第一篇：會云 教案 Unit 4

Unit 4 What can you do? A Read and write教學(xué)設(shè)計(jì)

一、學(xué)情分析

五年級學(xué)生對英語仍然有著濃厚的學(xué)習(xí)興趣，對英語充滿了好奇心，也具備一定的語言知識和技能。他們不僅活潑好動，愛聽愛說，而且善于口頭模仿。小學(xué)生的心理和年齡特點(diǎn)決定了學(xué)生對有趣的聽、說、唱、做、游戲、玩、演、視聽等生動活潑的教學(xué)活動更感興趣。然而，學(xué)生自主閱讀的訓(xùn)練相對缺乏，當(dāng)然也就談不上對閱讀或?qū)懽骷寄?、策略、方法的掌握?/p>

二、教材分析

本課是一節(jié)閱讀教學(xué)課，以Friends（Play together, help each other）為主線，本課時(shí)的子話題是Find a friend to play together。Read and write分為讀、寫兩部分：第一部分要求學(xué)生閱讀機(jī)器人Robin的一段交友啟示，完成判斷句子正誤的活動；第二部分為個(gè)性化的書寫活動，要求學(xué)生參考電子郵件，寫出三個(gè)關(guān)于自己能做什么或者不能做什么的句子。新課標(biāo)主張學(xué)生在語境中接觸、體驗(yàn)和理解真實(shí)的語言，并在此基礎(chǔ)上進(jìn)行學(xué)習(xí)和運(yùn)用，以學(xué)生為主體，通過有層次地閱讀，學(xué)會提取本文關(guān)鍵信息的能力和掌握在語境中猜詞義的閱讀策略，在閱讀中增強(qiáng)思考和語言表達(dá)的能力。

三、教學(xué)目標(biāo)

1、知識目標(biāo)：

(1)能夠讀懂簡單的電子郵件，能用I am.../ I can.../ I can’t...介紹自己或他人的特點(diǎn)和能力。

(2)完成判斷對錯(cuò)、完成圖表、填寫詞句等活動，理解和正確朗讀：Try me!Send me an email, robin@urfriend.cn等生詞和短語。

(3)能夠掌握并運(yùn)用本單元的重點(diǎn)內(nèi)容，在閱讀理解的基礎(chǔ)上交流討論，表達(dá)和交流自己個(gè)性化的看法和想法，完成句子或短文的書寫活動。

(4)樂觀積極地看待自己的特點(diǎn)和能力，嘗試用英語交朋友。

2、能力目標(biāo)：

（1）能夠聽說讀寫本課重點(diǎn)詞匯和句型，并能在實(shí)際生活中靈活運(yùn)用。

（2）能理解課文大意，從文本中獲取信息，增強(qiáng)對文本的理解、分析的能力，促進(jìn)學(xué)生思維的發(fā)展。

（3）能夠掌握一定的閱讀方法和閱讀策略，初步養(yǎng)成按意群閱讀的習(xí)慣。

3、情感態(tài)度目標(biāo)：

（1）激發(fā)學(xué)生勞動的熱情和自豪感，同時(shí)也讓學(xué)生體會家長的辛勞，學(xué)會在平時(shí)的生活中體貼和關(guān)心長輩。

（2）懂得和同伴交流，合作互助，從中獲取更多的知識。

四、教學(xué)策略

在教學(xué)中特別注重對學(xué)生閱讀能力的培養(yǎng)，采取以學(xué)生為中心的教學(xué)方式，激發(fā)學(xué)生的學(xué)習(xí)動機(jī)，調(diào)動學(xué)生閱讀的積極性，多以理解，分析，判斷，辨析等教學(xué)活動來激活學(xué)生的思維。在活動設(shè)計(jì)時(shí)本著體驗(yàn)學(xué)習(xí)、合作學(xué)習(xí)、思維學(xué)習(xí)的教 學(xué)理念，將語言學(xué)習(xí)和多種能力的培養(yǎng)滲透到課堂活動和教學(xué)任務(wù)中，努力為孩子們提供一個(gè)不斷感知、不斷探索、不斷提高的成長空間。

五、教學(xué)準(zhǔn)備：

多媒體課件

flash cards

六、教學(xué)過程

Step 1: warming up

1、Let’s chant:師生一起演唱自編歌謠，師用眼神和動作提示鼓勵學(xué)生大聲演唱，增加趣味性。

【設(shè)計(jì)意圖：通過有節(jié)奏的吟唱歌謠，不僅幫助學(xué)生迅速地進(jìn)入英語學(xué)習(xí)狀態(tài)，而且拉近了師生間的距離，營造了輕松愉快的教學(xué)氛圍，有效地組織英語課堂學(xué)習(xí)，活躍課堂氣氛。

2、Sharp eyes:(眼明嘴快)課件閃動配有相應(yīng)動詞短語的圖片，學(xué)生快速認(rèn)讀。

【設(shè)計(jì)意圖：利用游戲的形式，激發(fā)學(xué)生參與的積極性，同時(shí)也鍛煉了快速反應(yīng)的能力?！?/p>

3、Let’s have a race: Make sentences 替換動詞詞組操練句型I can…?！灸康模簡酒饘W(xué)生已有的知識經(jīng)驗(yàn)，在情感交流中了解學(xué)生對知識的掌握。】 Step 2：Presentation

