第一篇：Unit4 身體語言教學設(shè)計

Unit4 Body Languange 語法項目：v-ing form used as attibute and adverbial的教學設(shè)計

一．The type of class: grammar 二．Teaching aims: Enable students to master v-ing form used as attribute and adverbial 三．Teaching methods: Combining explanation with practice;discussing in groups；acting in groups 四the aid of theaching Multi-medium 五．The procedure of teaching Step1 lead-in(2minutes)(語境中掌握語法；通過課文的學習，要求同學們背誦出下列句子，對doing 作定語和狀語有一個感性認識，為下一步的理性認識做好鋪墊。用多媒體展示下列句子)課文原句再現(xiàn)：

1.I saw several young people enter the waiting area looking around curiously.2.I stood for a minute watching them and then went to greet them.3.Yesterday,another student and I ,representing our university’s student association,went to the Capital International Airport to meet this year’s international students.4.They also express their feelings using unspoken “l(fā)anguage” through physical distance ,action or posture.Step2 v-ing form used as attibute(8minutes)（對doing 作定語理論上進行講解，讓學生對其科學地系統(tǒng)地加以把握。利用多媒體）

一、動詞-ing形式作定語

be+doing 謂語動詞形式 doing 非謂語動詞形式 Tom is reading a book now.Tom was reading a book at nine O’clock last night.The girl reading a book is my friend.現(xiàn)在分詞作定語往往與被修飾的詞靠得很緊, 漸漸地成為一個復(fù)合詞。這種分詞叫分詞形容詞(the Participle Adjective), 實際上相當于一個單純的形容詞, 表示“正在進行” 或“主動”的意義。如：

boiling water(沸騰的水)；falling leaves(正在下落的葉子)；smiling faces(笑臉)

a boy standing under the tree(正站在樹下的一個男孩)1.The boy standing under the tree is a classmate of mine.(站在樹下的那個男孩是我的一個同學）2.China is a developing country.(中國是一個發(fā)展中國家）

動名詞做定語一般表示事物的用途：

the waiting area=the area for waiting(等候區(qū)）a walking stick=a stick for walking（手扙）

a writing table =a table for writing(寫字桌）1.There is a swimming pool in our school.我們學校有一個游泳池。

2.We are waiting outside the operating room.我們等在手術(shù)室外面。(1)前置定語

單個的動詞-ing形式,一般放在被修飾的名詞的前面, 作前置定語。

1.China is a developing country.(中國是一個發(fā)展中國家）

2.She recognized Tony ’s smiling face.（她認出了湯姆的笑臉）(2)后置定語

動詞-ing形式短語作定語時, 通常要放在被修飾的名詞的后面, 在意思上相當于一個定語從句。

1.The boy, standing under the tree ,is a classmate of mine.(站在樹下男孩是的那個我的一個同學）（=who is standing under the tree)2.The person translating the songs can speak seven languanges.(翻譯這些歌曲的那個人能說七種語言）（=the person who translates the songs)3.He is a student,working hard at his studieos.(他是一個勤奮學習的學生）

（=a student,who works hard at his studies)Step 3 句子背誦（2minutes）

（理解的基礎(chǔ)上加以背誦，達到脫口而出的程度，有力于形成同學們的語感，提高辨別doing 作定語的能力。利用多媒體展示。規(guī)定一分鐘記憶時間。一分鐘個別同學抽查。抽查中等偏下的同學，增強其學英語的信心）1.There is a swimming pool in our school.2.China is a developing country.3.The boy, standing under the tree ,is a classmate of mine.4.The person translating the songs can speak seven languanges.Step4 practice（6minutes）

(通過基礎(chǔ)題，鞏固提高對doing 作定語的認識。利用多媒體展示。三分鐘獨立做題時間，二分鐘小組討論，一分鐘核對答案)Ⅰ用動詞的適當形式填空。

1.Peter received a letter______(say)his grandma would come to see him soon.2.There is a ______(swim)pool in our school.3.The girl _____(sit)at the back of the classroom is my best friend.4.Is the wallet ____(lie)on the ground yours? ⅡCombine the sentence by using attributive-ing verb forms.1.The man held the front door open and bowed deeply.The man was smiling.2.There was a man.He was sitting on the sofa.3.He stayed in the room for over an hour during the operation.The room was for waiting.4.The field of flowers seemed to go on for miles.The flowers were waving in the wind

Step 5 v-ing used as adverbial(8 minutes)（對doing 作狀語理論上進行講解，讓學生對其科學地系統(tǒng)地加以把握.。利用多媒體）

