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九年級(jí)英語(yǔ)上冊(cè)教案

發(fā)布時(shí)間:2024-03-12 九年級(jí)英語(yǔ)上冊(cè)教案 九年級(jí)英語(yǔ)上冊(cè)

九年級(jí)英語(yǔ)上冊(cè)教案十五篇。

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九年級(jí)英語(yǔ)上冊(cè)教案(篇1)

小學(xué)英語(yǔ)《Unit 4 What can you do》教案

一、教學(xué)重點(diǎn)

本課時(shí)的教學(xué)重點(diǎn)是掌握四會(huì)句型,并能在情景中自然的加以運(yùn)用。

二、教學(xué)難點(diǎn)

本課時(shí)的教學(xué)難點(diǎn)是正確拼寫(xiě)主要句型。

三、課前準(zhǔn)備

1.教師準(zhǔn)備教學(xué)過(guò)程中所需要的圖片、英文卡片、聲音、課件。

2.教師準(zhǔn)備錄音機(jī)及錄音帶。

四、教學(xué)過(guò)程

1.Warm-up(熱身)

(l)Listen and do

① 教師或?qū)W生上臺(tái)發(fā)指令:set the table, sweep the floor……,其余學(xué)生做動(dòng)作。

② 還可以分組比賽的方式,每組各選一人,一方發(fā)指令,一方做動(dòng)作,然后輪換。

此活動(dòng)旨在帶領(lǐng)學(xué)生復(fù)習(xí)本單元所有主要詞組,教師特別注意要照顧到學(xué)困生,使他們也能順利完成教學(xué)任務(wù)。

(2)Let’s play 斗牛士

① 將全班分成兩組,每組請(qǐng)一位同學(xué)上前,兩人各從教師準(zhǔn)備的圖片中抽取一張藏在背后。

② 兩人同時(shí)向前走三步,然后回頭,誰(shuí)能最先用英語(yǔ)說(shuō)出對(duì)方的圖片,即可為本組加一分。(還可以請(qǐng)同學(xué)在規(guī)定的地點(diǎn)、時(shí)間,跳躍閃躲,先說(shuō)出對(duì)方圖片的同學(xué)為獲勝者)

此游戲?qū)W生興趣較大,但教師要控制好課堂紀(jì)律。兩種方式可根據(jù)本班學(xué)生情況來(lái)選擇,目的在于鍛煉學(xué)生的英語(yǔ)表達(dá)及快速反應(yīng)的能力。

2. Presentation(新課呈現(xiàn))

(l)Read and write

① 教師可先請(qǐng)請(qǐng)學(xué)生來(lái)做介紹。教師提問(wèn),你想對(duì)機(jī)器人說(shuō)什么?請(qǐng)3-4人說(shuō)一說(shuō)。

② 播放課文:畫(huà)面上出現(xiàn)機(jī)器人和同學(xué)們的對(duì)話,點(diǎn)擊每句話,都會(huì)聽(tīng)到該句聲音。

③ 請(qǐng)學(xué)生聽(tīng)聲音,不理解的地方,教師作必要的解釋。

④ 聽(tīng)并且跟讀,提醒學(xué)生注意語(yǔ)音語(yǔ)調(diào)。

⑤ 分組表演對(duì)話,請(qǐng)學(xué)生來(lái)為畫(huà)面配音。

⑥ 請(qǐng)學(xué)生筆頭完成練習(xí)題,再請(qǐng)同學(xué)口頭回答。

畫(huà)面上出示表格,學(xué)生說(shuō)出正確答案后,教師點(diǎn)擊一欄表格就會(huì)出現(xiàn)相應(yīng)的英文和圖畫(huà),重復(fù)以上步驟可完成其他內(nèi)容。

⑦ 指導(dǎo)學(xué)生進(jìn)行四會(huì)句子的書(shū)寫(xiě)。

利用課件循序漸進(jìn),看―聽(tīng)―讀―演―寫(xiě),使學(xué)生掌握四會(huì)句型,并能在情景中自然運(yùn)用。

(2)Let’s check

① 畫(huà)面上出現(xiàn)六條小魚(yú)set, you, can, ?, table, the,及其他幾句話。

② 教師請(qǐng)學(xué)生仔細(xì)觀察一分鐘,然后將他們按順序排列,最后可大聲讀出本句。老師點(diǎn)擊畫(huà)面,出示答案。

③ 如果有時(shí)間,教師還可以準(zhǔn)備一些句子的單詞卡片,以組為單位,每組會(huì)有一個(gè)不同的句子,看哪組速度最快,即為優(yōu)勝組。

連詞組句是學(xué)生在測(cè)試中經(jīng)常會(huì)遇到的題目,用動(dòng)畫(huà)和游戲的方式出現(xiàn),趣味性更強(qiáng),便于學(xué)生理解、操練。

3.Let’s play (趣味操練)

(1)Let’s play 猜猜我是誰(shuí)

① 教師在課前準(zhǔn)備一些小卡片,上面寫(xiě)有不同動(dòng)物的特征。如:I can fly. I can sing. Who am I?(bird)分別發(fā)到幾個(gè)組。