1、激趣啟思，預(yù)設(shè)鋪墊

① Free talk或Ask and answer: 師What can you do ? S: I can …。

【設(shè)計(jì)意圖：通過師生問答，發(fā)散學(xué)生思維，為后面的閱讀預(yù)設(shè)問題做好鋪墊?！?/p>

2、問題引領(lǐng)，預(yù)測信息

課件呈現(xiàn)跳舞圖片，問：Can you dance ? 示意用肯定回答：Yes, I do.師順勢引導(dǎo)用句型I can dance表示。接著再呈現(xiàn)彈琵琶圖片問：Can you play the pi pa? 示意用否定回答：No, I can’t.師借機(jī)說: I can’t play the pi pa.【設(shè)計(jì)意圖：本環(huán)節(jié)讓學(xué)生根據(jù)實(shí)際情況發(fā)表自己的見解，并在預(yù)測中鋪墊本課的句型，掃清閱讀的障礙，幫助學(xué)生減低閱讀難度。】

3、知識喚起，導(dǎo)入新知

課件呈現(xiàn)機(jī)器人，師問：Look!I have a new friend.He’s a robot.His name is Robin.He’s hard-working.Can you guess? What can he do ? 出示閱讀內(nèi)容同時(shí)解釋“my” 指的是Robin.“can be”能夠成。【設(shè)計(jì)意圖：激發(fā)學(xué)生的閱讀興趣，引起學(xué)生探究的欲望?！?/p>

4、整體感知，捕捉信息

課件呈現(xiàn)閱讀內(nèi)容，T:What can Robin do ? Listen, listen carefully!【設(shè)計(jì)意圖：觀看課文視聽結(jié)合,預(yù)設(shè)問題。指導(dǎo)學(xué)生快速閱讀（skimming），在閱讀的過程中整體把握課文脈絡(luò)，理解主要內(nèi)容?！?/p>

5、問題深入，推進(jìn)閱讀

① Read, underline and answer(細(xì)讀，尋答案)要求學(xué)生用橫線畫出表示Robin 能力的的句子并完成表格。I can…和I can’t …。

②快速閱讀，圈出關(guān)鍵。（skim and circle）T:What is Robin like?(性格如何?)引導(dǎo)啟發(fā)學(xué)生回答；He is …。同時(shí)圈出短文中性格特點(diǎn)friendly and funny.【設(shè)計(jì)意圖：學(xué)生帶著問題閱讀課文，發(fā)揮學(xué)生的自主學(xué)習(xí)和探究意識，引導(dǎo)學(xué)生思考，進(jìn)一步搜集并獲取具體信息，并劃出關(guān)鍵詞，回答相關(guān)問題，將閱讀推向深入。】

step 3: 聽讀結(jié)合，質(zhì)疑辨析

1、Listen and repeat

2、Tick or cross(根據(jù)短文，判斷對錯(cuò))

【設(shè)計(jì)意圖：本環(huán)節(jié)通過聽錄音模仿朗讀，角色扮演，增強(qiáng)語感?！?/p>

3、Repeat the text(復(fù)述課文)

4、Write three sentences about yourself.Step 4: 讀寫結(jié)合，鞏固提升

1、Good to know:【設(shè)計(jì)意圖：通過了解電子郵件讓學(xué)生在鞏固語言知識的同時(shí)，進(jìn)一步關(guān)注了情感教育，讓學(xué)生學(xué)會感恩，學(xué)會關(guān)懷體貼身邊的人?！?/p>

2、Let’s write: 發(fā)揮想象，填寫相關(guān)信息。

【設(shè)計(jì)意圖：通過前面的閱讀和討論，豐富了學(xué)生的語言，教師為學(xué)生提供了基本的寫作框架，由填詞到寫句逐步提高，降低了寫作的難度,發(fā)展讀寫技能。】

Step 5：homework

學(xué)生學(xué)以致用，課后用所學(xué)英語知識寫一份email給朋友或家長。

【設(shè)計(jì)意圖：讓學(xué)生在真實(shí)的運(yùn)用中鞏固新授知識。】

七、課后反思

本課的設(shè)計(jì)體現(xiàn)了“以學(xué)生為主體，教師為主導(dǎo)”的教學(xué)原則。在鞏固語言知識的同時(shí)，進(jìn)一步關(guān)注了情感教育，讓學(xué)生學(xué)會感恩，學(xué)會關(guān)懷體貼身邊的人。

為了保證閱讀的基本因素：“reading for pleasure.reading for information.reading for language.” 我始終以激發(fā)學(xué)生真實(shí)的閱讀興趣和真實(shí)的學(xué)習(xí)動機(jī)為目標(biāo)，通過知識的喚起，知識的獲取，知識的再生，知識的運(yùn)用將閱讀教學(xué)推向深入。

在教學(xué)的過程中，我采用不同的形式，訓(xùn)練學(xué)生的閱讀能力。首先，我預(yù)設(shè)鋪墊，巧妙地帶領(lǐng)學(xué)生愉快地走入文章之中，激發(fā)起學(xué)生的閱讀興趣。接著，我引領(lǐng)學(xué)生快速閱讀，帶著自己猜測的可能答案去理解閱讀內(nèi)容，把文字閱讀變?yōu)橛∽C活動。讓學(xué)生從整體上把握課文脈絡(luò)，理解課文大意，找出關(guān)鍵詞和中心句，使學(xué)生對文章內(nèi)容、結(jié)構(gòu)和寫作意圖有深入的了解。然后，我繼續(xù)引導(dǎo)學(xué)生細(xì)讀短文，通過聽、讀、演、練多種感官參與的方式達(dá)到鞏固語言的目的。為了提高閱讀的主動性，讓學(xué)生在理解的前提下，采用閱讀與寫作相結(jié)合，為學(xué)生提供了基本的框架支撐，由填詞到寫句逐步提高，根據(jù)一定的句法和語言規(guī)則，讓學(xué)生進(jìn)行短文再創(chuàng)造的訓(xùn)練。

本節(jié)課的教學(xué)內(nèi)容與學(xué)生日常生活實(shí)踐緊密相連，通過閱讀激發(fā)學(xué)生學(xué)習(xí)的興趣，進(jìn)行閱讀技能和策略的指導(dǎo)，突出信息的交流和互動，促進(jìn)聽說技能，發(fā)展讀寫技能，在教學(xué)中以舊引新，降低學(xué)習(xí)難度，不斷循環(huán)復(fù)現(xiàn)，幫助學(xué)生積累鞏固，提高學(xué)生綜合運(yùn)用語言的能力。

教案

五年級

上冊

Unit 4

What can you do?