動詞-ing形式作狀語

①動詞-ing形式在句中作狀語表示“時間﹑ 原因﹑條件﹑讓步﹑結(jié)果﹑方式或伴隨等” Her husand died, leaving her 5 children.（表示結(jié)果）

(她的丈夫死了，給她留下五個孩子）She sat at the desk reading a newspaper.（表示伴隨）

（她坐在桌子旁邊，看報紙）Being ill ,she went home.(表示原因）

（由于生病，她回家了。）

Working hard ,you’ll make great progress.(表示條件）

（如果你努力，就會取得 很多的進步）

Having been told many times, he couldn’t understand what I meant.（表示讓步）

（雖然告訴他很多次，但是他還不理解我的意思）②動詞-ing形式作狀語時，分詞的邏輯主語必須與主句的主語保持一致；與主句的主語構(gòu)成邏輯上的主謂關(guān)系。Watching television,_________ A.the doorbell rang B.the door bell rings C.we heard the doorbell ring D.we heard the doorbell rings ③動詞-ing形式在句中作狀語時，位置可在主 句之前，也可在主句之后；有無逗號均可。

Her husand died, leaving her 5 children She sat at the desk reading a newspaper Being ill ,she went home Having been told many times, he couldn’t understand what I meant.④v.-ing與句中主語構(gòu)成邏輯上的主謂關(guān)系，與句中謂語動詞同時發(fā)生；having+v.-ed與句中主語構(gòu)成邏輯上的主謂關(guān)系，先于謂語動詞發(fā)生；having been +v.-ed 與句中主語構(gòu)成邏輯上的動賓關(guān)系，且先于謂語動詞發(fā)生； Having finished their work ,they had a rest.Feeling tired ,she went to bed early.Having been told many times, he couldn’t understand what I meant Step6句子背誦（2 minutes）

（理解的基礎(chǔ)上加以背誦，達到脫口而出的程度，有力于形成同學們的語感，提高辨別doing 作狀語的能力。利用多媒體展示。規(guī)定一分鐘記憶時間。一分鐘個別同學抽查。抽查中等偏下的同學，增強其學英語的信心）

She sat at the desk reading a newspaper Being ill ,she went home.Having finished their work ,they had a rest.Feeling tired ,she went to bed early.Having been told many times, he couldn’t understand what I meant.Step7.Practice(8minutes)(通過基礎(chǔ)題，鞏固提高對doing 作狀語的認識。利用多媒體展示。五分鐘獨立做題時間，二分鐘小組討論，一分鐘核對答案)Ⅰ用所給詞的適當形式填空

1._______(wait)in the queue for half an hour ,Tom suddenly realized that he had left his wallet at home.2._______(hear)the news,they all jumped with joy 3.He walked down the hill, ______(sing)softly to himself.Ⅱ把下列句子改寫成分詞作狀語

Because I had experienced earthquakes before,I wasn’t frightened.Having experienced earthquakes before, I wasn’t frightened.1.When she woke up in the middle of the night she

saw her room as bright as day 2.Because I had spent all night reading the documents,I was very tired the next day.3.The car raced past.It almost hit us as it turned the corner.4.Your mother just called.She hoped to talk to you.Ⅲ.Use the –ing forms of the verbs below to complete the following sentences laugh compete smile touch approach shake

1.We were all nervous about the ________examinations.2.I always know when my mother is telling a joke.After a few seconds ,she always looks at me________.3.Business leaders often look serious.They do not often have _____faces.4.After the dog fell in the lake, it climbed out _______itself.5.It is exciting to watch______athletes reach the other end of the swimming pool.6.The blind man walked _____the walls of the building.Step 8 acting in groups(6minutes)（提高同學們口語表達能力，加深對doing 作定語和狀語的理解。小組練習四分鐘，二分鐘一組主動到前面表演。）work in groups of four Add more actions to these lists.Then combine the primary and secondary actions to make a sentence about a student in your group.That student must act out what you say.Primary actions

secondary actions

walk around the desk

frown(deeply)look for an eraser

jump(on one foot)sit on the desk

smile pick up a textbook

laugh

stand up

shake one’s head Possible answers: A.Cheng Hui walks around the desk ,jumping on one foot.B.The frowning girl,Wang Jing ,picked up her English book and threw it on the floor.C.Li Sen sat on the desk,laughing.D.Li Jing is looking for an eraser,shaking her head.Step 9 高考鏈接（3 minutes）

（利用高考題，檢查學生的掌握落實情況，及時掌握反饋情況）高考鏈接

1.Do you wake up _____energetic and ready to start a new day?(湖南2011）

A.feel

B.to feel

C.feeling

D.felt 2.At one point I made up my mind to talk to Uncle Sam.Then I changed my mind, _______that he could do nothing to help.（上海2011）