② 看哪個(gè)組的速度最快,能猜出卡片上的動(dòng)物。

如果學(xué)生完成的很快,教師還可以提前布置一些同學(xué)把自己的特長(zhǎng)寫(xiě)在紙上,讓大家來(lái)猜一猜。

(2)Group work

① 教師提出要求,四人一組,模仿書(shū)上的內(nèi)容輪換提問(wèn),并做好記錄。推選一人為監(jiān)督員,對(duì)話中不能使用中文。

② 請(qǐng)4-5組匯報(bào)自己組內(nèi)的情況。

在分組練習(xí)之前,教師可以請(qǐng)兩組來(lái)做示范,一定要讓學(xué)生明白之后才開(kāi)始操練,避免在對(duì)話中出現(xiàn)中文。

4.Consolidation and extension(鞏固與擴(kuò)展)

(l)練一練

① 讓學(xué)生做本單元B Read and write部分的活動(dòng)手冊(cè)配套練習(xí)。P40 3/4

② 將今天的.故事講給你的家長(zhǎng)聽(tīng)。

5. 板書(shū)

Can you make the bed?No, I can’t.

Can you use a computer? Yes, I can.

I can play chess。

教案點(diǎn)評(píng):

本課時(shí)主要是在前兩課時(shí)的基礎(chǔ)上,使學(xué)生能聽(tīng)說(shuō)讀寫(xiě)主要句型,并在合適的情景中自然的使用。Read and write 部分為學(xué)生創(chuàng)設(shè)了趣味性極強(qiáng)的情景,在活動(dòng)中可以很好的完成教學(xué)目標(biāo)。而Group work則為學(xué)生提供了學(xué)以致用的機(jī)會(huì),教師應(yīng)承擔(dān)好主講和指揮等多重角色,觀察、監(jiān)控課堂活動(dòng)的進(jìn)展。

我為教材來(lái)補(bǔ)充

――請(qǐng)學(xué)生為本課教材添加新詞的探究活動(dòng)

探究?jī)?nèi)容: 組織學(xué)生自己擴(kuò)充與勞動(dòng)相關(guān)的詞組。

探究目的: 開(kāi)闊學(xué)生思維,養(yǎng)成舉一反三的學(xué)習(xí)習(xí)慣。

探究形式: 分組。

活動(dòng)特點(diǎn): 自己尋找方法巧學(xué)妙記,進(jìn)一步擴(kuò)充詞匯量。

活動(dòng)過(guò)程:

7. 教師舉例clean the room, clean the windows……。

8. 以組為單位,在組長(zhǎng)帶領(lǐng)下,你們還能再補(bǔ)充多少與勞動(dòng)有關(guān)的詞組。

9. 教師帶領(lǐng)總結(jié),并評(píng)選出優(yōu)勝組。

九年級(jí)英語(yǔ)上冊(cè)教案(篇2)

一、教學(xué)背景分析

(一)教學(xué)內(nèi)容分析

本單元的中心話題是Food,主要語(yǔ)言功能項(xiàng)目是Talk about likes and dislikes,語(yǔ)法結(jié)構(gòu)為Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。本單元Section A所呈現(xiàn)的是與談?wù)撓埠门c厭惡相關(guān)的基本語(yǔ)言知識(shí)及其初步運(yùn)用。這部分內(nèi)容從呈現(xiàn)食物詞匯開(kāi)始,通過(guò)視、聽(tīng)等方式輸入信息,并引出本單元主要句型:Do you like…? 及其回答Yes,I do / No, I don’t.接著設(shè)計(jì)了一個(gè)聽(tīng)力練習(xí),要求圈出所聽(tīng)到的食物以及補(bǔ)全對(duì)話,強(qiáng)化記憶所學(xué)詞匯和初學(xué)句型。然后教材設(shè)計(jì)了一個(gè)結(jié)對(duì)活動(dòng),以此操練主語(yǔ)是第三人稱單數(shù)時(shí)句型的變化以及回答。并借此突出本單元的語(yǔ)法重點(diǎn)。最后教材設(shè)計(jì)的Food Survey起到了引導(dǎo)學(xué)生初步綜合運(yùn)用所學(xué)語(yǔ)言的作用,以調(diào)查的形式使學(xué)生在富有挑戰(zhàn)性的活動(dòng)中主動(dòng)運(yùn)用所學(xué)語(yǔ)言,落實(shí)新知。Section B是在Section A基礎(chǔ)上的知識(shí)的擴(kuò)展和延伸。本單元中,Section B首先以聽(tīng)、說(shuō)、寫(xiě)的形式展開(kāi)了食物與名稱配對(duì)以及對(duì)食物進(jìn)行分類(lèi)。接著設(shè)計(jì)了聽(tīng)力填寫(xiě)Sandra和Tom喜歡與不喜歡的食物;自然引到了談?wù)撘蝗杖偷脑掝}的結(jié)對(duì)活動(dòng),實(shí)現(xiàn)了新舊知識(shí)的綜合運(yùn)用;一日三餐合理健康膳食引出同步閱讀;之后的寫(xiě)一段話談?wù)凾om 的一日三餐到寫(xiě)一段關(guān)于自己一日三餐喜歡吃的食物,直到最后的小組活動(dòng)列出購(gòu)物清單,使學(xué)生從完成半真實(shí)的任務(wù)轉(zhuǎn)向了完成真實(shí)的任務(wù),從而達(dá)到了創(chuàng)造性活用所學(xué)語(yǔ)言的目的。Self check部分的主要內(nèi)容是對(duì)本單元主要詞匯及語(yǔ)言運(yùn)用能力的自我評(píng)價(jià)。