B

Read and write

中心小學(xué)

張會云

2015.11.24

第二篇：教案unit4

Unit 4 Listening & Speaking &New words in Text A

Learning focus : 1.Get a general idea about the cultural differences

between the east and the west.2.Talk about some cultural differences in your daily life.3.Know something about Chinese traditional culture.4.Learn how to use the grammar of inversion correctly.Teaching Steps I.Listening.A． Listen to the following sentences twice and fill in the missing words

B． Listen to the following short conversations and choose the best answer to each question.C． Listen to the short passage three times and fill in the blanks with the missing words..II．Speaking.Make a dialogue in pairs according to the instructions given in Cue Card A & B.Cue Card A Situation: You two are talking about Chinese tea and western coffee.Speaker A: You think drinking Chinese tea is very healthy and it is a traditional habit.Tips for speaking List some famous categories of Chinese tea.Talk about your own favorite Chinese tea and why.Cue Card B Situation: You two are talking about Chinese tea and western coffee.Speaker B: You think drinking western coffee is very fashionable.Tips for speaking List some popular western coffee.Talk about your own favorite western coffee and why.Sample Dialogue A：Which kind of beverage do you prefer to drink, tea or coffee? B: Coffee, of course.It’s our tradition to drink coffee.What about you? A：I prefer tea.Chinese tea is part of Chinese culture.It is very healthy and is a traditional habit.B: Can you introduce some famous categories of Chinese tea to me? I know little about it.A：Of course.There are six kinds of tea, namely Green tea, Black tea, Yellow tea, White tea, Oolong tea, Flower tea and Puer tea.B: So many.Which kind do you prefer? And why? A：Green tea.Because drinking green tea can reduce the risk of heart attack and cancers.It can also help me lose weight.You see, I am a lady, so I want to be in good shape.B: Oh, I see.A：Can you tell me some popular western coffee? I seldom drink it.B: Of course.Coffee mocha(摩卡咖啡), latte(拿鐵咖啡), cappuccino(卡布奇諾), Americano(美式咖啡), espresso(濃縮咖啡)and so on.A：Which one is your favorite? B: Coffee mocha.It is very sweet and full of cream and chocolate syrup(巧克力醬).Maybe some day you should have a try.Nowadays, drinking coffee is very fashionable.III． New Words in Text A

The students read the words by themselves ,then the teacher correct their pronunciations.And at last the students are required to finish the ex1 in the VOCABULARY AND STRUCTURE.Text A

Teaching Steps : I Guide.A discussion :Do you know any cultural difference between Eastern and Western countries ?What are they ? II.Fast reading.Questions

1.1.How do the Chinese people usually greet each other when they meet? 2.Can you point out some other cultural differences between the western and the eastern countries?

3.How many cultural differences does the author mention in the text? 4.What will a Chinese person say if he or she has received some help from his or her family member? 5.What should we do in order to communicate with the foreigners in a proper way? III.Language points

1.divide into

split or break into parts, separate

They decided to divide the large house into flats.to a large extent

to some/what/an/a certain extent You are correct to some extent.To what extent can he be believed? 2.distinguish v.區(qū)分，辨別

distinguish(between)A from B

distinguish A between B

People who cannot distinguish between colors are said to be color-blind.Speech distinguishes human beings from the animals.3.the former...the latter...前者……后者……

If I had to choose between fish and chicken, I’d prefer the former one.4.not only...but also...不僅……而且……(連接兩個(gè)并列部分)Not only Mr.Lin but also his son joined the Party two years ago.（連接兩個(gè)主語）

I not only play tennis but also practice shooting.（連接兩個(gè)謂語動詞）

He plays not only the piano but also the violin.（連接兩個(gè)賓語）

They speak English not only in class but also in the dormitory.（連接兩個(gè)地點(diǎn)狀語）

5.greet:give a conventional sign or word of welcome or pleasure when meeting sb.or receiving a guest

6.greet sb.with sth./greet sth.with sth.對某事作出反應(yīng)

greeting n.招呼，問候，歡迎

He greeted me in the street with a friendly wave of the hand.7.case instance or example of the occurrence of sth.實(shí)例，情形

in any case 無論如何，總之 in no case 無論如何都不 in this case在這種情況下

in case of sth.若發(fā)生某事，假如

8.tend to

be likely to behave in a certain way or to have a certain characteristic or influence Women tend to live longer than men.女人多比男人長壽。

9.not at all 根本不……

He didn’t know how to speak French at all.他根本不會說法語。We didn’t go there at all.10.in some formal situations

under /on the present situations在目前形式下

in an embarrassing situation 處于尷尬境地

go into/ out of a difficult situation The company is in a poor financial situation.11.fetch go for and bring back sb./sth.接來，取來

fetch sth.for sb.Fetch a doctor at once.快去請醫(yī)生來。

Should I fetch your coat for you from the next room? 12.treat...as 對待,看待,把……看作 Do not treat this serious matter as a joke.She treated me all right.13.lack vt.(通常不用于被動語態(tài))缺少,沒有 I don’t seem to lack anything.我好像什么也不缺。vi.缺少;不足;沒有(+for)They lacked for nothing.他們什么都不缺少。n.欠缺;不足;沒有(of)He can not buy it because of his lack of money.4)n.缺少的東西;需要的東西

Water is a lack in this region.這個(gè)地區(qū)缺水。14.doing 現(xiàn)在分詞做后置定語

There is a girl standing at the door.門口站著一個(gè)女孩。The baby sleeping now is her child.Who is the boy singing there?