A.to realize B.realized C.realizing D.being realized 3.More highways have been bulit in China, ______it much easier for people to travel from one place to another.(陜西2011）

A.making B.made

C.to make D.having made 4._________around the fire, the tourists danced with the local people.(遼寧2011）A.Gather

B.To gather

C.Gathering

D.To be gathering 5.____ to reach them on the phone, we sent an email instead.(重慶2008）A.Fail B.Failed C.To fail D.Having failed 6._____around the Water Cube, we were then taken to see the Bird’s Nest for the 2008 Olympic Games.(陜西2008）

A.Having shown

B.To be shown C.Having been shown

D.To show 7.Recently a survey ____prices of the same goods in two different supermarkets has caused heated debate among citizens.(江蘇2011）

A.compared

B.comparing

C.compares

D.being compared 8.Look over there---there’s a very long, winding path ____up to the house.(山東2011）

A.leading B.leads C.led D.to lead Step 10 小結(jié)

參考資料；教科書，五年高考真題，高中英語語法表解大全

第二篇：Unit4 The Earthquakesreading教學設(shè)計

Unit4 The Earthquakes 第二部分教學設(shè)計

Period 1 Reading---A Night The Earth Didn’t Sleep 上課教師：董亞玲

上課時間：2011年12月6日

1.教學目標: a.Enable the students to find the main idea and the details of the reading materials by reading.b.Teach the students how to read an article.c.Let the students know what a correct attitude towards an earthquake is and what we should do in an earthquake for ourselves and for other people.2.教學重點: a.Teach the students how to read an article b.Let the students know what a correct attitude towards an earthquake is and what we should do in an earthquake for ourselves and for other people.3.教學難點

Teach the students how to enjoy an article.4.教學方法: a.Discussing b.Fast reading, careful reading c.Reading and practicing 5.教學過程:

一、自主預(yù)習

1.重點詞匯 – Try to remember these words and know the meanings of these words.earthquake, quake, well(n.), million , event , pipe, burst, nation , canal, steam, dirt, ruin, suffering, extreme, injure, destroy, brick, dam, track, useless, steel, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, dragonfly 2． 重點短語—Translation（1）.立刻，馬上_______________（2）.仿佛，好像 _______________（3）.結(jié)束，終結(jié) ________________（4）.嚴重受損，破敗不堪_______________（5）.dig out ______________（6）.a(great)number of ______________（7）.run out of _______________（8）.think little of __________________

3、重點句型

（1）.___________________________ the world was at end.仿佛到了世界末日。

（2）.Everywhere they looked nearly everything was destroyed.人們無論朝哪里看，那里的一切都幾乎被毀了。（3）.__________ hope was _______ lost.不是所有的希望都破滅了。

（這一部分設(shè)計的內(nèi)容是本篇課文中所涉及的新詞匯、短語和重點句型，目的是為了幫助學生清除學習課文時的詞匯障礙，并且在預(yù)習和閱讀過程中注意這些詞匯、短語和句型。）（在課上檢查學生預(yù)習情況時，重點詞匯部分由教師領(lǐng)讀學生跟讀的方式，旨在幫助學生掌握重點詞匯的發(fā)音。重點短語部分由教師提問，學生一個接一個回答，這樣既可以檢查學生的預(yù)習情況，也可以發(fā)現(xiàn)學生不會的，給予及時的講解。重點句型部分由全班學生一起朗讀，加深印象。）

4、課文導(dǎo)讀（1）.The background of Tangshan earthquake.At 3:42 a.m.on July 28, 1976, a magnitude 7.8 earthquake hit the sleeping city of Tangshan, in northeastern China.The very large earthquake, striking an area where it was totally unexpected, wiped out the city of Tangshan and killed over 240,000 people-making it the deadliest earthquake of the twentieth century.1976年前的7月28日，凌晨3時42分53.8秒，唐山市（東經(jīng)118.0度，北緯39.4度）爆發(fā)7.8級強地震。

這次地震釋放出的能量，約為3.2X1016焦耳，相當于400顆投在廣島的原子彈，相當于4-5個1975年2月發(fā)生在遼寧海城的7.3級地震。死亡人數(shù)達到24.2萬，重傷16.5萬，7200多個家庭全家震亡，4204人成為孤兒。直接經(jīng)濟損失逾100億，總經(jīng)濟損失達300億元。至1980年底，大、小余震數(shù)達24381次，最新一次較強余震發(fā)生在1991年5月29和30日。

