策基于三年级的学情，有节奏的chant学生最容易学会。因此在本的教学中，教师将chant有层次的贯穿字母教授的始终。先跟读歌谣，再创编半封闭式的歌谣。通过chant，教师帮助学生建立起学生对于字母、发音、单词、句子母、欣赏phonics歌曲的方式、传授拼读方法等一系列教学活动，逐步让学生四、教学过教学环教学活设计意1．三年级上册chant:Lookatthiscat,itisfatLookatthispig,itis2．Game:ppt呈现/m/,/n/,/b/p/,/l/,/k/f/g/,/e/,/d/,/r/Step3．Spelland热身/1．TrytoStep2．Ican(1)Tenredpens,Tenredpens,Eightpens,Ninepens,(clap)Tenredpens,(2)/e/inpen,/e/in/e/inleg,/e/inbed,E/e/E/e/,/e//e//e/.3．Listenandwrite.呈现，学生听Step3:1．Read,listenandcircle.录音,redtentenseven2．辨音。找出字母e发音不同的leg,pen,red,she,we,me,beg,vet,StepConsolidationand1．IcanBendenFenZenKenmenpenbedredledmedfedgetvetletnetbetpetsetjeteeggdesknestrest2．Canyoumakeag,l,n,e,e,t,e,d,e,ht,l,3．EnjoyphonicsphonicssongHowmany?学设计小(PEP)三年级下一、教学目知识目标技能目标能够正确说出元音字母aeiou在单词中的短音发音，并能够根据其发音情感态度目标二、教学重难教学重点教学难点通过chant三、教学策四、教学过教学环教学活设计意1．FreeStep2．Review26letters.(singa热身/3．Reviewthepronunciationoftheletteraei,o,u.说出一些含有这Step2:出hand,leg,dog,duck,big2．Let’sspell的，让学4．Let’sspell的，让学5.Let’sspell的，学生跟Step12Step1《Unit ebacktoschool!》教学设计（Lesson小(PEP)三年级下能听说单 e，back，boy,and，girl,we,new,friend,today,会运用句子I’mI’mfrom介绍自己及自己的情况。情感目标教学重点理解单词boy，girl，friend。boy和from的读音不易掌握。教学环教学活设计意ebacktoschool！Step创设一 的热身/复2．Let’ssing“BoyandStep友，Amy-girl,同时课件上显示新课展“newfriends.”教授新单词friendsgirl）为下面的学习做2．利用课件出示Amy来自英现句子“I’mAmyI’mfrom3．利用课件出示ZhangPeng-现句子“I’mZhangPeng,I’mfrom 法。theUK是英文缩写形式必须都大写，读作U和K。3个有关问题，先让学生看Step3:3．Lookandsay：看国旗，编对话运用句子：I’mI’mfrom介绍自己及自己的情况。理解Whataboutyou？的含义。同时通过动画呈现出MikeSarah介绍的情Step作业检Unit3Friends学本教学内容综合PEP第二册第六单元、第三册第三单元中描述人物外貌特征等的PEPBook3Unit3为蓝本而改编的。滚动复习：big,smalllong,shortetc.教学单词、词组：friends,shorthairlonghairthin,strong.本课重点句型：He\SheisHe\Shehas....根据PEP第三册的有关人物描述性语言，综合各册的教学内容来上课。以“Describeyourfriends”为主线，逐步引导学生运用英语完成一个个有实际意义的语言任friends,long/shorthairstrong,thinIhaveafriend.HeSheisHeShehas...He/Shehasa/twoHe/SheHe/Sheis此为四年级上三单元PartA和B的综合教学，利用自然的活动链将词汇和句型课前SingaT:DoyouwanttobemyStep1.Revision/Warm-T:o,everyone!I'myournewteacher,MissYan.Let'sbegoodfriends,OK?Boysandgirls,followme.Friends,friends,goodfriends!（拍手并与学生击掌）（通过教师的自我介绍和Greeting与学生交朋友，拉近师生间的距离。带领全部挥挥手，拍拍手，活跃气氛，调动学生学习的积极性。同时教学了friends，明确了。）(BlackboardT:Yournewfriend,MissYanlikesdrawing.What'sthis?Guessplease.(eyesnosemouth)Ihaveabigmouth.Ihavetwobigeyes.Whataboutyou?T:Oh,youhavearoundface.Metoo!Ihavearoundface.Ihavetwobigeyes.Pleasechantwithme.T:IhavearoundSs:Round,round,T:IhavetwobigSs:Big,big,T:IhaveasmallSs:Small,small,T:IhaveabigSs:Big,big,Let'schant（教师一笔一笔地画，学生猜。