15.neither 否定意義的詞在句首, 句子半倒裝(參看本單元語法部分)He seldom tells others his secrets, neither does his sister.16.be aware 知道的,察覺的(+of)(+that)(+wh-)I am well aware that this is a tough job.She was not aware of having done wrong.Are you aware of the danger?

17.go(消息等)被傳遞,流傳(+that)The story goes that the Prime Minister will resign.There is a rumor going round that Sue and David are having an affair.18.while doing...用來做狀語

Please be careful while doing your homework.He always feels nervous while speaking with strangers.IV.Exercises.V.H.W.Reading.Text B，練習(xí)冊講解

I.Warm-up Skimming for specific information: 1)How many kinds of personal names do both Western and Chinese people have? 2)In a formal situation,what do we address men as ? 3)From the viewpoint of sociolinguistics, what can forms of addressing serve as in the society? 4)What shouldn’t we do when we meet a foreigner for the first time? II.Detailed Reading.1.in...situation 在…情況/狀態(tài)下

In a formal situation, we address men as “Mister”(abbreviated as “Mr.”), married women as “Mistress”(abbreviated as “Mrs.”), and unmarried women as “Miss”.In such a difficult situation, we should try our best to help him out.He is in a desperate situation.他處于絕望的狀態(tài)之中。

2.abbreviate shorten(a word, phrase, ect), esp by omitting letters縮短（字、詞組等，尤指省略字母）；縮寫

In writing, the title “Doctor” is abbreviated to “Dr.” 在書寫時(shí)，Doctor頭銜的縮寫是Dr.3.prefer（更）喜歡

These days many women prefer to be addressed using the abbreviations “Ms.” or “Madam.” prefer + to + verb She prefers to take a nap after a big meal.prefer + noun 寧愿選擇，更喜愛

She prefers cheese, if you have some.如果你們有的話，她更喜歡奶酪。（連接名詞）prefer + verb-ing She prefers running to walking.比起走路，她更喜歡跑步。（連接動名詞）

4.occasionally adv.now and then;from time to time;not regular He visits me occasionally.他偶爾來看我。

5.exception

1）(an instance of)leaving out or excluding;person or thing that is not included除外；例外；不包括在內(nèi)的人或物 The children did well, the only exception being Jo, who failed.All students without exception must take the English examination 2）不合規(guī)則的事物an exception to a rule of grammar語法規(guī)則的一項(xiàng)例外

6.position

1）place or rank in relation to others（相對于他們的）地位，等級 a high/ low position in society 高的/低的社會地位

What is his position in class? He’s third from the top.他在班上得第幾名？ 第三名。

2）place where sb./sth.is 位置；方位

From his position on the cliff top, he had a good view of the harbor.We are sitting in a position near the door.我們坐在靠門邊的地方。

7.provost

1）(Brit)(title of the)head of certain university colleges（大學(xué)中某些學(xué)院的）院長（的稱號）

2）(US)senior administrator in certain universities（某些大學(xué)的）教務(wù)長

8.otherwise

Unless they tell you otherwise, faculty should be addressed by their title and last name(e.g., “Professor Smith”).otherwise

adv.in other or different respects;apart from that 在其他方面；除此之外 The rent is high,(but)otherwise the house is fine.租金貴是貴，（但）房子倒很好。conj.If conditions were different;if no 不然；否則

We must run, otherwise we’ll be late.我們得跑著去，要不就晚了。

Do as you’re told, otherwise you’ll be in trouble.照你被告之的去做，否則會有麻煩。Put the cap back on the bottle, otherwise the juice will spill.You should study hard from now on, otherwise you will fail to pass the coming exam.Button up your coat, otherwise you will catch cold.扣上外衣扣，不然你會感冒的。

9.in doubt 不能肯定的，不能確定的

When in doubt, use the formal manner of addressing.當(dāng)你不能確定時(shí)，應(yīng)該使用正式的稱呼方式。

The outcome of the election was in doubt.選舉結(jié)果還不能確定。

Whether he will come or not is still in doubt.他是否會來還不能肯定。

III.Exercises Unit 4 Practical Writing I． Warm –up.Microsoft，Inc.Interoffice Memorandum To： Peter Clark，Rachel White From： Linda Larson Date： September 16，2004 Subject： Scheduling the project meeting As you know，we are having the project meeting next week in the projection room.Since the room holds only fifty people comfortably without overcrowding.I suggest we hold the meeting to the forty-one people in the Assembly Section on Thursday at 2：00 p.m.and to the remaining forty-three from the other sections on Friday at the same time.If there‘s any problem about this arrangement，please let me know.II． Memo（備忘錄）

Writing Tips : 備忘錄其實(shí)也是廣義的信函中的一種，主要用于公司內(nèi)部對公司的職員、部分通報(bào)信息，如會議安排、情況報(bào)告、問題處理等等。在英語中稱之為interoffice memorandum，其復(fù)數(shù)為memoranda，簡稱memo.除了可以采用書面形式之外，備忘錄也可以通過e-mail 發(fā)出。

備忘錄的一般格式如上其中To項(xiàng)是收箋人，在其姓名前可以加上Mr.，Mrs.，Dr.等，在其姓名后可加上職位和部門。From項(xiàng)是發(fā)箋人，其姓名前一般不加尊稱，但姓名后同樣可加上職位和部門。Subject即內(nèi)容主題，一般用簡短的幾個(gè)字做簡略陳述，不需要是一個(gè)完整的句子，幾個(gè)詞或詞組即可。