（這部分是有關(guān)唐山大地震的背景內(nèi)容，目的是為了讓學生為課文閱讀熱身，了解唐山大地震的有關(guān)情況。）

（2）.Please read the first paragraph and list the signs before Tangshan Earthquake.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________（這一部分內(nèi)容既是對第一課時的Pre-reading 部分的復(fù)習鞏固，又是為課文閱讀的熱身。幫助學生了解地震前的征兆，鼓勵學生預(yù)習第一段內(nèi)容。

這一部分的內(nèi)容在課上學生看完電影后，回答屏幕上關(guān)于“What are the signs before the earthquake?之后”復(fù)習Pre--reading，也可以檢查學生對課文第一段的預(yù)習情況。幫助學生認識到這個道理:如果我們能夠了解并認識地震前的預(yù)兆，就能提前做好準備，讓更多的人獲得求生的機會，減少或避免不必要的損失。）

二、重難探究 Step1 Lead—in Watch the film named After Shock and answer the following question.Question: What are the signs before the earthquake?（這一部分內(nèi)容既是對第一課時的Pre-reading 部分的復(fù)習鞏固，又是為課文閱讀的熱身。幫助學生了解地震前的征兆，鼓勵學生預(yù)習第一段內(nèi)容。

這一部分的內(nèi)容在課上學生看完電影后，回答屏幕上關(guān)于“What are the signs before the earthquake?的問題之后”復(fù)習Pre--reading，也可以檢查學生對課文第一段的預(yù)習情況。幫助學生認識到這個道理:如果我們能夠了解并認識地震前的預(yù)兆，就能提前做好準備，讓更多的人獲得求生的機會，減少或避免不必要的損失。）Step 2 Skimming and Scanning Read the passage quickly to get the general idea of the passage.When you are reading, you should pay attention to the first and second sentence of each paragraph.Then complete the exercises on the screen.（1）Get the main idea of the text.The passage mainly talks about a/an _____________ that happened in ____________ in __________.(2)The topic sentence of each paragraph.Para.1 __________________________________________________________ Para.2 ___________________________________________________________ Para.3 ____________________________________________________________ Para.4 _____________________________________________________________(Then read the topic sentences together.)（通過學生獨立閱讀課文，了解文章大意，進一步學習使用跳讀的閱讀方法。仔細理解每段課文第一、二句的意思。幫助學生首先掌握段落大意。并學會尋找文章的中心句，讓學生學會忽略不懂得生詞，但是要求分辨出各個段落的大意。）Step 3 Careful Reading Listen to the tape and read the text.After that, complete the exercises.(1).Complete the exercise 1 in Comprehending on page 27.One minute later, check the answers.(2)Choose the best answers.1.What does “them” in the sentence “No wind, however, could blow them away.”(in Paragraph 3)refer to? A.Red autumn leavesB.Bricks on the ground C.Bodies of dead animalsD.Sand in the wells 2.The title “A night the earth didn’t sleep” means __.A.the earth was awake all night long B.people on the earth couldn’t fall asleep that night C.the earth shook like crazy that night D.animals on the earth would not sleep that night（學生聽錄音欣賞全文，體會文章里表達貼切，內(nèi)涵豐富的詞句。引導(dǎo)學生再讀課文，加深他們對文章中的整體脈絡(luò)與重要細節(jié)的把握，以達到全面深刻領(lǐng)會文章的目的。通過聽課文錄音，幫助學生建立音，形，意方面的聯(lián)系。）Step 4 Quiz Retell the text by filling the following blanks.Strange things appeared before Tangshan earthquake happened.The well walls had deep ______.A smelly gas came out of them.The water pipes cracked and ______.At 3:42 on the morning of July 28, 1976, everything began to ______.It seemed as if the world came to an end.____ burst from holes in the ground.Hard hills of rock became rivers of ____.Soon the whole city lay in ____.Many people died or were ____.Everything in the city was _____.People were ______ at this and wondered how long the disaster would last.The army organized teams to dig out those who were trapped and to ____ the Dead.Fresh water was taken to the city.Thanks to the army, the city began to breathe again.（這一部分的設(shè)計目的是為了讓學生進一步加深對文章脈絡(luò)的理解，捕捉具體信息細節(jié)，引導(dǎo)學生進一步領(lǐng)會全文。）Step 5 Discussion 1.Can we stop earthquakes? If we can’t, what should we do? 2.What can we do after earthquakes?（這一部分的討論設(shè)計目的是有關(guān)學生的德育部分，教育學生要做好防震準備，還要做好防震宣傳。并且在地震后我們應(yīng)該怎么做。）Step 6 Homework

1.Read the text and complete the exercise 2 in Comprehending 2.Finish the Exercise 1—4 in Learning about language.（這些聯(lián)系和作業(yè)都和文章的理解以及文章的詞匯，短語，句型有關(guān)，幫助學生掌握本課的詞語，表達方式等等）

God helps those who help themselves.