綜上所述,本單元以食物為主線,圍繞著談?wù)撓矚g與不喜歡以及一日三餐等語(yǔ)言功能項(xiàng)目展開(kāi)了一系列任務(wù)活動(dòng)。教材內(nèi)容從基本語(yǔ)言知識(shí)到語(yǔ)言綜合運(yùn)用層層遞進(jìn),聽(tīng)說(shuō)讀寫(xiě)依次展開(kāi),以一種循序漸進(jìn)的生活化的學(xué)習(xí)程序,引導(dǎo)學(xué)生在做事中有目的地學(xué)習(xí)語(yǔ)言。

(二)教學(xué)重點(diǎn)和難點(diǎn)

教學(xué)重點(diǎn):1、掌握關(guān)于食物的詞匯。

2、熟練運(yùn)用所學(xué)功能項(xiàng)目談?wù)撓埠煤蛥拹骸?/p>

3、能準(zhǔn)確地用英語(yǔ)描述一日三餐的食譜。

教學(xué)難點(diǎn):1、交際用語(yǔ)Do you like bananas? Yes, I do. /No, I don’t.

2、描述一日三餐的方法。

3、一般現(xiàn)在時(shí),主語(yǔ)是三單時(shí),助動(dòng)詞與動(dòng)詞的變化。

4、可數(shù)名詞和不可數(shù)名詞的區(qū)別。

(三)教學(xué)目標(biāo)

《新課程標(biāo)準(zhǔn)》之基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力,而這種綜合語(yǔ)言運(yùn)用能力的形成是建立在語(yǔ)言知識(shí)、語(yǔ)言技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)的整體發(fā)展基礎(chǔ)上的,根據(jù)本課教學(xué)內(nèi)容和學(xué)生知識(shí)結(jié)構(gòu)及認(rèn)知特點(diǎn),本單元的教學(xué)目標(biāo)確定為:

1、語(yǔ)言知識(shí)目標(biāo):立足語(yǔ)言實(shí)踐活動(dòng),在完成任務(wù)的過(guò)程中掌握談?wù)撓埠煤蛥拹阂约氨硎鲆蝗杖偷脑~匯和語(yǔ)言結(jié)構(gòu)。

2、語(yǔ)言技能目標(biāo):

(1) 開(kāi)展多種任務(wù)型的聽(tīng)力活動(dòng),獲得理解、識(shí)別和處理與談?wù)撓埠谩拹合嚓P(guān)的信息。

(2) 展開(kāi)各種任務(wù)活動(dòng),使學(xué)生具備較熟練地運(yùn)用所學(xué)語(yǔ)言談?wù)撓埠门c厭惡,描述一日三餐的合理搭配的能力。

(3) 引導(dǎo)同步閱讀,使學(xué)生理解與主題相關(guān)的語(yǔ)言材料,并增強(qiáng)學(xué)生運(yùn)用語(yǔ)言獲取更多信息的能力。

(4) 進(jìn)行寫(xiě)作練習(xí),使學(xué)生具備初步的綜合運(yùn)用語(yǔ)言的能力。

3、情感態(tài)度目標(biāo):

(1)通過(guò)情景的設(shè)置和活動(dòng)的開(kāi)展,引導(dǎo)學(xué)生在體驗(yàn)、實(shí)踐、參與、合作和交流中,積極主動(dòng)地學(xué)習(xí)語(yǔ)言,體會(huì)在做事中學(xué)習(xí)英語(yǔ)的喜悅。

(2)討論美食,享受生活美味,提倡健康合理膳食。

4、學(xué)習(xí)策略目標(biāo):

(1)Disscussion. 通過(guò)小組討論、開(kāi)展調(diào)查等研究,明確在用中學(xué)、交流中學(xué)習(xí)的想法。

(2)Classifying. 通過(guò)分類(lèi)法,可簡(jiǎn)化學(xué)習(xí)過(guò)程,利于記憶。

(3)Guessing. 通過(guò)猜測(cè),并大膽發(fā)言,以學(xué)習(xí)新知。

5、文化意識(shí)目標(biāo):了解中西方膳食的不同習(xí)慣以及表示喜好與厭惡的一些常用表達(dá)法。

二、教學(xué)方法和學(xué)習(xí)策略

1、教法

(1)本單元話題源自生活,立足這一點(diǎn),充分利用學(xué)生已有的知識(shí)和經(jīng)驗(yàn),創(chuàng)設(shè)生活化的真實(shí)(或半真實(shí)情景)引導(dǎo)學(xué)生在運(yùn)用語(yǔ)言中學(xué)習(xí)語(yǔ)言,然后在學(xué)習(xí)新的語(yǔ)言知識(shí)后創(chuàng)造性地運(yùn)用語(yǔ)言(為用而學(xué),在用中學(xué),學(xué)了用)。

(2)開(kāi)展多種類(lèi)型任務(wù)活動(dòng),提供給學(xué)生合作交流的空間和時(shí)間,促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作,為完成任務(wù)進(jìn)行探究學(xué)習(xí)。