设置有信息差的Guessinggame，鼓励学生发散思havechant，换种形式复Step2.PresentationofthenewT:Oh,she/hehasa/two板书：HeShehasa\two(Pointtoagirl'shair.)Shehaslong(Pointtoaboy'shair.)HehasshortLetthestudentsrepeat:long/short板书：He/Shehaslong/shortT:Lookatyourclassmates.Whatabouthisorherhair?He/ShehasMyT:Shehaslonghair.Hehasshorthair.Howaboutmyfriend?Hehasshorthair.Howabouthisface.Aroundfaceoralongface?Canyouguess?(CAI)Aroundface,alongface,asmallmouth,abigmouth,alongnose,abignose,twobigeyes,twosmalleyes,shorthair,longhair...Hehas...(Ssguess—Hehas 最后拼成Alongfaceasmallmouth,alongnosetwobigeyesandshort（引导学生自由发言，练习句型。通过反复说此类句子帮助学生明白HeShe要用has。CAI呈现各种各样有特征的图，先请学生来形容这些有特征的。再请学生用“Hehas...”句型来描述。根据说的把各个部位拼完整。通过拼图游戏，使操练PresentationofthenewT:Ishefunny?Heismyfunnyfriend,Peter.Hehaslongneck,longarms,longbodyandlonglegs.Heisverythin.Teach: Thin,thin,PeterisThin,thin,HeisThin,thin,sheisThin,thin,whoisT:Youaretoothin.PleaseeatmoreandmakeyourselfTeach: Act:I'm（CAI逐一出现身体的部位，最后拼凑成一个完整的瘦瘦的男孩形象，教学新单词。效。Wearestrongnow.ButIamshort.Iwanttomakemyselftall.Tall,tall, Let'sTall,tall,tall!MakeyourselfShort,short,short!MakeyourselfBig,big,big!MakeyoureyesSmall,small,small!MakeyoureyesLong,long,long!MakeyourarmsShort,short,short!MakeyourarmsThin,thin,thin!MakeyourselfStrong,strong,strong!Makeyourself（重组三年级时学的do,TPR的形式边说边做。让学生在说说、做做中操练巩固新知。TPR活动备受学生欢迎，强烈地刺激着学生，激励着学生积极去Step3.FriendsT:OK,friends.Makeourselvesstrongandhappyeveryday.SodoesPeter.Heisaboy.Heisthin.Hehasshorthair.Hehasalongface.Hehastwobigeyes.Hehasalongnose.Hehasasmallmouth.（PeterPeter。由简单的T:Thisismyfunnyfriend.Ilikehim.Doyoulikehim?Doyouwantafunnyfriend?OK,pleasecomeandmakeafunnyface.Thenlusyourfunnyfriend.Thisismyfriend.He/SheisaHe/She He/Shehasa He/Shehastwo He/Shehasa He/Shehasa （教师准备一些形态各异的脸、眼、鼻、嘴，请学生任意挑选拼成一张funnyStep4.Consolidation&AnimalT:Ohyouhavesomefunnyfriends.AndIhaveanotherfunnyfriend.Who'she?Let'sfindout.Heisstrongandfat.Hehastwobigeyes.Hehasabigtail.Helikeseating.He’sveryGarfield. （CAI呈现一段话和几只猫（机器猫、加菲猫、Kitty猫、Tom猫），让学生通过阅氛。StoryT:Thisismyanimalfriend,Garfield.Butheiscrying.What'swrong?Hecan'tfindhisfriend.Someanimalsarecomingtohelphim.Let'swatch.(CAI)StoryMouse:AmIyourGarfield:Oh,sorry.HeisbigandPanda:I’mbigandstrong.AmIyourGarfield:Oh,sorry.HehassmallRabbit:Ihavesmalleyes.AmIyourGarfield:Oh,sorry.HehasbigMonkey:Ihavebigears.AmIyourGarfield:Oh,sorry.HehasashortPig:Ihaveashorttail.AmIyourGarfield:Oh,sorry.HehasalongMouse,Panda,Rabbit,Monkey,Pig:Who’sWatchthestory→Readthestory(followtheCAI)→actwithT(分角色)→Groupwork→ActitoutSong“Friends”T:Wow,lovelyanimals!Doyoulikethem?Weshouldloveanimalsandmakefriendswiththem.Let'sbegoodfriendsforever.Thankyou.Bye!