第三篇：Unit4 Pets教學設(shè)計

Unit4 Pets教學設(shè)計（第一課時）

標簽： unit pets 教學 設(shè)計 第一課

教學內(nèi)容：《劍橋小學英語》（JOIN IN）（Book1）Unit4 Pets的第一課時:

詞匯：pet frog fish hamster rabbit dog mouse cat budgie

句型：-Have you got a pet ?-Yes, I have.-What have you got ?-(A cat.)

教學目標：

◆知識與能力目標：

聽、說、認讀pet frog fish hamster rabbit dog mouse cat budgie

2.能在真實的交際情景中運用下列句型與同伴交流：

-Have you got a pet ?-Yes, I have.-What have you got ?-(A cat.)

◆情感態(tài)度價值觀目標：

1.在同伴和小組活動中，能積極地與同伴交流，表達真實、自然。

2.對學生進行德育滲透，樹立保護動物、保護大自然、保護環(huán)境的意識。教學手段：課件 磁帶 圖片 教學過程：

Step1 Warming-up Greetings and free talk.T : Good morning, boys and girls.Glad to meet you.How are you ?

（自由對話是心靈的交匯，通過師生充滿熱情的交談，拉近了彼此的距離。）Step2 Lead-in（創(chuàng)設(shè)情境，導(dǎo)入新課）

T : My dear children, let’s listen to a chant.After you listen, please tell me what you can hear.Ready?（放錄音Chant）

T : What can you hear?(At this time,children may say“ dog ”、“frog ” and so on , because they have learned the two words last year.)T : OK!dog , frog ,cat ,mouse ,they are all pets.(板題、領(lǐng)讀)I like pets, do you like pets?

T : Today , let’s go out of the classroom and go to a pets supermarket.OK? Now, please stand in a line.(生離開座位站隊)

T : One, two, ready, go!(The pupils dance).(音樂起，學生一個個跳起兔子舞回座位)

（聽輕松活潑的英文歌曲，可以為學生營造濃厚的英語氛圍，師生通過站隊集合，然后跳兔子舞進入寵物超市，打破了傳統(tǒng)教學的枯燥形式，激起了學生的學習興趣。）

T : OK.We’ve arrived.(音樂停，出示超市圖)

Look!This is the pets supermarket.There are so many pets here.Are they lovely? Yeah!They are very lovely.T : Look at the pets , please.Do you know their English names? Do you have any questions?

T :(Some of the pupils may come to the front and ask : What’s this? What’s this?)（運用媒體展開pets的畫面，讓學生一開始就置身于寵物超市的情景中，充分調(diào)動他們的學習積極性。）

Step3 Presentation and practise A.Study the words 1.(1).frog

T :(出示荷葉圖、蛙叫)Listen!What’s this? Can you guess?

T :(They have learned frog in Grade 3, so some of them can say frog).T : Oh!It’s a frog.(出示青蛙)

Follow me, frog frog(板書、領(lǐng)讀)Do you like frog? T : If you like it , you can get it from your desk.(2).fish

T :(出示fish)Wow!It’s a lovely fish.Read after me.fish fish(板書、領(lǐng)讀)

Who’d like fish? Please get it.(3).hamster

T :(出示hamster “Hi!I’m a hamster.I like eating.”)

Hello, Mr hamster!Follow me , hamster hamster(板書、領(lǐng)讀)If you like it, you can get it.(4).rabbit

T : Boys and girls , this way please.(出示rabbit)Look!This is a rabbit.Read after me, please.rabbit rabbit(板書、領(lǐng)讀)Who likes rabbit? Take it, please.(5).dog

T :(出示狗叫聲)Listen!Who’s it ? Please guess.T :(The pupils can say dog , because they have learned it in Grade 3.)T : Yes, it’s a dog.（出示dog）Read after me, dog dog(板書、領(lǐng)讀)Who’d like dog? Please get it.(6).mouse

T :(出示mouse “Hi, everyone!My name is mouse.Do you like me?”)T : Hi, Miss mouse!Follow me, mouse mouse(板書、領(lǐng)讀)

I don’t like mouse, do you like mouse ? Oh!You like mouse, you can get it.(7).cat

T :(出示貓叫聲)listen!What’s it ?