2、學(xué)習(xí)策略:

(1)通過(guò)Disscussing, Classifying and Guessing等形式多樣的活動(dòng),促使學(xué)生運(yùn)用認(rèn)知策略進(jìn)行有效地學(xué)習(xí)。

(2)在與同學(xué)合作完成任務(wù)的活動(dòng)中主動(dòng)探究和學(xué)習(xí)語(yǔ)言;并運(yùn)用知識(shí)內(nèi)在規(guī)律幫助記憶、鞏固知識(shí)。

三、課時(shí)結(jié)構(gòu)

為了能較好地 實(shí)現(xiàn)既定的教學(xué)目標(biāo),結(jié)合本單元教學(xué)內(nèi)容和學(xué)生的學(xué)習(xí)規(guī)律,將本單元授課時(shí)定為四課時(shí)。

Period 1 Section A 1a /1b /1c /2a /2b.

Period 2 Section A 2c /3 /4 .

Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.

Period 4 Summing up SectionsAand Band the grammar.

四、教學(xué)過(guò)程設(shè)計(jì)

Period One

一、教學(xué)目標(biāo)

1.知識(shí)目標(biāo):

1)單詞:do, don’t, does, doesn’t, strawberries, like, have, bamburgers, orange, tomatoes, icecream, broccoli, salad, French fries, bananas.

2)句型:Do you like bananas?

Yes, I do. / No, I don’t.

2.能力目標(biāo):通過(guò)學(xué)習(xí)本課,學(xué)生能夠用英語(yǔ)互相討論喜歡與不喜歡的食品。

3.情感目標(biāo):討論美食,享受生活美味,提倡健康合理膳食。

二、教學(xué)重點(diǎn):掌握關(guān)于食物的詞匯。

三、教學(xué)難點(diǎn):學(xué)會(huì)使用交際用語(yǔ)Do you like bananas?

Yes, I do./No, Idon’t.

四、教學(xué)設(shè)計(jì):

Step1. 通過(guò)讓學(xué)生猜冰箱里有哪些食物的形式,導(dǎo)出新的單詞。同時(shí)讓全體學(xué)生拼讀每個(gè)單詞、讓個(gè)別學(xué)生將單詞寫(xiě)到黑板上。

本環(huán)節(jié)課堂節(jié)錄如下:

T: Today we are going to learn Unit 6. Look, what’s this?

Ss: It’s a fridge.

T: Right! There are many kinds of delicious food in it. Can you guess?

S1: Apple.

T: Yes, there are some apples in it. Are there any oranges in it?

S2: Yes.

T: OK, Maybe you are right. Now let’s open the fridge and check them out. Look, what are they?

Ss: They are bananas.

T: How do you spell it?

Ss: B-A-N-A-N-A, banana.

T: Anything else?

S: French fries.

T: Maybe you are right. Let’s see. Look! What are they?

Ss: They are French fries.

T: Can you spell it, please?

Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.

T: Yes, very good! Who can write it on the blackboard?

S: Me.

T: You please.

Step2. 布置一項(xiàng)任務(wù):老師手持一個(gè)盒子,讓同學(xué)猜猜老師最喜歡的食物。規(guī)則為學(xué)生只能問(wèn)老師問(wèn)題而老師只用 “Yes” 或 “No” 回答。

本環(huán)節(jié)課堂節(jié)錄如下:

T: You see, there are so many things in the fridge. I know each of you has your favourite food. Right? I have my favourite food, too. Now I want you to guess it. You can ask me questions to find it out. Think over, what question can you ask?

S: What’s your favourite food ?

T: Yes, you can ask me in this way, but I want you to guess it. I can only answer “ Yes” or “ No”. How can you ask me?

S: Do you like bananas?

T: Yes, I do. Yes, good question! So all of you can ask me like this, clear?

Ss: Yes!

S: Do you like hamburgers?

T: No, I don’t. I don’t like hamburgers.

S: Do you like oranges?

T: Yes, I do. They’re sweet.

S: Do you like ice cream?

T: Yes, I do. It’s my favourite food in summer. OK, I think one of you has got the right answer. Now my favourite food is in this box!

Ss: Chocolate!

T: No, I don’t like chocolate. let’s open and see! Look! What’s this?

Ss: Orange!

T: Who got the right answer?

S: Me!

T: OK, congratulations! And this orange is for you!

完成Section A, 1a, 1b.

Step 3. 布置拓展性任務(wù):要求同桌學(xué)生合作編一個(gè)小型對(duì)話,主題為詢問(wèn)別人喜歡或不喜歡的食物。要求使用剛學(xué)過(guò)的食物類(lèi)單詞以及句型,同時(shí)也可以適當(dāng)?shù)丶尤胝n外單詞(老師請(qǐng)一程度較好的學(xué)生先進(jìn)行示范)。

本環(huán)節(jié)課堂節(jié)錄:

T: Now let’s do the pair work. Make a dialogue with your partners. Ask your partners like this to find out their favourite food. I will ask some pairs to act it out. Two minutes.

( Two minutes later )

T: OK, stop here. Who’d like to be the first pair? You two, please!

A: Hello.

B: Hi.

