第一篇：詳細全英教案What-would-you-like

What Would You Like?說課稿

尊敬的各位評委老師，大家好，我是李凡

It’s my great honor to be here and share my lesson with you.Today i’ll talk about People’s Education Press The part 3.the topic is about .i will talk about it form

Analysis

of

the

students.Tcaching procedure.Blackboard design.Well,fristly.Anlaysis of the Teaching material.There are a lot of a picturefor this.The kids will be interested in the book.Besides,the book design a lot of material to improve the student’s ability of listening,speaking,reading and writing.So,i think this book is very good.Aims a)Say the names of food in English.b)Write down the names.c)Master these sentences: I’m hungry.What would you like? I’d like some……

d)Use these words(food’s names)correctly.Importance and Difficulties a)New words: hamburger, vegetable, hot dog…… b)Spelling and pronunciation of some words.C)Grammar and Structure: can I have some rice, please? Sure.Here you are.What would you like for dinner? I’d like some ……

Teaching method: “Task-based “Teaching, “Activity-based” Teaching, “Communicative-based” Teaching.Teaching aids: Computer, medium, chalk, cards.Teaching Procedures Step1: Review(10mins)a)Warming up: a song:(with medium)b)Let students imagine what kinds of food do they like and then draw something on the paper.c)Call students to show their ideas(like: oh, I like hamburger……)and present pictures.d)Teacher summarize(you are all good students full of imagination and all did a good job ……)then write the words(hamburger, vegetable, hot dog……)on the board.Step2, Learn the new words and structures(15mins)a)Show the cards to introduce the new words.b)Students reading the new words follow me, and each word twice, then they read them loudly by themselves.C)Learn and analysis the sentence structures: can I have some rice, please? Sure.Here you are.What would you like for dinner? I’d like some ……

Step3: more practice(10mins)a)Reading.Teacher show the cards and then all the students read it loudly.(What would you like? What is this?)b)Do a word game.Teacher show the pictures and then some volunteer read it as soon as possible.(the winner will get the prize)c)Use PPT to show some pictures about food’s names to make students enjoy in it.d)Make a role play.Make a dialogue.Let 3 Ss take part in it(waiter C, dad B and daughter A).It is in the restaurant.A: Dad, I’m hungry.What for dinner? B: Oh, baby, what would you like? A: I’d like hamburger, rice, fish, vegetables, please.B: Waiter!Waiter!C: What can I do for you, sir? A: We’d like some hamburger, rice, fish, vegetables, please.C: Ok.A: Thank you, Dad.e)Make sure students pronounce the words and use the sentences correctly.Homework: Pronounce and spell these words correctly.Write a passage about “what would you like?” I will check it next class.Comments: Filled in as soon as possible after the lesson.Blackboard design: Words: salad 色拉 tea 茶 hanburger漢堡

Sandwich 三明治 hot-dog 熱狗 coffee 咖啡

Sentences:-what would you like to drink?-i’d like to some tea.

第二篇：詳細全英教案What-would-you-like

Teaching Plan for Unit 5 JEFC Book1

What Would You Like? Aims a)Say the names of food in English.b)Write down the names.c)Master these sentences: I’m hungry.What would you like? I’d like some……

d)Use these words(food’s names)correctly.Importance and Difficulties a)New words: hamburger, vegetable, hot dog…… b)Spelling and pronunciation of some words.C)Grammar and Structure: can I have some rice, please? Sure.Here you are.What would you like for dinner? I’d like some ……

Teaching method: “Task-based “Teaching, “Activity-based” Teaching，“Communicative-based” Teaching.Teaching aids: Computer, medium, chalk, cards.Teaching Procedures Step1: Review(10mins)a)Warming up: a song:(with medium)

b)Let students imagine what kinds of food do they like and then draw something on the paper.c)Call students to show their ideas(like: oh, I like hamburger……)and present pictures.d)Teacher summarize(you are all good students full of imagination and all did a good job ……)then write the words(hamburger, vegetable, hot dog……)on the board.Step2, Learn the new words and structures(15mins)a)Show the cards to introduce the new words.b)Students reading the new words follow me, and each word twice, then they read them loudly by themselves.C)Learn and analysis the sentence structures: can I have some rice, please? Sure.Here you are.What would you like for dinner? I’d like some ……

Step3: more practice(10mins)a)Reading.Teacher show the cards and then all the students read it loudly.(What would you like? What is this?)b)Do a word game.Teacher show the pictures and then some volunteer read it as soon as possible.(the winner will get the prize)c)Use PPT to show some pictures about food’s names to make students enjoy in it.d)Make a role play.Make a dialogue.Let 3 Ss take part in it(waiter C, dad B and daughter A).It is in the restaurant.A: Dad, I’m hungry.What for dinner? B: Oh, baby, what would you like? A: I’d like hamburger, rice, fish, vegetables, please.B: Waiter!Waiter!C: What can I do for you, sir? A: We’d like some hamburger, rice, fish, vegetables, please.C: Ok.A: Thank you, Dad.e)Make sure students pronounce the words and use the sentences correctly.Homework: Pronounce and spell these words correctly.Write a

passage about “what would you like?” I will check it next class.Comments: Filled in as soon as possible after the lesson.