T : Yes.It’s a cat.（出示cat）Follow me, cat cat(板書、領(lǐng)讀)If you like it, please get it.(8).budgie

T :（出示budgie）This is a budgie.It’s beautiful.Follow me, budgie budgie(板書、領(lǐng)讀)I like budgie best, what about you?（利用學生提出的問題學習新單詞，充分發(fā)揮了學生的主體性，積極性也更高一些，在教學單詞時利用多媒體顯示色彩鮮艷的寵物圖片、單詞及其叫聲，既能刺激學生的視覺，吸引學生的注意力，又能給學生以直觀感知，學生自然印象深刻。）2.Practice(1)看圖片說單詞并將其貼黑板上。

T : Oh!I’m tired.Let’s play a game.Look at the pictures,I have got many pets.Now, please say their English names and mime the actions if you like.（師出示圖片，生看圖說單詞并模仿動作）

T : Who can help me? Please come here.(請一些學生上臺當小老師)（2）師出示單詞，學生快速做動作或模仿其叫聲。

T : Look at the words, mime the actions as quickly as possible.（小學生注意力集中的時間比較短，約為17分鐘，所以在他們大腦開始疲倦的時候做一些游戲活動，不僅調(diào)節(jié)了大腦，同時也鞏固了所學知識。）B.Study the sentence

1.T : Now, I have got a pet.What is it ? Can you guess?

(When they guess the pets, they can go over the words again.)

T : Yeah!You are right, I have got a pet.It’s a cat.（板書領(lǐng)讀I have got a pet.）T : Have you got a pet?(If you have got a pet,you can say: Yes, I have.)What have you got? Oh!You have got a dog? What colour is it? Black and white.Yeah!A lovely dog.（Ask several pupils in this way.）(連續(xù)問幾名學并板書領(lǐng)讀)2.Practice

T : All of us have got pets.Now, please ask your partner: Have you got a pet? What have you got? What colour is it? Make a dialogue in groups.（學生拿寵物圖片編對話）

T : Who’d like to act out your dialogue? Please come here.（在這一環(huán)節(jié)，教師為學生創(chuàng)設(shè)真實的交際場景，讓學生拿寵物卡片模擬表演，在真實的情景中去感知、體會、實踐，從而輕松地掌握新知識，整個教學過程循序漸進，訓(xùn)練覆蓋面廣，更能培養(yǎng)學生大膽表達和創(chuàng)新的能力。）Step4 Homework

T : Today, we have learned many pets, they are frog、cat、fish、dog、mouse、rabbit、budgie and hamster.After class, you can draw your favourite pet and colour it, then ask your partner about their pets.Complete the form.T : If you wan to know more pets information,you can surf internet and search

（引導(dǎo)學生觀察板書，與教師一起整理本節(jié)課所學內(nèi)容，使學生對所學知識有系統(tǒng)認識的同時，提高了語言表達能力，通過設(shè)置多樣的、有系統(tǒng)性的作業(yè)，做到了面向全體學生，幫助他們及時復(fù)習掌握所學知識，讓學生上網(wǎng)查詢更多的寵物資料，既能拓展知識，激發(fā)學生學習英語的欲望，同時也為他們繼續(xù)深入學習奠定了基礎(chǔ)。）

Step5 Consolidation

T : Now, let’s say the chant together.(出示課件)

（利用富有節(jié)奏感的來鞏固練習所學內(nèi)容，給學生一種感覺新穎的獨特效果，增強了語感，培養(yǎng)了學生的音樂節(jié)奏智能，做到了首尾呼應(yīng)，又活躍了課堂氣氛。）Step6 Permeate virtue teaching（德育滲透，樹立環(huán)保意識）T : Boys and girls, are the pets lovely? Yeah!It’s lovely!T : I like them.Do you like them? Yes.T : Pets are our friends, so we must love and protect them.（結(jié)合課堂教學，對學生進行思想品德教育，幫助學生從小樹立“愛護動物”、“保護動物”、“保護大自然”、“保護環(huán)境”的意識，使學生對所學內(nèi)容有一個更高層次的認識。）

Step7 Summary

T :(看表)Oh!It’s time to go home.Stand up, please.Please say goodbye to the pets.Ss: Goodbye, pets.T : Now lets go.（音樂起，學生跳著兔子舞出教室

第四篇：Unit4 Then and now教學設(shè)計

Unit4 Then and now第一課時教學設(shè)計

A.Let’s try.Let ’ s talk.一、目標依據(jù)

依據(jù)新課標, 要求小學六年級學生能借助圖片、圖像、手勢聽懂簡單的話語或錄 音材料;能聽懂課堂活動中簡單的提問;能聽懂常用指令和要求并做出適當?shù)姆?應(yīng);能在口頭表達中做到發(fā)音清楚、語調(diào)基本達意;能按要求用簡單的英語做游 戲,能體會到英語學習的樂趣;在學習中集中注意力;敢于開口,表達中不怕出 錯誤;積極參與各種課堂學習活動,積極與他人合作,共同完成學習任務(wù)。