Body即內(nèi)容是備忘錄的主要部分，寫作應(yīng)力求簡明、確切。首先應(yīng)直入主題，列出最重要的信息，然后可以具體說明事由、情況，提出意見和建議等，最后可以根據(jù)具體情況或重申主題或表示意愿或感謝。

需要指出的是，在備忘錄的末尾不需要簽名。但是，如果備忘錄還發(fā)給了收箋人以外的其他人，須在末尾cc： 之后寫上其姓名。

III． 練習(xí)答案：To: All students From: Zhongshan Subject: Journalist Position Available for the Summer Semester Date: May 10, 2008

The student newspaper is currently looking for a journalist for the summer semester.Applicants should currently be studying at the university, and should preferably have at least two years’ writing experience.The successful applicant will be expected to write two articles every week on happenings in the city and on campus.The position will commence at the end of May and will last through to the end of August.The salary for the position is negotiable and will be based on experience.If you are interested, please send your resume to the campus newspaper office.

第三篇：unit4集體教案

育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

Unit 4 Where’s my schoolbag?（The first period）

2.Learn the names of some furniture and some personal things of students.3.Grasp the prepositions: on, under, in.4.Learn to write a note of taking or bringing things.教學(xué)目標(biāo)：1.Learn to ask and answer questions about where things are.重點(diǎn)難點(diǎn)：where’s ＝ where is

It’s ＝ It is They’re ＝ They are the prepositions: on, in, under---where’s the bag?---I don’t know.Is it on the desk?---Please take these things to your sister.---Can you bring some things to school? 教學(xué)資源：Radio

PPT 授課類型: 新授課

教學(xué)方法：任務(wù)型教學(xué)、分級評價(jià)法、直觀教學(xué)法、模仿示范法、情景教學(xué)和合作學(xué)習(xí)法

教學(xué)過程： Step1：Review

Review the words in page 19.page20.Step2：Teaching aims:

1.Learn to ask and answer questions about where things are.2.Learn the names of some furniture and some personal things of students.3.Grasp the prepositions: on, under, in.4.Learn to write a note of taking or bringing things.Step3：New lessons 1.lead-in

T: Zhang Chenglong can’t find his backpack.So where is his backpack? Can you help him?

T: What can you see in Tommy’s room?

2.words

(1).Learn the new words on the first page of Unit 4.(2).Show the pictures/things on the screen with no words.Get students to speak out their names.3.Remember these words quickly.4.Ask and answer(important expressions)

T: Where is the my schoolbag ? 育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

S: It’s ___________

T: Where are the my schoolbag ? S: They’re ___________

5.Conversations(Pairwork)(Groupwork)

(1).Get the students to look at the balls in my hands.Learn the new sentences.Where is the ball? It’s on the desk.Where is the ball? It’s under the desk..Where is the ball? It’s in thedesk.(2).Practice: Look at some pictures and practice the similar conversations.(3).Look at more pictures and learn new conversations: Where are the…?

They are …

(4).Practice the conversations with a picture or your own things.(5).Guessing game

Show a picture of a room with some furniture, and some flashing pictures with different things one by one.Guess: where is …? It’s… / Where are …? They are…

6.Listening

(1)Listen and do 1b..(2)Check the answers.(3)Listen for the last time and repeat.Step4: Exercises in class.Step5: Homework.1.Recite the first conversation of Section A, 1c.教學(xué)反思：

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

Unit 4 Where’s my schoolbag?（The second period）

教學(xué)目標(biāo)：1.Learn to ask and answer questions about where things are.2.Learn the names of some furniture and some personal things of students.重點(diǎn)難點(diǎn)：New words: keys, baseball, computer game Sentences: Is the baseball on the sofa? No, it isn’t.It’s under the chair.教學(xué)資源：Radio PPT 授課類型: 對話課

教學(xué)方法: 任務(wù)型教學(xué)、分級評價(jià)法、直觀教學(xué)法、模仿示范法、情景教學(xué)和合作學(xué)習(xí)法

教學(xué)過程： Step1：Review

Review the words in page 19.page20.Review the expressions in page 19.page20.Step2：Teaching aims:

1.Learn to ask and answer questions about where things are.2.Learn the names of some furniture and some personal things of students.Step3：New lessons 1.lead-in(Warming-up)Do some exercises: Choose the correct answers.Look at some furniture and a flashing backpack, and ask the sentence pattern:

Where’s…? It’s…

Look at some furniture and a set of flashing keys, and review the sentence pattern:

Where are…? They’re…

2.words

(1).Learn the new words on the third page of Unit 4.(2).Show the pictures/things on the screen with no words.Get students to speak out their names.3.Remember these words and phrases quickly.4.Ask and answer(important expressions)

T: Where is the my schoolbag ? S: It’s ___________ T: Is it on your desk? S: No.___________ 育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

5.Conversations(Pairwork)(Groupwork)(1).Practice: Look at some pictures and practice the similar conversations.(2).Look at more pictures and learn new conversations: Where are the…?