第三篇：詳細全英教案What would you like

Teaching Plan for Unit 5 JEFC Book1

What Would You Like? Aims a)Say the names of food in English.b)Write down the names.c)Master these sentences: I’m hungry.What would you like? I’d like some……

d)Use these words(food’s names)correctly.e)Make a role play in class.Importance and Difficulties a)New words: hamburger, vegetable, hot dog…… b)Spelling and pronunciation of some words.C)Grammar and Structure: can I have some rice, please? Sure.Here you are.What would you like for dinner? I’d like some ……

Teaching method: “Task-based “Teaching, “Activity-based” Teaching，“Communicative-based” Teaching.Teaching aids: Computer, medium, chalk, cards.Teaching Procedures Step1: Review(10mins)a)Warming up: a song:(with medium)b)Let students imagine what kinds of food do they like and then draw something on the paper.c)Call students to show their ideas(like: oh, I like hamburger……)and present pictures.d)Teacher summarize(you are all good students full of imagination and all did a good job ……)then write the words(hamburger, vegetable, hot dog……)on the board.Step2, Learn the new words and structures(15mins)a)Show the cards to introduce the new words.b)Students reading the new words follow me, and each word twice, then they read them loudly by themselves.C)Learn and analysis the sentence structures: can I have some rice, please? Sure.Here you are.What would you like for dinner? I’d like some ……

Step3: more practice(10mins)a)Reading.Teacher show the cards and then all the students read it loudly.(What would you like? What is this?)b)Do a word game.Teacher show the pictures and then some volunteer read it as soon as possible.(the winner will get the prize)c)Use PPT to show some pictures about food’s names to make students enjoy in it.d)Make a role play.Make a dialogue.Let 3 Ss take part in it(waiter C, dad B and daughter A).It is in the restaurant.A: Dad, I’m hungry.What for dinner? B: Oh, baby, what would you like? A: I’d like hamburger, rice, fish, vegetables, please.B: Waiter!Waiter!C: What can I do for you, sir? A: We’d like some hamburger, rice, fish, vegetables, please.C: Ok.A: Thank you, Dad.e)Make sure students pronounce the words and use the sentences correctly.Be sure they are interested.Homework: Pronounce and spell these words correctly.Write a

passage about “what would you like?” I will check it next class.Comments: Filled in as soon as possible after the lesson.

第四篇：初中英語全英教案

A teaching plan

教材分析 學情分析 Contents: 1.Vocabulary： 2.Structure: 3.Dialogue: 4.listening: Objectives:

1.Teaching Aims and Demands(1)Instructional Objectives

Be able to use the new words and phrases:

(2)Ability Objectives Be able to use listening skills to comprehend their dialogues, such as listen for specific information etc.Be able to use what they learned to describe what they can do and give responses.Be able to use the language they learned to finish a dialogue and a short passage.(3)Educational Objectives

Arousing students’ interest and helping them learn by using pictures.Building their confidence by step by step approach and careful scaffolding.2.Teaching Importance To master the key vocabulary

To understand and use the target language To master the usage of the different forms of “can” in the target language.3.Teaching Difficulties To enable the students to understand the sentence patterns to talk about the ability activities.To enable the students to use the target language