A: Let’s go to eat breakfast. Look, do you like hamburgers?

B: Yes, I do.

A: Oh, I like it, too. Do you like French fries?

B: No, I don’t. They aren’t healthy food.

A: OK, let’s eat hamburgers.

B: Great! Thank you.

Step 4. 完成課文32頁(yè)Section A聽(tīng)力練習(xí)activity 2a, 2b。

Setp5. 當(dāng)堂聽(tīng)寫(xiě):聽(tīng)寫(xiě)單詞與句型,進(jìn)一步鞏固本課學(xué)習(xí)內(nèi)容,并將本課應(yīng)掌握的單詞和句型落實(shí)到“寫(xiě)”上,使學(xué)生不但會(huì)說(shuō)同時(shí)會(huì)寫(xiě)。

Homework

1. Copy the new words and try to learn them by heart.

2. Make up a new dialogue about likes and dislikes then write it down in your exercise book.

五、課后反思:本單元的主題為食物,貼近學(xué)生生活,因此學(xué)生很喜歡該主題,上課氣氛比較熱烈。課堂布置的任務(wù)使學(xué)生在完成的過(guò)程中不知不覺(jué)地掌握了單詞與句型,從而達(dá)到教學(xué)目標(biāo)。

Period Two

一、教學(xué)目標(biāo)

1. 知識(shí)目標(biāo):

1)能將所學(xué)單詞進(jìn)行歸類(lèi)。

2)熟練地掌握主語(yǔ)為第三人稱單數(shù)和非第三人稱的否定句、一般疑問(wèn)句及其回答。

如:Do you /they like salad? Yes, I /they do. No, I /they don’t

Does he like French fries? Yes, he does. No, he doesn’t.

I (They) like oranges. I (They) don’t like bananas.

She likes bananas. She doesn’t like ice cream.

2.能力目標(biāo):能用英語(yǔ)熟練地交流喜歡與不喜歡的食品,并在班上提問(wèn)同學(xué)展開(kāi)調(diào)查。

3.情感目標(biāo):通過(guò)談?wù)撁朗?,進(jìn)一步引導(dǎo)學(xué)生享受美味生活,同時(shí)培養(yǎng)學(xué)生的合作學(xué)習(xí)精神。

二、 教學(xué)重點(diǎn):掌握主語(yǔ)為三單和非三單時(shí)的陳述句、否定句、一般疑問(wèn)句及其回答的形式。

三、 教學(xué)難點(diǎn):主語(yǔ)是第三人稱單數(shù)時(shí)的否定句和疑問(wèn)句中的動(dòng)詞變化形式。

四、 教學(xué)設(shè)計(jì):

Step 1. 復(fù)習(xí)前課所學(xué)單詞與句型:通過(guò)看圖片說(shuō)單詞的方式復(fù)習(xí)單詞,并通過(guò)詢問(wèn)學(xué)生“Do you like bananas/ oranges…?”的形式,復(fù)習(xí)前一課的句型。

本環(huán)節(jié)課堂節(jié)錄如下:

T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.

T: What’s this?

Ss: Apple.

T: Do you like apples?

Ss: Yes, I do.

T: And what’s this?

Ss: Banana.

T: Yes, What about this one?

Ss: Broccoli.

T: Do you like broccoli?

Ss: No, I don’t.

T: Yes, good job! You have good memory!

Step 2. 導(dǎo)入新課:分別請(qǐng)一男孩和女孩回答老師的問(wèn)題,說(shuō)出他們喜歡與不喜歡的食物,然后就這兩位學(xué)生的情況向全班提問(wèn),以此介紹主語(yǔ)為三單和非三單時(shí)的各種句型。

本環(huán)節(jié)課堂節(jié)錄如下:

T: Now I’ll ask a boy and a girl to answer my questions. First I’d like to ask a boy.

( To a boy ) Do you like pears?

B: Yes, I do.

T: Do you like French fries?

B: No, I don’t.

T: (To the class) Class, does he like pears?

Ss: Yes, he does.

T: Does he like French fries?

Ss: No, he doesn’t.

(Then ask a girl to answer the teacher’s question.)

T: (To a girl) Do you like pears?

G: Yes, I do.

T: Do you like French fries?

G: No, I don’t.

T: (To the class) Now class, does she like pears?

Ss: Yes, she does.

T: Does she like French fries?

Ss: No, she doesn’t.

T: (Pointing to the boy and the girl) Class, do they like pears?

Ss: Yes, they do.

T: Right. They like pears. Do they like French fries?

Ss: No, they don’t.

T: Yeah, they don’t like French fries. Good job!

(邊說(shuō)邊板書(shū)重點(diǎn)句型.)

Step 3 布置任務(wù):四人小組活動(dòng)。其中兩位互相詢問(wèn)對(duì)方喜歡與不喜歡的食物,另兩位轉(zhuǎn)述他們所說(shuō)的情況。

eg. A: I like chicken. Do you like chicken?

B: Yes, I do. / No, I don’t

C: He /She likes chicken. Does she /he like chicken?

D: Yes, he /she does. /No, He /she doesn’t.

Step 4 完成課本33頁(yè)P(yáng)art 3中的Pairwork. Find out what Bob and Bill like and don’t like.Then draw in the chart.