本堂课的教学以“Describeyourfriends”为，以与每位学生密切相关的“朋友”在课前准备的歌声中师生互交朋友，直接切入。又以Guessinggame,chant来滚老师的朋友Myfriend环节，课件呈现一个个有特征的，先让学生看图说词组，再Makeafunnyfaced的任务就体现了由句过渡到篇，通过选做一张滑稽的脸并来描述他或funny朋友。拼一拼，说一说，趣味十足，牢牢吸引了Unit5Whatwouldyoulike?BReadandwrite案示例教学步骤及说课题：Unit5Whatwouldyou教学内容：Unit5PartBReadandrice、beef、chicken、fish四个四会单词的认读和书写。能够利用以下句型进行问答:Whatwouldyoulikefordinner?I’dlikesome...好动，积极。他们爱表现自己，对英语学习也很感，已好的学习方法，不愿意读、背英语,知识积累少,对英语学习感到Unit5BLet’slearn

3.↘热身1．Let'ssing：Whatwouldyoudogs”等词，可为chicken、fish等四Whatwouldyoulikeforbreakfast?学生回答：I’dlikesomeWhatwouldyoulikeforlunch?I’dlikesomemilk,water，提问学生：Whatwouldyoulikeforbreakfast?学生猜测并回答：I’dlikesomeCanyouspellthewordTeachershowsthecardrice”andreadsricerice↘.（可Studentsreadaftertheteacher（orastudent）severaltimes.TeacherdrawsabowlofriceontheBb,andwritesthewordricenearthepictureontheBb.板书单词时以四线三格形式写出，教师在黑5遍就可说“Bingo!”即为胜者，可得到)Usethesamewaytoteachtheother3HaveacompetitioninT:Nowpleasedrawpicturesforthefoodandwritecorrectwordstomakewordcards.Seewhothewinneris.Thewinnercangetasmilingface.Thenaskandanswerquestionsinpairs.(教师可引导学生S1:WhatwouldyoulikeforS2:I’dlikesomerice\beef\chicken\fish.PlayaguessingT:(教师呈现四张四会单词的卡片)Therearerice,fish,chickenandbeefforourmeal.I’llcoveryoureyes,presentacardtoyouandaskyoutoguesswhatitisIfyouarerightIwillgiveyouasticker教 Teachercoversonestudent’seyes,presentsacardtohim/herandaskshim/hertoguesswhatitis.Ssays:It’srice,r-i-c-e,rice.米T：Wow!It’s6:30.It’stimefordinner.I’mhungry!I’dlikericeandvegetables.Whatwouldyoulikefordinner?Lookat,chooseandTWhatwouldyoulikefordinner?S1:I’dlikesomefishandbeef.S2:I’dlikesomemilkandS1:Whatwouldyoulikefordinner?S2:I’dlikesome...老师板书＂WhatwouldyoulikefordinnerI’dlikesome游戏，以复习巩固句型“Whatwouldyoulike?I’dlike”。5、WriteandT:CanIhelp Yes.I’mT:Whatwouldyoulikefordinner,please?Here’s S1:I’dlikesomebeef,chickenand来“采访”顾客:Whatwouldyourlikefordinner?被采I’dlikesome.来回答，“服务生”作记录。Unit5 Whatwouldyoulike? beefchickenWhatwouldyoulikeforI’dlikesome 的主要语言项目是掌握rice、beef、chicken、fish四个导和检查。针对Writeandsay部分，教师应鼓励学生独立完成，.Unit4A：Let'slearn教学livingroom，sdudy，bedroom，kitchen，bathroom，通过探究，能够听懂并能发出一些指令，如：Gotothelivingroom,watch难点：bathroom，kitchen教学步Step1Warm1.Let'ssing:Inthe2.FreeT:o!Boysandgirl!