The students learned the structure “can do sth”, So it’s difficult and important to let them understand it can also be used to talk about the ability activities.4.Teaching Aids Multi-media computer, Tape recorder and so on.5.The Teaching Methods(1)Communicative teaching method.(2)Audio-visual teaching method.(3)Task-based teaching method.6.Studying Ways(1)Let the Ss pass “Observation—Imitation—Practice” to study language.(2)Let the Ss pay attention to the key information in listening practice.(3)Enable the Ss to study English language by Communication.(4)Let the Ss know that conclusions and being good at thinking are necessary to learn English well.Procedures and Time Allotment: 2 Task1: Warming-up(2mins)Before class, get Ss to enjoy an English song for about 2 minutes to warm them up.The purpose of the task-based activities is to Interest the students Task 2:Lead-in(3mins)1.Use the PPT to lead in the new lesson..show some pictures and teach the words and phrases: 2.ask Ss read the words together.Task3: Play a game(4mins)Task 4: Presentation(8mins)The purpose of the task-based activities is to let the students learn to cooperate with each other and practice the language points, improve the students’ abilities of speaking.Task5: Representations(5mins)Task 6.Listening(5mins)1.Ask Ss to open their books and turn to Page 59.Look at part 1b, look at the conversations and make sure the students understand the conversations and what to do.Then play the tape for three times.For the first time the students only listen to understand the whole general meaning of the conversations.For the second time the Ss pay attention to the activity in each conversation and write them in the blanks.For the third time the Ss pay attention to the time that the activities in each conversation are done and number the conversations(1-3).Ask some Ss to check their answers.2.Practice the conversations in 1b.Then make your own 3 conversations.The purpose of the task-based activities is to practice listening and improve the students’ abilities of listening.Task 7.Make a survey(7mins)

Give the students several minutes to prepare the survey using the target language to ask and answer, next fill the form : Finally ask two groups of the students to report their results.For example: Task 8.Summary(4 mins)Summarize the key language points in groups , and show them on the screen to help the Ss take notes.Task 9.Homework(2mins)1.Consolidate and review the expressions of the lesson.2.Write a short passage about the results of the survey.Blackboard design

第五篇：Module1-4全英教案

Module1 The Great Wall

1、Teaching preparing:

Students book：Module1Unit 1Activity1, 2, 3

2、Teaching task: A．basic object:

Key words：

thousand postcard more kilometer

Key sentences: “These postcards are great!” “It?s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?

B.To learn “thousand

kilometer

million ” C．Review: The using way of the verb ?be? 2．

Talking about some famous places.3、Teaching point: words： thousand

kilometer

million postcard

more4、Teaching difficulty:

kilometer

thousand

million

“Tell me more about the Great Wall.“It?s a picture of the Great Wall.”

5、Task design: words： postcard

more

thousand

kilometer

million

Sentences: “These postcards are great!” “It?s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?”

“It?s about six thousand seven hundred kilometers.”的句型。B.The task:

1：AB

Unit1

exercise3 2：AB

Unit2

exercise1、2、4、5

6、Teaching things Photo radio picture wordcards 第一課時:

1、Warm up ⑴Greetings: T—Ss Ss—Ss

(2)Competition: List the places the visited as many as possible.2、Leading :（1）A.watch TV T: What’s this place?

S:(teacher writes the main structure on board as modal for other students)It’s a picture of … B.Game : Tell me more T: It’s an animal.S1: Tell me more

T: It has long nose.S1: It’s an elephant.The more “Tell me more”, the less will the score be given.3、（Presentation）(1)S open their books Question: Look at the pictures a.Who are they? b.Where are they? c.What are they doing? Student answer the questions.(2)listen to the tape(3)repeat after the tape.(4)Teacher explain the text and student practice the key points.a.The key points: postcard

more

thousand

kilometer

million b.The main sentences structure: “These postcards are great!” “It?s a picture of the Great Wall.” “Tell me more about the Great Wall.” “How long is it?”(6)students practice to make sentences with the key points.Game：Passing wordcards

4、Drilling and Counselling（1）Finish the exercise one(2)Pairwork

5、Teaching handwriting: “It?s a picture of the Great Wall.” “Tell me more about ……”

三.課后反思:

這堂課主要講了各個國家的一些名勝古跡,通過讓孩子描述圖片的內(nèi)容來掌握所學的句型.鍛煉他們的口頭表達能力,再讓他們自己帶一些圖片,同桌之間相互對圖片進行描述,加深對所學知識的記憶.單詞的掌握還欠缺一點.第二課時

Step1.Tell students a joke and give them a riddle to fun.Step2.Review the words: postcard

more

thousand

kilometer

million

Step3.Repeat the text after the tape, then students practice with partner in roles.Step4.Teacher explain the using way of “million” “thousand”: teacher give numbers, students tells “~ thousand” or “~ million”.6,000,000

34,000

12,000,000

Step5.Homework: a.word dictation b.recite paragraph one c.Students make role play about unit one.第三課時

Step1.a.Student make role play.b.Give words dictation.c.Open Activity Book.Step2.Do exercise 1.a.Students look at pictures, tell what they can see on it.Students describe.b.Students read the questions.c.Teacher gives help, students finish the question.Step3.Do exercise 2.Listen, ask and answer.a.Play the tape a second time, pauses it after each second.T: What are they? S: They are cars, trees.….b.Work in pairs, ask and answer.Step4.Do exercise 3 Complete the dialogues a.Students look at pictures, tell what they can see on it.Students describe.b.According to the pictures and words in the brackets,students fill the blank

第2單元教案 New York is in the east of America.1Teaching preparing: Student?s book：Module1Unit 2Activity1, 2, 3

2、Teaching task: A．Basic objects: Key words：Mexico

Canada Key sentences: “It?s in the north / south / west / east of China/ America…”

“Tell me more about the Great Wall.” “How long is it?” B．Review: The using way of verb ?be?