二、教材分析

這是本單元的第一課時。Let’s try為與本課主題相關(guān)的聽力練習。Let’s talk為交 際對話,通過吳一凡的爺爺參觀學校、與孩子們的對話,來學習運用 There be句型(一般過去時)談?wù)撨^去的事物。

三、學情分析

在五年級上冊 Unit5/Unit6中,學生學習了 There be 句型的(一般現(xiàn)在時)的陳 述句、一般疑問句及其回答,并在本冊 Unit2/Unit3初步學習了動詞過去時的規(guī) 則及不規(guī)則變化,本節(jié)課將在此基礎(chǔ)上學習運用 There be 句型的(一般過去時)談?wù)撨^去的事物。

(本班學生興趣度、課堂習慣、自制力、對基礎(chǔ)單詞和知識點的掌握程度、課堂 氛圍和學生的思想狀況教師可根據(jù)實際情

況分析。教師可參考優(yōu)教同步學習網(wǎng)上 學生的導(dǎo)學反饋)

四、教學目標

1.能夠理解對話大意,并回答對話下問題。能按照正確的語音、語調(diào)及意群朗 讀對話,并能進行角色表演。

2.能夠聽、說、讀、寫并在情景中運用句型 “There was … There were …” 談?wù)撨^ 去的事物;能夠完成繪圖并描述自己學校過去與現(xiàn)在變化的活動。

3.能夠在語境中理解生詞 star, easy, look up 及 Internet 的意思,并能正確發(fā)音。

五、教學重難點

運用句型 “There was(no)… There were(were)…” 談?wù)撨^去的事物。

六、教學評價

1.在圖片和教師的幫助下理解對話大意,并回答對話下問題;通過仿讀課文及 分角色朗讀能用正確的語音、語調(diào)來表演課文中對話。(檢測目標 1的達成情況)2.通過 “ 活動 1”、“ 活動 2” 能運用重點句型。(檢測目標 2的達成情況)3.通過教師創(chuàng)設(shè)的語境及仿讀課文來理解新詞的意思并正確發(fā)音。(檢測目標 3的達成情況)

七、教學過程 Step 1: Warm-up 1.師生相互問候。

2.教師播放 Unit3歌曲 Tell me about your holiday,學生跟唱,活躍氣氛。Step 2:Presentation 1.Let’s try.(1)教師在課件上呈現(xiàn)本單元主情境圖,引導(dǎo)學生猜猜吳一凡的爺爺現(xiàn)在在哪 里,引出本單元主題 Then and now, 并幫助學生理解 different 的意思。

(2)教師請學生讀題,預(yù)測答案。

(3)教師播放錄音,學生完成第1、2題;師生核對答案。2.Let’s talk.(1)教師展示從網(wǎng)上收集的世界各地不同風格、不同時代的學校的圖片,引導(dǎo)學 生討論,了解新舊學校的變遷,為對比學校的今昔變化做好鋪墊。

(2)教師從新舊學校的圖片中各選一張圖片組織學生運用 There be 句型進行描 述,引導(dǎo)學生通過對比,感悟 There be句型的用法。

(3)教師簡單介紹課文背景:Wu Yifan and his grandpa are at the same school at different times.Can you guess what the school is like now and what Grandpa’s school was like before? 引導(dǎo)學生猜測課文大意。

(4)教師提問:What was Grandpa’s school like?教師播放錄音,請學生帶著問題 聽錄音。

(5)教師通過與學生對話滲透人類首次登月的信息:Sarah wants to visit the moon one day.Do you want to visit the

moon and other stars? 教師播放人類首次登月的視頻,幫助學生增加感性認識。(6)教師組織學生細讀對話, 讓學生提出自己不懂的問題。教師對 one day, look it up 和 in my time的意義和用法進行解釋。

(7)教師播放錄音,學生跟讀。

(8)教師播放課文錄音,學生逐句仿讀。(提醒學生在跟讀的過程中注意模仿錄 音中的語音、語調(diào))Step 3:Practice 1.Role Play 師生分角色朗讀課文;學生在三人小組內(nèi)分角色朗讀對話;教師可挑學生上臺表 演對話。

2.教師組織學生用簡筆畫畫出學校 5年前及現(xiàn)在的樣子;畫完后,同桌之間運 用 There be句型相互描述。

3.活動 1:招聘校史解說員

(1)教師用 PPT 把幾組現(xiàn)在和過去的學校圖片呈現(xiàn)出來。(2)教師告訴學生,學校需要招聘校史解說員,并把評選標準告訴學生。

(3)組織學生任選一組圖片做準備,以小組為單位派人出來應(yīng)聘,看看哪個組的 組員表現(xiàn)最佳。

4.活動 2: 找不同

教師在課件上出示幾組不同地方學校的照片。每組照片中,一張為現(xiàn)在的學校, 一張為 10年前的學校, 請學生兩人一組，找出兩張照片中不同的地方并用 There be 句型相互描述。