Step 5 簡(jiǎn)單總結(jié)一下語(yǔ)法。然后布置拓展性的任務(wù):假如明天是你的生日,你打算邀請(qǐng)一些同學(xué)來(lái)你家做客,你事先已了解他們所喜歡的食物。你和媽媽討論準(zhǔn)備去買(mǎi)一些他們喜歡吃的東西。要求和同伴合作編對(duì)話,然后上臺(tái)表演。(教師事先與一學(xué)生做示范.)

eg. A: Mum, tomorrow is my birthday. Jim, Kate, Lucy and Lily are coming to my party.

B: Good. Let’s give them something nice to eat. Does Jim like oranges?

A: Yes, he likes them very much.

B: Does Kate like oranges, too?

A: No, she doesn’t. She likes pears.

B: What about Lucy and Lily? Do they like ice cream?

A: Yes, they like it very much.

B: OK. Let’s go and get some oranges, pears, ice cream and some other things.

A: OK. Let’s go.

T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our class and tell me what they like and don’t like.

Step 6 接著完成課本33頁(yè) Part 4中的Food survey。要求學(xué)生就表格中的食物向同伴提問(wèn):Do you like…?找出他們喜歡與不喜歡的食物,填好表格,然后向全班匯報(bào)。

eg. Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes. He likes potatoes. Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas. They like oranges. …

Homework

1. Write a report about your food survey in your class.

2. Finish off the exercises in the exercise book.

Period Three

一、教學(xué)目標(biāo)

1.知識(shí)目標(biāo):

1) 單詞:have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, dessert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list

2)句型:What do you have for breakfast/ lunch/ dinner?

For breakfast, I have…

What does he/ she have for breakfast/ lunch/ dinner?

For breakfast, he/ she has….

2.能力目標(biāo):學(xué)完本課,學(xué)生能夠用英語(yǔ)描述一日三餐的食譜。

3.情感目標(biāo):懂得一日三餐應(yīng)合理搭配飲食,才會(huì)健康,快樂(lè)。

二、教學(xué)重點(diǎn):掌握本課新單詞。

三、教學(xué)難點(diǎn):掌握描述一日三餐的方法。

四、教學(xué)設(shè)計(jì):

Step1. Memory challenge

Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.

完成Section B, 2a, 2b, 2c.

Step2. 導(dǎo)入新課:在大屏幕上出現(xiàn)三個(gè)盤(pán)子,分別代表一日三餐,并將剛復(fù)習(xí)的食物放入盤(pán)中,引導(dǎo)學(xué)生表述三餐的食譜。

本節(jié)課堂實(shí)錄如下:

T: How many meals do we have every day?

Ss: Three.

T: Yes, and what are they?

T: Right. So I have three plates for you. The first one is for breakfast, the second one is for lunch and the third one is for dinner. Now I put the food into each plate. According to it. What do you have for breakfast?

S: For breakfast, I have hamburgers, tomatoes and salad.

T: Yes, great! Then what about lunch? What do you have for lunch?

S: For lunch, I have eggs, broccoli and carrots.

T: Right! How about dinner? What do you have for dinner?

S: For dinner, I have chicken, salad and ice cream.

T: OK. Well done!

Step3. 布置任務(wù):要求同桌學(xué)生合作編對(duì)話,主題為詢問(wèn)別人一日三餐喜歡吃的食物。學(xué)生上臺(tái)展示時(shí),可使用電腦將自己選擇的食物直觀地放入每餐的盤(pán)中。

本節(jié)課堂實(shí)錄如下:

T: Do you like the food I chose for you?

Ss: Yes/ No.

T: It’s your turn now! choose food for yourself and make a dialogue with your partners. Ask your partners what they have for three meals. Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself. Two minutes, start!

( Two minutes later )

T: Time is up. Who’d like to be the first one?

Ss: Me/ Let me have a try.

T: OK, you two first. Let’s welcome!

A: Good morning.

B: Goodmorning.

A: What do you like for breakfast?

B: I like hamburgers and bananas.

A: What do you eat for lunch?

B: For lunch, I eat chicken, broccoli and ice cream. What do you have for dinner?

A: For dinner, I have rice, fish, vegetable soup and cucumbers.

B: I think your dinner is very delicious.

A: Thank you. Let’s go to KFC.

B: Really/ OK. Let’s go!

A: Not bad!

與學(xué)生討論哪些是健康食品,哪些是不健康食品。

T: You have eaten healthy food. Let’s look at Sandra. What kind of food does she eat? Now let me tell you. Listen carefully and answer my questions.

Step 4. 完成34頁(yè)Section B的聽(tīng)力練習(xí)activity 2a, 2b以及Pairwork 2c.

Step 5. 鞏固描述一日三餐食譜的方法:同步閱讀“ Runner eats well!” 然后完成SectionB activity 3b.

Step 6. 完成Section B Activity 3c: Write about what you like for breakfast, lunch and dinner.

Step 7. Groupwork: You are going for a picnic with a group of friends.

1. Make a list of food to buy.

2. Read your list of food to the class.

Homework

1. Eating healthily is very important.It can make you healthy and happy. Please write about what you like for breakfast, lunch and dinner.