2．Making student know about famous places.Talking about some basic facts of a country or a place，and learn to use direction words：It?s in the north / south / west / east of

3、Teaching point: words：

Mexico

Canada

San Francisco

New York

4、Teaching difficulty: How to pronounce “Mexico” “It?s a picture of the Great Wall.” “Tell me more about the Great Wall.”

5、Task design Learning task: Review words：thousand

kilometer postcard

more

million

To learn vocabulary：San Francisco

New York Mexico

Canada

Learning “It?s a picture of the Great Wall.” “Tell me more about the Great Wall.”

“It?s in the north / south / west / east of China/ America…” “It?s about six thousand seven hundred kilometers.”

6、Teaching things

Radio

wordcards

photo

picture

第四課時

1、Warm up ⑴Greetings: T—Ss Ss—Ss(2)Pointing game: Teacher gives students four cards “north / south / west / east”, let students put them around the classroom.T: North.S: Students point to the north

2、（Leading）（1）A.Watch PPT T: What?s this place? S: It?s a picture of America.Students learn to read Mexico

Canada

San Francisco

New York B.a.Game : Pointing game(Students open the book, look at activity 1)T: Mexico.S: Students point to the south of the map.c.Listen to the tape, and point to the places on the map.C.Lead in

1)Student list Chinese famous cities, teacher write them on the black board.2)Teacher write the main structure on the board: “Tell me more about the …...” “Where is it?”

“It?s in the north / south / west / east of China/ America…”

“How long / big is it?”

3)Students practice with partner

3、（Presentation）(1)S open their books Question: Look at the pictures a.Who are they? b.What are they doing? Student answer the questions.(2)listen to the tape(3)repeat after the tape.4、（Drilling and Counselling）Learn the chant: a.What can you see? b.What can you see on the flag?

Teacher introduce history of American flag.c.Students listen to the tape.e.Students repeat 5．Teacher?s handwriting： “It?s a picture of the Great Wall.” “Tell me more about ……”

“It?s in the north / south / west / east of China/ America…”

三.課后反思

第五課時

Step1 Warm up: Do the chant “America”

Play a game：“What am I?”

Rules: Students can do 1~2 actions.1 action got a star, 2 actions got 2 stars.The less actions , the more stars will be given.Step2 Do activity 3.a.Listen to the tape.b.Listen again, students claps hands, they can clap harder when hear the stressed words.c.Students repeat

Step3 Do activity book Activity 1 a.T: what can you see?

S: I saw….b.Ss read the words after teacher.c.Play the tape, students write the answer.Activity 2 a.Ss read the places with teacher?s help.b.Ss write sentences, teacher offers help.Step4 Homework 1.Do exercise 3 2.words dictation.課后反思：

課本中出現(xiàn)了東南西北方位詞,雖然不是重點,但還是應該拿出來給孩子們復習復習.通過對這個模塊的一個小測驗,發(fā)現(xiàn)孩子們對基本知識的掌握不夠扎實.《英語》六年級第七冊第2模塊

第1單元教案 Chinatown in America

1Teaching preparing

Students? book：Module2 Unit 1 Activity1, 2, 3

2、Teaching task 2．Basic task Key words：miss

sometimes

restaurant

really Key sentences“There?s a Chinatown in New York!” “There are lots of Chinese shops and restaurants there”.B know about “l(fā)ots of”

C．Review:

The using way of the verb ?There be? 2．To describe places

3、Teaching point:

dancing

words：

sometimes

restaurant

really Teaching difficulty How to pronounce words ?sometimes

restaurant? To learn the structure “There be”

5、Task design A.Learning task Key words： miss

sometimes

restaurant

really

dancing

Key structure: “There?s a Chinatown in New York!”