(指着教室问学生)What'sthis?Ss:Thisisourclassroom.T:Howmanyboards/windows/...canyousee?S:Icanseetwogreenboards/sixwindows/...T:Whatcanyoudointheclassroom?S1:Icancleanthewindowsintheclassroom.S2:Icansweepthefloorintheclassroom.T:Yeah.Ourclassroomissobig,socleanandsoStep21.livingT:（课件出现哆啦A梦）Whoishe?Ss:Heis哆啦A梦.T:Isheinourclassroomnow?Ss:No.TWherecanyousee哆啦A梦SIcanseeAinthebooks/picturesTV.T:（学生一说出TV就问）ButwhereisTV?S1:It'sintheclassroom.T:Maybe.S2:It'sinT课件出现客厅)LookIt'sinthelivingroomReadafterme./VVlivingSs:(Readittogether,fourbyfour,onebyone)T:Whatcanyoudointhelivingroom?S1:IcanwatchTVinthelivingS2:IcansweepthefloorintheTOKIwanttowatchTVnow.Let'sgotothelivingroomwatchTV.Ss:(Sayandact.)（学生边说边做）通过TPR活动，激发，帮助忆2.TIliketowatchTVIalsolikecomputergamesDoyoulikecompuergames?Ss:Yes.(让学生大声回答)T：DoyouplaycompuergamesinthelivingS1:Yes,Ido.BecausemyroomisSs:NoIplaycompuergamesinmy书房T:Yes,weoftenplaycompuergamesinthe“study”.Butwecan'tplaylongTReadafterme.(升降调，音素)Ss:（onebyone）T:（课件出现书房）Whatcanyouseeinthestudy?SIcanseeadesk/achair/manybooks/...inthestusy.T:Doyoulikestudy?Why?S1:Yes.BecauseIcanplaycompuergamesintheS2:Ilikestudy.BecauseIcanreadastorybookintheTYes.WeallliketoreadbooksinthestudyLet'sgotothestudyOK?（老师Ss:TGowithme.Gotothestudy,readabook.TPR活3.T:(课件出现一个学生躺在看书)Butcanwereadbooksinthebed?Ss:No.Wecan't.T:Wecansleepinthebed.WhereistheSs:It'sinthebedroom强调发音，防止学生读成bedTListentomepleasebedroomdrudru:bedroom.（纠音）Ss:(Saywithme.Readittogether,fourbyfour,onebyone.)T:Ok,look.Whatcanyouseeinthebedroom?S1:(Icanseeabed/apicture/...inthebedroom.T:Let'sgotothebedroomhavearest.(Singthesong”Mybedroom”:Inmybedroom,inmybedroom,nearthetableandthechair.Youcanseemylittleteddybearsleeinmylittlebed.)Ss:随着音乐，学生跟唱T唱完后Who'sinthebedroom?Ss:Teddybear.力4.Who'sSs:T:Whereisthecat?Isitinthe...?S1:Isitinthelivingroom?T:No.ItS2:Isitinthebedroom/study/T课件出现小猫在厨房打碎碗的情景)LookThecatisinthekitchen”.(升降调)/i//i/kitchen.Ss:(Saywithme.Readittogether,fourbyfour,onebyT:Thecatishungry.I'mhungry,too.IcanhavesomenoodlesintheWhataboutS1:Icanhavesomechickeninthekitchen.S2:Icanhavesomecakeinthekitchen.TWealsocanhaveasnackLookThisisasnack.(出示实物，帮助学生理解Ss:Wow.Yummy.(学生表现出很想吃的)T：Let'sgotothekitchen,haveasnack.TPR活动5.T吃完后老师看着自己的手说WowMyhandissodirtyIcanwashhandsinthe“bathroom”./a://ba:/Ss:(Saywithme.Readittogether,fourbyfour,onebyT:（课件出示四个不同浴室）Ihavefourbathrooms.Whichbathroomdoyoulikebest?Why?S1:Ilikebathroom3.It'sbigandclean.S2:Ilikebathroom1.It'sblue.Ilikeblue.TWhatcanyouwashinthebathroom.Discussinfour.T:OK.WhoS1:Icanwashmyhands/face/...inthebathroom.T:Wealsocantakeashowerinthebathroom.Let'sT:Wecandodifferentthingsinthedifferentrooms.Let'sdo.(Sslistentothetapeanddotheactions.)