They are … Are they in /on/under…? No.…

6.Listening

(1)Listen and do 2a..(2)Check the answers.(3)Listen for the last time and repeat 2b 7.Game: Find the difference(1)Look at the pictures on Page 21 and Page 19, get students to find the difference.(2).Show 2 pictures of rooms with some furniture: They look similar.Get students to find the difference.Step4: Exercises in class.Step5: Homework.1.Recite the conversation of Section A,3a.2.Write down the Chinese meaning of the new words and key sentences, then translate them into English.教學(xué)反思：

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

Unit 4 Where’s my schoolbag?（The third period）

一、教學(xué)目標(biāo)：

1.語言知識目標(biāo)：

1)進(jìn)一步掌握一些表示家具的名詞以及學(xué)習(xí)用品的單詞； 2)進(jìn)一步熟練運(yùn)用方位介詞表述物品所在的位置。

3）在不同情景下熟練運(yùn)用以下句型來詢問及回答事物的位置。①

—Where's…? —It's in/on/under… ②

—Where're…? —They're in/on/under…

③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.④ —Are the …in/on/under…? —Yes, they are./No, they aren't.4）總結(jié)歸納詢問事物位置的句型及回答語。2.情感態(tài)度價(jià)值觀目標(biāo)：

進(jìn)一步培養(yǎng)學(xué)生整齊地?cái)[放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。

二、教學(xué)重難點(diǎn) 1.教學(xué)重點(diǎn)：

1）總結(jié)歸納詢問事物位置的句型。

2）在不同情景下正確運(yùn)用所學(xué)的句型來詢問與回答事物的位置。2.教學(xué)難點(diǎn)：

1）訓(xùn)練學(xué)生們在不同情景下運(yùn)用所學(xué)的句型來詢問與回答事物的位置的能力。

2）能在實(shí)際生活情景中中運(yùn)用所學(xué)的句型來詢問與回答事物的位置。

三、教學(xué)過程

Ⅰ.Warming-up and revision 1.Sing “Where is Tom?” song(like “Two tigers”)Where is Tom? Where is Tom? It’s in the case.It’s in the case.Where is Tom? Where is Tom? It’s on the case.It’s on the case.2.Ask and answer the school things around them.(Put S1's pencil box on the desk)T: Where is your pencil box? S1: It's on the desk.(Then put it in his desk)

育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

T: Is your pencil box on the desk now? S1: No, it isn't.It's in the desk.（Put it under the desk）T: Is your pencil box in the desk? S1: No, it isn't.It's under the desk.3.Let Ss ask and answer in the same way.Ⅱ.Grammar Focus.1.閱讀指導(dǎo)：

詢問事物的位置時(shí)可用特殊疑問詞where引導(dǎo)的特殊疑問句來提問。句型結(jié)構(gòu)為：

Where is…? It's in/on/under…(句子的主語為名詞單數(shù))

Where are…? They're in/on/under…(句子的主語為名詞復(fù)數(shù))2.Let Ss read the sentences and fill in the blanks below.① 地圖在哪里？_________ the map? ② 它在你爺爺奶奶的房間里。It’s ___ your ______________ room.③ 我的書在哪里？_______ _____ my books?

④ 它們在沙發(fā)上。They’re _____the _______.⑤ 他的鉛筆在哪里？ ______ _____ pencil box? 3.Check the answers with the class.Ⅲ.Practice

1.(Make a conversation with a student.)T: Look at Picture 1 in 3a.Where is the baseball? S1:(help S1 answer)I don’t know.T:(Teach Ss the expression “I don't know.” with a body language.for example shook your head.)2.Now look at the pictures and read the conversation below and fill in the blanks.3.指導(dǎo)：① 注意句中事物的單復(fù)數(shù)形式，正確運(yùn)用句型Where is…? Where are…?。

② 認(rèn)真看圖畫，看清物品的位置，正確運(yùn)用介詞in, on, under來表達(dá)。4.Check the answers.Ⅴ.Practice

1.T: When we ask about the place of something.We often use the sentence structure below: —Where is + 單數(shù)事物？ —It's in/on/under… 育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

—Where are + 復(fù)數(shù)事物？ —They're in/on/under… —Is the …in/on/under…?

—Yes, it is./ No, it isn't.—Are the …in/on/under…? —Yes, they are./No, they aren't.T: Where is the computer? Is it in the bookcase? S1: No, it isn't.It's on the sofa.2.T: Work in pairs.Make a similar conversation like this.Ⅵ.Game(Find the differences)T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c.Ask and answer questions to find the differences in pairs.Sample: SA: Where is the schoolbag? Is it under the table? SB: No, it isn’t.It’s on the table.SA: Where are the books? Are they on the sofa? SB: No, they aren’t.They are on the bed.教學(xué)反思：

__________________________________________________________________________________________________________________________________________

育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

Unit 4 Where’s my schoolbag?（The fourth period）

教學(xué)目標(biāo)：1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.重點(diǎn)難點(diǎn)：New words: video tape, alarm clock, math book, hat Sentences: The math book is on the dresser.教學(xué)資源：Radio

PPT 授課類型: 鞏固課

教學(xué)方法: 任務(wù)型教學(xué)、分級評價(jià)法、直觀教學(xué)法、模仿示范法、情景教學(xué)和合作學(xué)習(xí)法

教學(xué)過程： Step1：Review

Review the words in page22 Step2：Teaching aims: 1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.Step3：New lessons 1.lead-in

T: I can’t find my English book.So where is English book? Can you help me?

2.words

Look at the pictures of Tommy’s room and learn the new words: math book, 育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

video tape, alarm clock, hat.And also review some words.a)Do 1a.b)Close your books and see: How many things can you remember? 3.Remember these words quickly.4.Ask and answer(important expressions)

T: Where are the schoolbags ? S: They’re ___________

5.Conversations(Pairwork)(Groupwork)Student A: ask questions.Student B: Keep your books closed.A;Where’s the notebook? B: It’s on the bed.A:Where are the schoolbags ? B:They’re ___________ 6.Listening

(1)Listen and do 1d.(2)Check the answers.(3)Listen and do 2b: Write sentences like this: The math book is on the dresser.Call attention to: The keys are…(plural form)(4).Listen for the last time and repeat.Step4: Exercises in class.Step5: Homework.1.Recite the first conversation of SectionB, 2b 教學(xué)反思：