“There are lots of Chinese shops and restaurants there”.B.:Task 1：AB Unit1 exercise3

2：AB Unit 2 exercise1、2、4、5

3: Play a game: Students should prepare a piece of paper

第一課時

1、Warm up ⑴Greetings: T—Ss Ss—Ss

(a.)Student talk about there weekend: T: I bought some fruits, can you guess What did I buy? S：Did you buy…..2 Leading（1）A.Teacher show a peach(card)on the blackboard, “What can you see?” S: A peach.Teacher help the students say: There is a peach.(b.)Students make sentences with “ There is a …..”

(c.)Teacher show two peaches and teach “ There are …(n+s/es)”(d.)Students make sentences with “ There are …(n+s/es)” Watch POWERPOINT T: What?s this place?

S:(teacher writes the main structure on board as modal for other students)There is/are ….in/on….B.Game : The Six boxes

a.Students draw six big boxes on a piece of paper.b.Tell them to number the boxes ?1—6? c.Teacher ells what to draw in the boxes: In box 1 there is a pen.In box 2 there are two erasers.In box 3 there is an apple.In box…… C.Lead in

1)T: I describe a place, you guess.if you don?t know, you ask “ tell me more!” students guess out it?s Chinatown, teacher Show PPT about Chinatown.2)Ask students to describe with sentence structure “There be” given on the blackboard.3、Presentation(1)S open their books Question: Look at the pictures c.Who are they? d.Where are they? c.What are they doing? Student answer the questions.(2)listen to the tape(3)repeat after the tape.(4)Teacher explain the text and student practice the key points.a.The key points: miss

sometimes

restaurant

really

dancing

b.“ There is a …..”

“ There are …(n+s/es)”

(6)students practice to make sentences with the key points.Game：passing wordcards

make sentences

4、Drilling and Counselling（1）Finishing activity book exercise 3.(2)Students help each other.5、(Task-fulfilling)Guessing game：”Where do you go on weekend?” 6．Teachers handwriting:

There

is

a

(n)

There

are

(ns/es)

第二課時

Step1.Tell students a joke and give them a riddle to fun.Step2.Review the words: miss

sometimes

restaurant

really

dancing

Step3.Repeat the text after the tape, then students practice with partner in roles

Step4.Game a.Revise ?north? ?south? ?west? ?east? with the students.b.Tell the students to draw a big circle on a piece of paper.(tell them that the circle is an island and that you are going to describe the contents the island and and they have to draw the objects in the correct places.c.T:(draw a large island on your paper)In the north there is a river.In the south there are two mountains.In the west there are some trees.In the east there is a house.Step5.Homework: d.word dictation e.recite paragraph one f.Students make role play about unit one.Step6.課后反思

第三課時

Step1.a.Student make role play.b.Give words dictation.c.Open Activity Book.Step2.Do exercise 1.a.Play the recording again, then encourage them to tell the important things in the story.b.For each question invite a student to come to the blackboard and write the sentence.Step3.Do exercise 4.Look at the pictures.Write sentences.a.students draw things that they know how to say in English and be similar to the ones in the book.b.Collect all the pictures from the class.c.Students A and B, give A a picture , A describe the picture and B draw it.d.Show the picture, if student B draws the same object, he/she gets a point.Step4.Do exercise 3 Complete the dialogues a.Students look at pictures, tell what they can see on it.Students describe.b.According to the pictures and words in the brackets,students fill the blank

第2單元教案

Postcards from China

Teaching preparing 1.Teaching task Students book：Module2Unit 2Activity1, 2, 3 Teaching objects 2．

A．Basic task Key words：

bicycle mountain lake square Key sentences: “There are lots of bicycles in China” “There is a very famous river” B．Review:

The using way of the verb ?There be?

2．Use the structure to introduce famous places

For example: learn to use ?There be?

to describe some basic facts of a country or a place

3、Teaching point: Key words： bicycle mountain lake square

4、Teaching difficulty: How to pronounce? square.? How to use ?there be?

5、Task design: Learning task: Review words： miss

sometimes

restaurant

really

dancing

To learn words： bicycle

mountain

lake square

To learn “There are lots of bicycles in China” “There is a very famous river”

6、Teaching things: radio photo wordcards picture 7．課后反思

第二課時

1、Warm up ⑴Greetings: T—Ss Ss—Ss(2)Chant” America”

(3)Play a game to review the structure.2、Leading :（1）A.Watch PPT T: What?s this place?