通过TPRStep3Guessinggame:Whereis1．T(课件It'stimetoplayagame.Let'splayagameOK?Ss:OK.T(Askonestudenttocometotheboardanddotheaction.Theotherstudentssaywherehe/sheis.)T做刷牙状WhereisMissZhu?Ss:MissZhuisinthebathroom.T:Whotry?活动二：Findfriends.(ReadandfindTIhavefivefriends.Whoarethey?T课件出示)Friendone:I'mbig.IhaveaTV.Ihavetwosofas.WhoamFriendtwo:I'mbig,too.I'mnice.Ihaveapinkbed.Ihavemanypictures.amFriendthree:I'msmall.Ihavemanybooks.Ihaveawhitecomputer.Ihavemanyfriends.WhoamI?Friendfour:I’mverysmall.Icanmakeyouclean.WhoamFriendfive:I'mclean.Ihavemanyapples.Ihavehamburgers.Icanmakeyoustrong.WhoamI?Ss:(ReadtogetherandguesswhatroomstheyRenta(课件：Katewantstorentahousewithabedroom,abathroom,andakitchen.NowyouhaveahouseforrentYoucanintroduceyourhousetoKate.)Forexample:Ihaveahouseforrent.Look.Thisismyhouse.Ihaveabedroom,abathroom,andakitchen.Look.Thisismybathroom.It'ssobigandnice.Thisismybedroom.Youcanseealampandabedinit.Thisismykitchen.It'ssobig.Youcanhavesomechickeninthekitchen.Doyoulikemyhouse?T:Now,discussinyourgroup.Youcanusethese（Ihave...Look.Thisismy...It's...Youcansee...Youcanhave...Doyoulikemyhouse?)(Ssdisscussinfourthen渗入TPR，轻松言也能起到同样的作用。新课程下的小中Let'sdo的形式，就是让学生通过相互促进。例如在在教授单词bathroom时，让学生说：Whatcanyouwashinthe Unit3Isthisyourskirt?PartA)学设能够听、说、认读本的主要词组：whitesweater，greenskirt，brownjacket，bluedress，yellowT-shirt和redshirt。2．句型“Ilikethewiththe...withwhitesweater，greenskirt，brownjacket，bluedress，yellowT-shirtredshirt等卡片。Warm-Let'ssing（coloursong）Greetings.（出示颜色，用“Whatcolourdoyoulike?Ilike...句游戏：Bomb!Ilikethe...游戏：Let'sWhatdoesSallylike?（光盘，学习Ilikethe...withthe...句型Ilikethe...，Ilikethewiththe... What'missing?游戏，有趣味性和性，利于激发学习热情和综合培养学生多IsthisyourShirtSRainbow歌比较好，与教学内容有机联fashionshow活动创意有效，但执行过程中，音像过于嘈杂，影响学生听清教师的真实性，师生所说的句子应该有人称代词转换，师yourmyIlike...，教师重复Ilike...也应该转称说Youlike...不然语境语义上会有呈现衣服的时候，pinkT－shirt的颜色是白色（White）的（可能是机器显示原因）对学生有误导，后面听到有个男生就说的是white。skirt，shirt，jacket等单词，辅音收尾，不要加尾音（另外几个教师也有类似情HowdoesSallylike?（WhatdoesSallylooklike?）PPTShiZhouNationalPrimarySchool，ShiZhouMinZuPrimarySchool。（1）TPR活动可以在完成准备性操练环节后，灵活拓展。因为男生所穿的衣物像pants，shorts，jeans，trouser等在本课所学语言中没有出现。活动中男生的回答收（2）Ilikewith...是本课比较难的一个点。教师所设计的小组活动是有效的。如果Fashionshow的任务活动，教师给信封，让各组设计自己喜欢的衣服。此设计能人参与，人人有收获。第二点是，小组活动后的展示环节，（ChenJie，Mike）按照horse,lamb,cowWhatarethey?Theyare词汇：donkey,AretheyYes,theyare.No,they；Oh,thisfarmissobig.Aretheysheep?No,theyaren't.Theyaregoats.Aretheyhorses?No,theyaren't.Theyaredonkeys.Lookatthehens.Theyarefat.Yes,theyare.Howmanycowsdoyouhave?One,hundred.Wow!