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

Unit 4 Where’s my schoolbag?（The fifth period）

教學(xué)目標(biāo)：1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.重點(diǎn)難點(diǎn)：Please take these things to your sister.Can you bring some things to school? I need my hat.教學(xué)資源：Radio

PPT 授課類型: 復(fù)習(xí)課

教學(xué)方法: 任務(wù)型教學(xué)、分級評價(jià)法、直觀教學(xué)法、模仿示范法、情景教學(xué)和合作學(xué)習(xí)法

教學(xué)過程： Step1：Review

Review the words in page23.24 Step2：Teaching aims: 1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.Step3：New lessons 1.words

Tidy

but

our

everywhere

always

Remember these words quickly.2.Presentation: Show a picture of Lily, a worried girl, and some pictures of her sister and grandma: T explains: Lily is unhappy.She needs some things at school, but they are at home.She calls grandma.But she’s going shopping.Her sister is playing in the park and she’s coming soon.So grandma leaves a note for her sister and asks her to take the things to Lily.Let’s read the note.3.finish 3a 3b Step4: Exercises in class.Step5: Homework.1.Recite the first conversation of SectionB, 2b 教學(xué)反思：

__________________________________________________________________________________________________________________________________________育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

_______________________________________________________________________________________________________________________________________________________________________________________________________________

第四篇：unit4 earthquake reading教案

Teaching Plan for Lesson 2, Unit 4, Book 1(Senior 1)Earthquakes

教學(xué)內(nèi)容：Lesson 2 for unit 4 Earthquake 課 型：Reading 教學(xué)對象：51 students in class 9, senior 1 授課時(shí)間：40 minutes 授課教師：Zhou zhuoling

Learning Objectives: 1．Predict the possible contents of a text through the title.2．Skimming for main idea of the text.(From the whole text to each paragraph)3．Sum up the main idea of a paragraph by reading the topic sentences as well as key words or phrases.4．Scan for the detail information(when, where, what and result)by answering questions and filling in the blanks and chart.5．Understand the function of the data in reading.6．Be familiars with the key words and phrases: suffering, canal, burst, at an end, shock, rescue, million, mine, miner, shelter, useless, track, brick, extreme, survivor, trap, electricity, dig out.7．Understand the implied meaning of the text.(We can predict and prepare for the earthquake to reduce the loss, and we should never give up and be united when the disaster comes.)Teaching aids: PPT slides, blackboard Teaching Procedure Stage 1: Leading in(5 minutes)Step 1: Review last lesson.(2 minutes)(T: Class, what we have learned yesterday? T: Yesterday we have learned what may happen before an earthquake.What else? We learned how to protect ourselves in the earthquake.And we also learned what was happening during the earthquake.Step 2: Ss predict the content from the title.(3 minutes)(T: Let's turn to Page 26.Please look at the title of the reading, “ A night the earth didn’t sleep ” Why did the writer say so? What do you think of the title?

Step 3: T invites Ss to give their answers.(T: ** , what' s your understanding of the title.)

Step 4: T summarizes the Ss' opinions about their understanding of the title.(T: The earth didn't sleep in the night.That is to say, a big disaster may happen there.)(If Ss keep silent, T continues to say :)T: OK.It may be difficult to answer now.Please keep this question in mind.After we finish this lesson, I’d like you to give me your answers.)Stage 2: Fast reading.(8 minutes)Step 1: Skimming: Ss do fast reading to find out the main idea.(5 minutes)

(T: Now please read the text quickly, and find out the main idea of this reading.Please pay more attention to the first sentence in each paragraph and the time in the text.And then do the exercises on PPT.You have 3 minutes to go.Now begin.PPT: 1)What's the main idea of the text? The passage mainly talks about a(n)earthquake that happened in Tangshan in 1976.2)Match each paragraph with its main idea.Para.1 A.Damage caused by the earthquake.Para.2-3 B.Rescue after the earthquake.Para.4 C.Signs(跡象)before the earthquake.)Step 2: T checks Ss' answers and guides Ss to sum up the main idea of each paragraph by going through the topic sentences as well as the key words and phrase.(3 minutes)(T: This passage tells us an earthquake that happened in Tangshan in 1976.What's the topic sentence in Paragraph 1? What's the topic sentence in Paragraph 2? What's the topic sentence in Paragraph 3? What's the topic sentence in Paragraph 4?)Stage 3: Scanning(Careful reading).(21 minutes)Step 1: Ss read Para.1 and fill in the chart to show signs before the earthquake.(3 minutes)(T: Let's look at paragraph 1, what strange things happened before the earthquake? Read paragraph 1 quickly and fill in the blanks.You have 2 minutes to go.Now begin.)Chart: Time What happened?

People's reaction

Three days before the earthquakes

Well:_____ Nature walls:_____ crack:____

In the chicken & pig:__ countryside Animals mice:___ Fish: ____ People thought little of the quake and they were asleep as usual..At about 3:00 am July 28, 1976 See: _______ In the sky: Hear: _______

In the city: water pipes: ______)

Step 2: T checks Ss’ answers.(3 minutes)

(T: From which sentence can we know that the water rose and fell? What about walls? Where can we find the answer? What happened to the cracks? Read the sentence that tells us what happened to animals? T:.At about 3:00 am July 28, 1976, what can we see in the sky? What can hear in the sky? What happened to the water pipes? T: There were many strange things that happened before the earthquake.But did the people who lived in Tangshan pay more attention to it? How do you know?)