S: It?s a picture of the Changjiang River.The Tian?anmen Square.The West Lake.The Huangshan Mountain

The Great Wall.a.Students learn to read them.b.Student describe them with “There is/are…..” B.Lead in

a.)Listen to the tape, and number the places.b.)Students repeat after the tape sentence by sentence.c.)Students try to recite the paragraph with teacher?s help, the students who have tried will get a sticker.3)Students practice with partner 3 Presentation:(1)Ss do exercise 2 Now point and say(2)Ss do exercise 3 Listen and repeat, pay attention to the stress.a.Play the tape and pause after the first sentence.b.Repeat the activity with various actions, e.g., standing up, waving arms…

4、Drilling and Counselling Learn the song: “There?s a Great Wall in China” a.Students listen to the tape.b.Students repeat

三.課后反思:

第五課時

Step1 Warm up:

Sing the song: “There?s a Great Wall in China”

Play a game：“Memory”

Rules: a.Students are divided into boys group and girls group.b.Give them limited time to memory the pictures, then they close the book.c.Students describe the objects in their memory, the more correct object they give, the more scores they will gain.Step2 Do activity book Activity 1 Listen and number.a.T: what can you see?

S: I can see there is/are…(Students try to describe the pictures)b.Teacher describe the pictures, students number.Step3

Activity 4 Look and complete the postcard.c.Ss draw the places with teacher?s describing.d.Ss write sentences, teacher offers help.Step4 Homework 1 Do exercise 3 2 words dictation.課后反思：

由于學生個體差異的不同,課堂上的內(nèi)容對有些孩子比較容易,而對個別學生來說有很難,甚至不能聽懂.但我是不會讓一個孩子落后的.六年級的內(nèi)容也增加了,教學內(nèi)容就要做合理的調(diào)整和補充,同時根據(jù)學生的心理特點,有區(qū)別有重點的調(diào)整才行.《英語》六年級第七冊第3模塊

第1單元教案 Collecting stamp is my hobby

Teaching preparing: 1.Students book：Module3Unit 1Activity1, 2, 3 Teaching task: 2． Knowledge : A．Basic task: Key words：another collect

stamp

hobby

men

Key sentences: “I?ve got lots of stamps.”

“These are some stamps from Canada ”.“ This stamp is from China”

B.Review:

The using way of ?be from? 2． Make students talk about hobbies.3、Teaching point: Key words：

collect

stamp

hobby

men

women

another

4、Teaching difficulty: A.； men and man B;collect

5、Task design: A.Learning task:

To learn words： collect

stamp

hobby

men

women

another To learn the structure: “I?ve got lots of stamps.”

“These are some stamps from Canada ”.“This stamp is from China” B.To use the task: 1：AB Unit1 exercise 3 2：AB Unit2 exercise 1、2、4、5 3：You do action and I guess.4 : “Your hobby is doing….”

第一課時

1、Warm up ⑴Greetings: T—Ss Ss—Ss

(2)Game: you do action and I guess.(3)Write down the sentence: Your hobby is doing sth Exercise “Your hobby is….(3)Free talk: Student talk about their hobbies: T: My hobby is reading books, what?s your hobby?(My hobby is doing sth)S：My hobby is …..2、Leading :

（1）A.ask “What can you see? What?s this? ” S: It?s a stamp.T: What are these? S: These are some stamps.How to use :a stamp

and some stamps Teacher help the students say: This stamp is from….(b.)Students watch PPT and make sentences with “This stamp is from….” “These stamps are from…”

(c.)Teacher shows some stamps and teach “These stamps are from…”

(d.)Students make sentences with “These stamps are from…” B.Game : Guessing game Students watch PPT

T: What?s are these? S: These are stamps.Teacher give numbers to each stamp, then describe the picture of one of them, Students guess which number it is.T: This one has got a… on it.S: Number 3.Then reverse.C.Lead in T: Everyone has hobby, now listen to the tape , find out what Simon?s hobby is.3、（Presentation）(1)S open their books Question: Look at the pictures e.What?s Simon?s hobby? f.Where are the stamps from? c.Has Simon got any stamps from China? Student answer the questions.(2)listen to the tape(3)repeat after the tape.(4)Teacher explain the text and student practice the key points.a.The key points: collect

stamp

hobby

men

women

another b.Students practice to make sentences with the key points.c.Game：Passing wordcards make sentences

4、（Drilling and Counselling）（1）Finish SB U1 exercise3.(2)Pairwork.6．Teaching handwriting：

“This stamp is from….” “These stamps are from…”

三.課后反思:

第二課時

Step1.Game: Extend the sentence T: I?ve got lots of apples.S1: I?ve got lots of apples and bananas.S2: I?ve got lots of apples, bananas and pears.…….Step2.Review the words: collect

stamp

hobby

men

women

another

Step3.Repeat the text after the tape, then students practice with partner in roles