知识和能力目标：能听说、认读单词donkey,hundred，能听懂内容，能听懂Arethey...?并能在情景中进行运用。donkey,hundredAretheydonkey,hundredsheephorses磁带，磁铁，头饰（Sarah,Mike,John），农场主的帽子Step1Warm-Howmany...doyouT:What'stheweatherliketoday?S1:It'sT:What'sthis?（教师拿起学生的一块橡皮）S2:It'sanT:Howmanyerasersdoyouhave?S2:IT:Howmanypencilsdoyouhave?S3:IT:Howmanypencil-casesdoyouhave?S4:IHowmuch...isit?T:Yourpencil-caseissonice.Ilikeit.Howmuchisit?S4:It'sT:Yourpenciliscolorful.Ilikeit.Howmuchisit?S5:T:WhatcolorismyT-shirt?S6:It'sT:Isitnice?Ss:T:Howmuchisit?Doyouknow?Twenty,thirty,forty,fifty,sixty,seventy,eighty,ninety,onehundred.Youmayguess.S7:...T:No,it'sonehundredonehundredtwohundreds,threehundred，拉近了生活与课堂教学之间的距离。从旧知到新知，过渡自然，学生乐于接受，并且学生能在轻松的Freetalk中不知不觉地提高听说能力。Let'sdoPartALet'sdoLet'sdo到动物多的小组获胜。T:Therearemanyanimalsatthefarm.Theyarefarmstoo.教师出示两张农场Thisfarmisforyou,halfA.Andthisfarmisforyou,halfB.We'llhaveacompetitionthisclass.Let'sseewhocangetmoreanimals，ok?ComeonhalfA!Comeon,halfB!Step2教师利用快速复习单词cow,horse,sheep,lamb,goat,hen.并在复hen时，熟悉单词fat。教师把贴在黑板上T:What'sthis?Ss:It'saT:What.sthis?Ss:It.saT:Wow,thishenissofat.henfatfat。It'sfat.利 T:Isitahorse?Ss:No.TIt'sadonkey利用，快速复习句型：Whatarethey?Theyare...并在复习hens中引出新授中的句子：Theyarefat.T：Look,whatarethey?Ss：TheyareT:Whatarethey?Ss:TheyareT:Yes.Andtheyarefat.Theyarefat.引导学生学会回答：Yes,theyare./No,theyT:Look,aretheyhens?Ss:No,theyaren't.(withT'sT:Whatarethey?Ss:TheyareT:Aretheycows?Ss:No,they板书并教学句子：No,theyYes,they利用，教师引导学生猜：Arethey...?师答:Yes,theyare./No,theyStep3Let's Donkeys,donkeys,aretheyYes,yes.Yes,theyHorses,horse,aretheyNo,no.No,theyStep4教师出示一串游戏纸的，学生猜正面是什么动物。(结合小组比赛)在猜的活动中操练句型：AretheyT：Theyarefruits.TheyareredandSs:Aretheyapples?T:No,theySs:Aretheytomatoes?T:Yes,theyT:Theyareakindofshoes.WecanweartheminT:Theyareclothes.GirlsoftenweartheminT:Theyarefruits.TheyareT:Theyareanimals.Theyarewhiteandblack.TheyliketoeatStep5Let's教师从上面的猜一猜活动引到。T:Yes,theyarecow.Wecanseecowsatafarm.教师出示事先准备好的一幅大农场T：Wow,thisfarmissobig.边说边用动作表示出农场的大。然后领读句子：Thisfarmissobig.让学生听一遍，并思考以下问题：Canweseethecowshere?Howmanycows?Let'slisten.T:Howmanycows?Ss:One再听一遍，学生思考问题：WhatanimalsarethereattheT:Whatanimalsarethereatthefarm?Ss:TherearegoatsandStep6教师出示树，花，小鸟等，让学生利用句型Arethey…?编一个新的。教师Step7OldMacdonaldhada教师进行总结性评价。T:Everyonedidagoodjobtoday.场提问学生T：Lookatyourfarm,whathaveyougot?Aretheycows/horses?Ss:Yes,theyare./No,theyaren't.T:Now,let'sseehowmanyanimalsdoyouhave?师生共数，获得动物多的小组2-3教学内容：ThisistheweatherIt'scold分析：本课主要是学习有关天气的五个单词：weather,hot,warm,cool,以及句型：It'scool/cold/warm/hot知识目标：能听、说、认读五个单词：weather,warm,hot,cool,cold并能在日常生活中使用。