五、 課后反思:學(xué)生在前一課的基礎(chǔ)上進(jìn)一步學(xué)會(huì)了如何表達(dá)一日三餐的食譜,也明白了合理搭配飲食,才會(huì)健康,快樂(lè)。

Period Four

一、教學(xué)目標(biāo):

1.知識(shí)目標(biāo)

1) 將本單元所學(xué)內(nèi)容編成一個(gè)對(duì)話。

2)鞏固單元語(yǔ)言知識(shí)點(diǎn),即可教名詞與不可數(shù)名詞。

2. 能力目標(biāo):學(xué)會(huì)綜合運(yùn)用英語(yǔ)交談喜歡與不喜歡的事物以及一日三餐的食譜。

3. 情感目標(biāo):懂得飲食合理、健康。

二、教學(xué)重點(diǎn):復(fù)習(xí)單詞、句型以及一日三餐表達(dá)方法。

三、教學(xué)難點(diǎn):可數(shù)名詞、不可數(shù)名詞以及有時(shí)可數(shù)名詞有時(shí)不可數(shù)名詞的分類(lèi)。

四、教學(xué)設(shè)計(jì):

Setp1. 復(fù)習(xí)本單元內(nèi)容:要求學(xué)生編一個(gè)關(guān)于討論喜歡的食物以及一日三餐食譜的對(duì)話。

本環(huán)節(jié)課堂實(shí)錄如下:

T: Look at the screen.Who are they?

Ss: 蠟筆小新和櫻桃小丸子.

T: Yes, they meet each other on Sunday. What do they talk about?

Ss: Hamburgers, French fries…

(Show the conversation.)

T: OK. Let’s read it together.

Boys: Good afternoon.

Girls: Good afternoon.

Boys: Let’s go to the KFC together.

Girls: great! I’d like to go.

Boys: What do you have for lunch?

Girls: I have hamburgers and salad. What about you?

Boys: I have rice, fish and broccoli.

Girls: What do you like for dinner in KFC?

Boys: I like hamburgers, chicken and ice cream. And you?

Girls: Me, too.

Boys: OK.Let’s go!

T: Now please make a conversation like this with your partners. Two minutes.

(Two minutes later.)

T: Now, I’d like to ask some pairs to act it out. You please.

A: Nice to meet you.

B: Nice to meet you.

A: Oh, it’s seven o’clock now. Let’s go to school.

B: OK.

A: Do you like apples?

B: Yes, I do.

A: Do you like strawberries?

B: No, I don’t. It’s too sour. Do you like French fries?

A: No, I don’t.It’s isn’t healthy food.

B: What do you have for breakfast?

A: For breakfast, I have hamburgers, eggs and orange juice. What about you?

B: I have hamburgers, French fries and coca cola.

A: Let’s have lunch together, OK?

B: OK. Bye-bye.

A: Bye.(A is a girl,B is a boy.)

Step2. 歸納本單元語(yǔ)言點(diǎn):可數(shù)與不可數(shù)名詞。(注:由于初一學(xué)生對(duì)于語(yǔ)法講解不太熟悉,為便于學(xué)生們理解及掌握,本環(huán)節(jié)以中文講解為主。)

本環(huán)節(jié)課堂實(shí)錄:

T: Next let’s review the grammar together. Please take out your notebooks.

T: 英語(yǔ)名詞可以大致分為兩類(lèi),是哪兩類(lèi)?

Ss: 可數(shù)名詞和不可數(shù)名詞。

T: 對(duì),可數(shù)名詞又可以分為兩類(lèi):?jiǎn)螖?shù)和復(fù)數(shù)名詞。

1.可數(shù)名詞。舉例:apple, orange, desk, chair, book等。

2.不可數(shù)名詞。比如:water, milk, bread, news等。不可數(shù)名詞一般沒(méi)有復(fù)數(shù)形式。表示其數(shù)量時(shí)要用計(jì)量名詞。比如a glass of water,一杯水,a piece of news一則新聞。

3.有時(shí)既可當(dāng)可數(shù)名詞又可當(dāng)不可數(shù)名詞。如:ice cream, salad, chicken.

T: 好的,接下來(lái)我們來(lái)看可數(shù)名詞的復(fù)數(shù)形式。

可數(shù)名詞由單數(shù)變?yōu)閺?fù)數(shù)有五種情況:

1. 詞尾加s,如apples,oranges.

2.以s, x, ch, sh, o結(jié)尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes, tomato--tomatoes. 但有些例外。如:radios, photos, zoos.

3.以y結(jié)尾的,去y加ies. 如story--stories.

4.以f或fe結(jié)尾的,去f或fe加ves. 如knife--knives.

5.不規(guī)則變化:如child--children, man--men, tooth--teeth.

T: 關(guān)于名詞的復(fù)數(shù)形式,清楚了嗎? Ss: 清楚。

T: 好,接著我們?cè)倏纯磩?dòng)詞變化。

1. 陳述句中,主語(yǔ)如果是第三人稱單數(shù),謂語(yǔ)動(dòng)詞加S

如:He likes hamburgers.

He has chicken for dinner. (have-has)

2. 否定句中,主語(yǔ)如果是第三人稱單數(shù),用doesn’t.主語(yǔ)如果是非第三人稱單數(shù),用don’t. doesn’t和don’t后面動(dòng)詞變?cè)巍?/p>

如:I don’t like hamburgers

He dosen’t like ice cream.