S1: There is a library in the school now.There was no library five years ago.S2:There are many trees in the school.There were few trees five years ago.Step 4: Summary 教師引導(dǎo)學生總結(jié)本課所學重點句型,鼓勵學生提出問題。Step 5: Homework 1.收集有關(guān)唐朝百姓生活狀態(tài)的信息資料、圖片,如:居住的條件、交通工具 與出行方式、文娛體育活動、學校等類別。以 The Tang Dynasty I know為題組織 好材料,下次上課時和同學分享。

【板書設(shè)計】 【教學反思】

第五篇：unit4 section B教學設(shè)計

Unit4 Where’s my backpack?

Section B(1a—1e)

ⅠTeaching Aims and Demands

1.Knowledge Objects(1).New words: radio, clock, tape, player, tape player, model, plane, model plane.(2).Target language:--Where are the English books?

--The English books are under the radio.2.Ability Objects(1).Train students’ listening skills(2).Train students’ communicative competence 3.Moral Object

We should clean our room every day.Put away things when you have used them.Ⅱ.Teaching Key Points 1.Read the new words fluently and know them 2.Master the target language

Ⅲ.Teaching Difficult Point Train students listening skills

Ⅳ.Teaching Methods 1.Listening methods

2.A game

Ⅴ.Teaching Aids 1.A tape player

2.Some objects(a pen, a book, a pencil box)

Ⅵ.Teaching Procedure

StepⅠ.Review First show a pen to students.And practice a conversation like this:

T: What’s this?

S: It’s a pen.T;Yes, you are right.Then show a pencil box and a book to students ,too.And practice them same conversations above.Next put the pen into the pencil box and make sure every student know where the pen is.Say, I have a nice pen.I like it very much.But now I cannot find it.Can you help me?

Ask a student to help you.“The pen is in the pencil box.” In this way, they will review the meaning of “in”.Put the pencil box on a desk and the book under a desk.Practice the same conversation with students.And they will review the meanings of “on” and “under”.Step Ⅱ.New words Show the tape player to students and say, It’s a tape player.Write down the word on the blackboard.Then take out the tape from the tape player and say, It’s a tape.Write down the word on the blackboard.Teach other words like this.Then read these words and ask students to repeat again and again till they can read them..Ask a student to read these words loudly.Check the pronunciation if necessary.Step Ⅲ.1a This activity provides the new words.And make students be familiar to these words.Read the instruction to students.Ask them to finish the activity individually.Then ask a student to show his/her answers.Finally check the answers.Step Ⅳ 1b Read the instructions to students.And make sure they have understood how to do.Give them several minutes to remember the things in the picture.Divide students into four groups.Tell them to invite a student to represent their groups and write down the things that they remembered on the blackboard.Give a mark to the group where a student writes the most new words in 1a.Step Ⅴ A game

After the four students have finished, have students check if they have made a mistake in spelling or they have lost any words.Check a mistake or add one more word they can get one mark for their group.The group which gets the most marks will win the game.The teacher can give a small present.Step Ⅵ 1c This activity provides the listening practice.Ask students to look at the picture on the right.And say, Tom left some things at home.He is calling his mother and tells her what he wants.You may hear most of the words in chart in 1b.Please listen carefully and circle what he exactlly wants.Let students know not all words they hear are Tom wants.Play the recording for the students.For the first time ,students only listen.Then play the recording a second time.This time students circle the things Tom wants.Check the answers.Step Ⅶ 1d Say, You will hear the conversation again.This time ,please find out where the things in 1c are and write down on your books.Play the tape again.Students listen and write down.Check the answers.Step Ⅷ 1e Ask students to ask and answer questions using the things in 1c.Then them to work in pairs.Give them several minutes to practice.The teacher moves around the classroom and give grammar help.Make sure students have practiced.Then invite some pairs to show their conversations.Step Ⅸ Summary and Homework

In this class, we have learned some new words and done some listening practice.We also made a game.After class, write your conversations in 1e on your exercise books.Step Ⅹ Blackboard Design Unit4 Where’s my schoolbag? Section B(1a—1e)tape 磁帶 clock 鬧鐘

player 播放機 model 模型 tape player 錄音機 plane 飛機

radio 收音機 model plane 飛機模型

Group 1(11)

Group 2(15)

Group 3(6)

Group 4(8)--------

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