能听懂、会说句型：It'swarm/hot/cool/coldin.能力目标：Let'slearnweatherreport，并能用英语做简单的天气教学重点：听、说、认读五个单词：weather,cold,warm,hot,coolLet'slearn部分的weatherreport并能用英语做简单的天气预报。1.Ask为下一部的Let'sdo和Let'schant打下基1.FreetalkbetweenTandSsaboutWhatareyou2.Let's3.Dailytalk:Whatdayisittoday?What'stheweatherliketoday?2.Dowiththe3.Answer:it'sIsitIt'swarm/No,it呈课现任1.从热水瓶里倒出一些开水，请几名学生触碰后，问：“Isitcold?”“Ohyes.It'shot..”用肢体语言表现hot一词的意思，板书，领读。1.2.在透明的玻璃杯中倒入一些小冰块，请几名演生触摸，问：“It'scold,yes?”用肢体语言表作一边学习3.向杯中倒入一些凉水，再让学生触摸后学cool2.hot，下一步Let'schant的教学打下了基础。读4.从杯中拿出冰块，倒入一些开水，同法，学习warm一词，板书，领读。3.coolcold5.课件，整体感知单词句型后，逐个学4.整体感知四6.操练、巩A拿起写有城市名称的卡片，如说：It'sKunming.B拿起一张描述天气状况的卡片，如“cold”，说：It'scold.学生A说It'scoldinKunming.学生B断学生A报的天气情况是否正确，比如，说It'swarmin1.跟着课件习chant1.chantchant任2.再次出示天气预报课件，并由老师扮演天气2.小组活动成的任务务些，如：根据各城市的温度。用所学的hot,cold,warm,cool描述4个或城市的天UnitUnit4weatherIt'scool/...教学Myweek学设计小(PEP)五年级上一、内容分本课是人教PEP小五年级上册第一单元第一，课，涉Let’stry和Let’stalkLet’stry部分是针对本单元句型Whatdoyouhaveon...?而设计的听的 Let’stalk部分学句型是：Whatdoyouhave/doon...?Ihave...通过John和聊天，谈论周四John的学校课程安排及生活安排的情并进行角色扮演；能够在情景中运用句型Whatdoyouhave/doon...?询问并回答某天的课程或者活动安排；能够在语境中理解新单词cooking的意二、学生情况分本课内容以小学五年级学生为教学对象。五年级学生已经具备一定的听说26三、四年级两年的英语学习，课堂上已经基本能够听懂老师的提问，根据likeIlove…学习过有关学校科目的单词例如：English,math,Chinese…以He’s/She’s…句型来表述他人性格特征等。接触过Ihave…这一句型表述“拥有某物”。因此结合本课教学内容和学生已有知识，本课应让学生在语境中理解Ihave…这一句型的另一层含义（表达有什么科目）。使学生运用主要句型WhatdoyouhaveonIhave…以及重点词汇Thursday,Wednesday等谈论自己的课程安排。三、教学目能够完成听填写单词的活动能够在和教师的帮助下理解大意能够按照正确的语音、语调及意群朗读，并能进行角色表演能够在情景中运用句型WhatdoyouhaveonThursdays/…?询问并回答能够在语境中理解生词cooking能够运用句型WhatdoyouhaveonWednesdays/ThursdaysIhave…询四、教学重难（一）教学重学生能在情境中理解主句型WhatdoyouhaveonIhave…的含义，（二）教学难五、教学步热身（问候，交谈①Who’syourfavoriteteacher?What’she/shelike?Isshe/he②WhatsubjectdoyouLet’s①教师用PPT呈现本课Let’stry部分Grandfather和John的和文本，呈现句型WhatdoyouhaveonWednesdays?教师示范朗读，学生跟读并尝②教师，学生完成填充句子的活动③引出John星期四的课程，教师帮助学生理解并使用句型，WhatdoyouhaveonWednesdays/Thursdays?【设计意图】引导学生感知新句型WhatdoyouhaveonLet’s①教师本课Let’stalk动画，整体呈现。采取问题引领的方式，引WhatsubjectdoesJohnWho’sJohn’smusicWhat’sheWhendoesJohnhaveWhatdoesJohn’sGrandpadoon点句型Whatdoyouhave/doon...?Ihave...并且引导学生作答。【设计意图】带着问题看，有助于学生迅速找到关键信息问答练习：Whatdowehaveon…?Ihave…学生带着问题上前卡片做①请一名同学上前，指向个一科目单词，其余学生进行表述：WeIhave…on…②请一名学生上前，指向一个星期单词，并且发问：Whatdowehaveon…?邀请另一名学生按照课表依据实际情况进行作答。在操练之后，老师发问：WhatdowehaveonThursdays?学生依据实际情况作答。接着随机提问：WhatdoesJohnhaveonThursdays?学生依据课文（1）展示进行角色表演结合自己已学知识与本课内容，展开联想，自主创编六、课堂评七、板书设Unit2Unit2MyPartALet’sWhatdoyouhaveonI/WehaveTeamTeamTeamMyweek学设计小(PEP)五年级上一 内容分本单元为小(PEP)五年级上册第二单元Myweek第二Let’slearn部分学习的单词是：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。