Step 3: Ss read Para.2-3 and fill in the blanks with data from the text.(3 minutes)(T: Let’s read the paragraph 2 and paragraph 3 quickly;try to find out the data in Para.2 and 3.You have 2 minutes.Let’s do it.)PPT: Para.2-3: Fill in the blanks with data(數(shù)據(jù))from the text.2 _1/3__ of the nation felt the earthquake.2 A huge crack that was __8_ kilometers long and _30_ meters wide cut across houses.2 In _15__terrible seconds a large city lay in ruins.2 ___2/3__of the people died or were injured during the earthquake.2 The number of the people who were killed or seriously injured reached more than _400,000_.2 All the city's hospitals, _78%__ of its factories and buildings and _90%_ of its homes were gone.)

Step 3: Discussion: What are the functions(功能, 作用)of these data listed in the text?(2 minutes)(T: We can see that the author uses so many data in Para.2 and Para.3.Why does the author use these data? What is the function of these data listed in the text? Discuss with your classmates.PPT: What are the functions(功能, 作用)of these data listed in the text?)Step 4: T invites Ss to share their opinions.(2 minutes)Step 5: T summarizes Ss’ answers.(1 minute)

(T: From the data, we can see that the earthquake happened suddenly and it caused a great damage.)Step 5: T guides Ss to pay more attention to the damage of the second earthquake.(2 minutes)(T: Was there only one earthquake in Tangshan? When did the second quake hit the city? What was the result of that? Where can you find the answer?)

Step 5: T guides Ss to know more about the rescue after the earthquake.(4 minutes)(T: Great damage caused by the earthquake, Tangshan really suffered a lot from it.Was all hope lost? Which sentence tells us?)(T: Who came to help Tangshan first? Please read last paragraph as quickly as you can and do the exercises on the PPT.You have 2 minutes to do it.One , two, begin.)PPT: Q 1: What did the army do? 2 The army sent _______ to Tangshan to help _______.2 They organized teams to _____ those who were______.2 They also rescued ____ from the coal mines there.Q 2: What did the rescue workers do? 2 They built ____ for survivors whose homes had been destroyed.)Q 3: What other help did the survivors get? 2 ____ was taken to the city by train and plane.Step 6: T checks Ss’ answers.(1 minute)

Stage 4: Post reading: Summary and homework(6 minutes)Step 1: Free talk: What should we do when we face the disaster?(5 minutes)(T: Class, when we face the disaster, what should we do? T: We should be united, we should never give up, we should help each other, we should challenge ourselves.)

Step 2: Homework:(1 minute)1.Retell the story according to the time.2.Underline the difficult phrases and sentences.

第五篇：UNIT4對話課教案

UNIT4對話課教案

本課時(shí)選擇的是第四單元2d的對話內(nèi)容，話題是談?wù)撔聦W(xué)校的校規(guī)。

教學(xué)重點(diǎn)：在口語交流中運(yùn)用情態(tài)動詞can, must, have to表達(dá)許可和禁止；祈使句的否定形式；語音語調(diào)和意群停頓。教學(xué)難點(diǎn)：不同情態(tài)動詞表達(dá)的意義區(qū)別；can和can’t的重弱讀變化。

1.導(dǎo)入對話情境。教師創(chuàng)設(shè)情境：When you go to a new school, you want to be a good student so you may want to know about school rules.John is at a new school.Let’s see what rules his new school has.2.理解對話大意。讓學(xué)生讀對話，或聽對話，回答幾個(gè)問題。

1）What are John and Alice talking about? 2)How many rules does Alice mention? 4 3． 理解對話細(xì)節(jié)。讓學(xué)生再讀一遍對話，提一個(gè)關(guān)鍵的細(xì)節(jié)問題：What rules does the school have? 請幾個(gè)學(xué)生問答，再將完整的祈使句板書在黑板上，分成兩欄。

Dos

Don’ts Wear the school uniform.Don’t be late for school.Be quiet in the library.Don’t bring music players to school.4． 語言探究及學(xué)習(xí)。讓學(xué)生找出對話中所有的情態(tài)動詞并畫線，與同伴核實(shí)自己的判斷并討論這些情態(tài)動詞的意思。5.讓學(xué)生聽對話跟讀，模仿語音語調(diào)和意群停頓。

6.在班級中開展集體性的分角色對話朗讀活動，表演對話。

閱讀課教案

本課時(shí)選擇的是UNIT4,B部分2a-2c 的內(nèi)容。

主題部分是Molly寫過Dr.Know的求助信和Dr.Know給Molly 的回信

1，讀前熱身討論，讓師友討論幾個(gè)問題 快速閱讀，找家規(guī)。這是本節(jié)活動的重點(diǎn)。將兩封書信分開閱讀。

1）學(xué)生閱讀2B中的第一封信，圈出Molly的家規(guī)，然后再將圈出的內(nèi)容轉(zhuǎn)寫出來

2）學(xué)生閱讀第二封信，找出Dr.Know的觀點(diǎn)并畫線，師友相互交流各自的判斷，觀點(diǎn)，教師核對答案。

3.再讀信件，聚焦求助信特征和語言。要求學(xué)生快速瀏覽兩封書信，讓學(xué)生比較一般文章，找出信中有哪些特別之處?？偨Y(jié)如下：

1）書信稱呼中所共有的詞匯Dear 2）稱呼后用逗號，不用冒號

3）求助信中第一句是主題句。其后就是解釋說明主題句的細(xì)節(jié)句。

4）信件結(jié)束前一般會有明確求助的句子，即What can I do？ 4．師友共同解決 文章中常用的短語，再全班討論，體會意義和用法。

5．讓學(xué)生用情態(tài)動詞填空，完成活動2c。注意第三人稱的轉(zhuǎn)換。

6.拓展討論。讓學(xué)生回顧molly的家規(guī)和校規(guī)并思考問題： Which rules do you think are fair? Which rules do you think are unfair? If you were Dr.Know, what would you say to Molly?