Step4.Talk about stamps(SB book activity 3)a.Number those stamps.b.Teacher describe one of the stamp with the main sentence structure given on the blackboard: “This stamp is from….”.“It has got …..on it”.Step5 Homework: g.word dictation h.recite paragraph one i.Students make role play about unit one.Step6.課后反思

第三課時

Step1.a.Students make role play.b.Give words dictation.c.Open Activity Book.Step2.Do exercise 1.e.Play the recording again, then encourage them to tell the important things in the story.f.Then, tell them to read the sentences in the exercise and decide if they are ?True?, ?False? or ?Don?t know?.(Explain that they should tick ?Don?t know? if the answer is not found in the dialogue.)

Step3.Do exercise 2.Now correct the false statements.Student A read the first false statement in Exercise1.Student B corrects.Step4.Do exercise 3 Complete the dialogues a.Students look at pictures, tell what they can see on it.Students describe.b.According to the pictures and words in the brackets, students fill the blank

Step5.課后反思

第2單元教案

I’ve got a hobby

Teaching preparing:

2、Studends book：Module2Unit 2Activity1, 2, 3

2、Teaching task: 2．Basic task:

To learn to speak the structure: “Have you got any dolls from Japan ” “Yes, I have./ No, I haven?t” B．Review: Grammer 2．Talking about your hobbies.3、Teaching difficulty: any/some

5、Task design: Review words： collect

stamp

hobby

men

women

another To learn “Have you got any dolls from Japan ” “Yes, I have./ No, I haven?t”

6、Teaching things: Radio

photo

picture

wordcards 第四課時

1、Warm up ⑴ Musical game “What?s your hobby?” “ My hobby is doing sth”(3)Watch PPT T: Students please watch PPT, What are these?

Can you guess what Miss Ma?s hobby is? S: Your hobby is flying kites.(PPT explains some kites and any kites)T: Yes, have you got any kites? “Yes, I have/ No, I haven?t” 2Leading :（1）A.Ask and answer T: Have you got any books? S1: Yes, I have/ No, I haven?t.Have you got any ….s? S2: Yes, I have/ No, I haven?t.Have you got any ….s? B.Practice a.)Go through all the pictures with the students to make sure that they know the vocabulary.2)Teacher write the main structure on the board: “Have you got any…..” “Yes, I have./ No, I haven?t” 3)Students practice with partner

3、Presentation: Ss do exercise 3 Listen and repeat, pay attention to the stress.a.Play the tape and pause after the first sentence.b.Repeat the activity with various actions, e.g., standing up, waving arms…

4、Drilling and Counselling Learn the chant: “HOBBY” a.Students listen to the tape.b.Students repeat

第五課時(REVIEW)Step1 Warm up:

Sing the song: “HOBBY”

Step2 Do activity book Activity 1 Listen and answer the questions.Step3

Activity 3 Answer the questions.a.Students complete the questions according to their own situation.b.Students work in pairs:

A keeps the book open and asks questions B closes his book and answer A?s questions.c.They exchange the roles.Step4 Homework e.Do exercise 3 f.words dictation.課后反思：

本單元的內(nèi)容涉及到 my hobby(我的愛好),讓孩子準備的課堂用具孩子沒能做充分的準備.因此在課堂上孩子們談論說的時間就縮短了.另外重點句型的操練,孩子們也很快的領會了.Module Four Happy Thanksgiving!

Teaching preparin 1． Student book：Module1Unit 1Activity1, 2, 3

2、Teaching task: 2．Basic task: Key words： festival

special

meal

sound Key sentences:

“What do you do on …..”

“Thanksgiving is my favorite festival.”

“We say ?thank-you? for our food, family and friends.”

C．Review: “Can you tell me more about…..”and“… is my …”

3、Teaching point: Words ： festival

special

meal

sound

4、Teaching difficulty festival sound “Thanksgiving is my favorite festival.” “We always have a special meal.”

5、Task design:

To learn words ：festival

special

meal

sound

To learn sentences: “What do you do on …..” “Thanksgiving is my favorite festival.” “We always have a special meal.”

“We say ?thank-you? for our food, family and friends.”

1：SB Unit 1 exercise2、3

2: AB Unit 1exercise 1、2、3、4、5

6、Teaching things radio photo wordcards picture

第一課時

1、Warm up ⑴ Sing a song “We wish you a merry Christmas.” Competition: List festivals as many as possible.2 Leading :（1）a.（Watch PPT— pictures about Chinese festivals）Ask questions: “what is this festival?”