通过和机器人Robin讨论课程表的Let’splay部分用于操练和巩固ALet’slearn板块有关一周七天名称的单二、学生情况分目单词。同时，学生已在本单元第一已经接触过主句型WhatdoyouhaveonIhave…在此基础上，本课要使学生进一步掌握运用主句型谈论学校课程安排情况，并学习重点词汇：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。三、教学目能够听、说、读、写以下七个单词：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。四、教学重难（一）教学重（二）教学难鼓励、引导学生结合自己生活实际，运用本课内容进行自主五、教学步让学生运用上节课所学句型Whatdoyouhaveon….Ihaveon自由交汇：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。教师Let’slearn动画。学生课程表问答，跟读重点出示学生真实的课程表。通过问答练习：WhatdoyouhaveonIhave…on…使学生理解、运用重点词汇和句型。Magiceyes游戏，学生看到星期几，结合黑板上的课程表来进行问答练习：Whatdowehaveon…?Ihave…在此过程中教授强化新词的。老师说科目单词，学生拿出相应的书来，并表述：Wehave…onStudentA:IsitStudentB:Yes/No.WehaveMusicon教师说：Iamanewstudentinourclass.MynameisMary.WhatdowehaveonMondays?引导学生回答，然后与一名学生示范操作。同桌学生结对操练，示例如下StudentA:o!I’manewstudent,andmynameisStudentB:o,Jane!I’m etoClassStudentA:Thankyou,Mike.WhatdowehaveonStudentB:Letmesee…Wehavemaths,science,andStudentA:Really?Ilovescience!ThankStudentB:Haha!Ilovescience,too.Mr.ZhangisourscienceStudentA:Oh,isheStudentB:No,heisvery作模仿，跟读单词、句型六、课堂评七、板书设Unit2Unit2MyPartALet’slearnWhatdoyouhaveon...?I/WehaveI/WehaveTeamTeamTeamWhat’shelike?设计小(PEP)五年级上一、内容分本的Let’stry部分是针对本单元句型Ishe...?Yes,heis.而设计的活动，旨在使学生能够借助听懂简短，抓住关键信息，提高听的能力。对于材料中出现的新单词strict，教师可以请学生猜测词义，并初本的Let’stalk部分学句型是：Isheyoung/funny?及其答语：Yes,heis./No,heisn’t.还有情境语：DoyouknowMr.Young?及其答语：No,Idon’t.通过向Oliver描述他们的音乐老师Mr.Young的情景，让学景中运用句型Isheyoung/funny?询问并回答的性格和外貌特征；能够运用know及句子DoyouknowMr.Young?的意思并正确发音。二、学生情况分三、教学目能够听完成选择的活动能够在和教师的帮助下理解大意能够用正确的语音、语调朗读，并能进行角色表演能够在情景中运用句型Isheyoung/...?询问并回答的性格等特征能够在语境中理解生词know能够使用句型Ishe/sheyoungYeshe/sheisNohe/sheisn’t.利用参四、教学重难教学重点学生能理解内容，并能回答课文中相关问题：Who’sWumusicteacher?Ishe学生在真实情景中能灵活运用重点句型Ishe/sheYeshe/sheishe/sheisn’t.教学难点heisisn’t=isnot四、教学步热身（FreeLet’s①教师用PPT呈现本课Let’stry部分WuYifan和Oliver的，呈现句型Ishestrict/strong…?教师示范朗读，学生跟读并尝试作答。③引出MrYoung，教师帮助学生理解并使用句型，Who’sWuYifan’s【设计意图】引导学生感知新句型Ishestrict/strong教师Let’stalk内容，引导学生认真，整体感知在第一遍，教提出问题W’suia’smsicteae?引导学生带问题。师整呈现内，学生整感知本内，理大意。③第四遍听前，提出问题WhoisMr.Young?Ishefunny?学生听并回答有带着问题，搜寻答案的能力。教师在板书设计时可事先让学生带自己的，教师将评价栏分为6组，6个单词组成：funny，kind，strict，friendly，shy，clever答对问题的或者参与活动的学生将自己的贴在相应的评价栏里。同时教师还要引导学生描述这些同学的性格特点。贴完之后，教师可给学生所在的大组加分评【设计意图】教师设计合理有效的评价方式能够激发学生参与活动的同时教师的评价和激励语言也不容忽视，教师应对平时比较的学生应多加五、板书设Unit1What’she（PartALet’stalk） Group1 Group2Ishe/she...?Yes,he/sheis.No,Unit4《Ihaveapenpal》BLet’sread设Theyareverydifferent.Le