“What do we do at that festival?” b.Then show the PPT of main sentence structures: “… is my favorite festival, we always do(something)”

Students look at pictures and talk about festivals in pairs with the main structures offered.c.Students show there ideas with their partner.B.Lead in

1)T: You know much about Chinese festival, how many western festival do you know? Students list the western festivals.T: Very nice!Today Simon will tell us more about American festival, listen to the tape and later you must tell me about them.3、Presentation:(1)S open their books Question: Look at the pictures a.Who are they? b.What can you see? Students answer the questions.(2)Give the questions: “What are the two American festivals in the story?” “What do people do on Flag Day?” “What do people do on Thanksgiving Day?”(3)Answer the questions.4、Drilling and Counselling（1）Game: Guessing(T vs Ss)a.Prepare three word cards: Thanksgiving Day

Flag Day

Christmas Day b.Teach them to read.c.Teacher describes the activities that people do in different festival.T: You can see Christmas trees.Ss: Christmas Day 6.Homework： a.Write the new words.b.Collect Chinese and American festival information.第二課時

Step1.Game: Guessing(Ss1 vs Ss2):

Repeat the text after the tape, then students practice with partner in roles.Step2 Discussion

Step3.Students make role plays about western festivals with their partner.Step4.Homework: a.word dictation b.recite paragraph two

: 第三課時

Step1.Give words dictation

Step2.Open Activity Book, do exercise 1: Listen to the story again and tick or cross.a.Students read the questions.b.Students look at pictures, tell what they can see on it.Students describe.c.Teacher gives help, students finish the question.d.Play the tape, students finish the exercise.Step3.Do exercise3.Complete the table.a.Review “ I，me，we，our” b.Complete the table

Step4.Do exercise Write about Spring Festival.a.Students look at pictures, tell what they can see on it.Students describe.Ss: Watch TV Talk with each other.Play games.Lesson four

What’s your favorite festival?

1、Teaching preparing:

Teaching task: Student book： Module1Unit 2Activity1, 2, 3

2、Teaching task ：

Basic task:

Key words：lantern

race

moon cake

Key sentences: “What?s your favorite festival?”

“My favorite festival is ……” 3

Teaching point: ：

Lantern Festival

Spring Festival

Mid-Autumn Festival Dragon Boat Festival

race

moon cake “What?s your favorite festival?”

“My favorite festival is ……”

4、Teaching : lantern, moon

5、Task design: To learn words ：

festival

special

meal

sound To learn sentences： Lantern Festival

Spring Festival

Mid-Autumn Festival

Dragon Boat Festival

race

moon cake

二、1、Warm up ⑴Greetings: T—Ss

Ss—Ss(2)Do the chant, review “I, me, we, our”(3)Play a matching game:

Thanksgiving Day

Sing flag song

Flag Day

Receive presents

Christmas Day

Cheat each other

Ask volunteers to finish the matching.(4)Ask students to add more activities.2、導入（Leading）（1）A.1Watch PPT

T: What?s this festival? S: It?s ……

Students learn to read Lantern Festival

Spring Festival

Mid-Autumn Festival

Dragon Boat Festival B.Game: Guessing game

T:(mimes rowing a boat)S: Is it Dragon Boat Festival? T: Right!b.Students do practice in pairs: choose a festival, ask and guess.3、Presentation:(1)S open their books(2)listen to the tape

(3)Replay sentence by sentence(4)Students repeat after each sentence.(5)Students try to recite one of the festival.4、Drilling and Counselling StudentA chooses a festival, studentB asks and if he or she can?t guess out, he can ask “Tell me more.” unless he got the answer.第五課時

Step1 Warm up: Play a game：“Sentence passing”

Rules: Students ask and answer one to the next to review:

“What?s your favorite festival?”“My favorite festival is ……”

Step2 Do activity 3.Listen and repeat, pay attention to the stress.a.Play the tape and pause after the first sentence.b.Repeat the activity with various actions, e.g., standing up, waving arms…

Step3 Do Activity Book Activity 1 Listen and complete the sentences.a.T show many pictures, if they like the picture they stand up and teacher count: “X students like…”;if they don?t like they remain seated.a.Ss read the questions with teacher?s help.b.Ss write sentences, teacher offers help

Homework 1.Do exercise 4 2.words dictation.課后反思：

通過對本單元的小測驗,孩子們對這節(jié)課的知識掌握的還不錯.孩子們也已經(jīng)知道了外國節(jié)日和中國節(jié)日不同.有的孩子上網(wǎng)查了許多關于節(jié)日的資料,在班里和其他的孩子一起分享.