3. 一般疑問(wèn)句中,主語(yǔ)如果是第三人稱單數(shù),用doesn’t開(kāi)頭提問(wèn),主語(yǔ)如果是非第三人稱單數(shù),用don’t開(kāi)頭提問(wèn),后面動(dòng)詞變?cè)巍?/p>

如:Does he like pears?

Do they like Salad?

T: OK.These are the main grammar points of unit six.Do you have any questions?

Ss: No.

Finish off Self-Check.

Do a short test about the grammer above.

Homework

1. Make a survey and write a report.(抽樣調(diào)查現(xiàn)在中學(xué)生的早餐狀況并提出合理化的建議)

九年級(jí)英語(yǔ)上冊(cè)教案(篇3)

PEP小學(xué)五年級(jí)上冊(cè)英語(yǔ)UNIT 4 What can you do? 第一課時(shí)教案

Unit 4 ?What can you do? Lesson 1 ? 一、教學(xué)重點(diǎn) ? 本課時(shí)的.教學(xué)重點(diǎn)是Let’s learn部分五種家務(wù)勞動(dòng)的表達(dá)方法,要求學(xué)生做到四會(huì),并能在情景中自然的加以運(yùn)用。 二、教學(xué)難點(diǎn) ? ?本課時(shí)的教學(xué)難點(diǎn)是如何利用所提供的對(duì)話和情景,以舊引新,讓學(xué)生進(jìn)入學(xué)習(xí)狀態(tài)。 三、課前準(zhǔn)備 ? ?1.教師準(zhǔn)備教學(xué)過(guò)程中所需要的圖片、英文卡片、聲音、課件。 2.教師準(zhǔn)備錄音機(jī)及錄音帶。 ?四、教學(xué)過(guò)程 ? 1.Warm-up(熱身) ?T: Are you ready? ?Ss: Yes! ?T: OK! Class Begin! Good morning, everyone! ? ?Ss: Good morning, Teacher. ? T: Sit down, please! ? ?Ss: Thank you! ?2.Presentation(新課呈現(xiàn)) (l) Start? T: Let’s learn new lesson. Unit 4 What can you do? Look here. What can you see? Who can answer this question? Please, hands up! ?Ss: I can see a dog. Ss: I can see a panda. Ss: I can see a mouse. Ss: I can see a boy. T: Great! What can they do? Listen carefully! Let’s chant! 放音 ? T: Ok! It’s nice sing! Follow me, please! Let’s chant! ? Dog, dog, what can you do? ? I can run after you. ? Panda, panda, what can you do? ? I can eat so much bamboo. ? ? Mouse, mouse, what can you do? ? I can hide in the shoe. ? Mike, mike, what can you do? ? I can draw animals in the zoo! ? Let’s sing it together. ?Ss: …… ? T: Now! Look at these pictures. What can you do? Who can answer? Hands up,please! Ss: I can jump high. I can play football. I can sing. I can row a boat. ?I can play table tennis. I can play basketball. ?I can play chess. T: You’re great! Sit down, please! (2) Let’s learn T: Hi, I will introduce a new friend for your. Look! She’s Lucy. ? ?“Hello! I’m Lucy. How are you?I’m helpful. I can help my mother to do housework. I can ……” ?Ok! Look at these pictures. You can see what can she do? ?Ss: Sweep the floor. ?Ss: Cook the meals. Ss: Clean the bedroom. ?Ss: Water the flowers. ?Ss: Empty the trash. ? T: Good job! You’re helpful! Ok! Follow me, please! One, two, begin! ? What can you do? I’m helpful. I can sweep the floor. ?Ss: …… ? T: What can you do? I’m helpful. I can cook the meals. ?Ss: …… ? T: What can you do? I’m helpful. I can clean the bedroom. Ss: …… ? T: What can you do? I’m helpful. I can water the flowers. Ss: …… ? T: What can you do? I’m helpful. I can empty the trash. Ss: …… ?3.Let’s play ?(Guess) ??老師做出一系列的動(dòng)作,讓學(xué)生猜。如掃地,讓同學(xué)猜一猜并說(shuō)出英文sweep the floor??纯磳W(xué)生新課的掌握程度和對(duì)以往知識(shí)的積累。 4.Consolidation and extension(鞏固與擴(kuò)展) ? Look and write What can they do?(他們會(huì)做什么?看圖完成句子。 ) ? (1). Lucy can sweep the floor, water the flowers and play table tennis. ? (2). Tom can water the flowers and cook the meals. (3). Mary can clean the bedroom and play table tennis. (4). Ann can sweep the floor and play table tennis. 5.板書(shū) ? ?句 型:I’m helpful! I can sweep the floor. cook the meals clean the bedroom water the flowers ?empty the trash

九年級(jí)英語(yǔ)上冊(cè)教案(篇4)

教材分析

主要圍繞著“ What would you do if you had a million dollars? ”的

問(wèn)與答來(lái)進(jìn)行課堂教學(xué)和語(yǔ)言實(shí)踐,要求學(xué)生初步學(xué)習(xí)虛擬條件句的結(jié)構(gòu)用法。

學(xué)生分析

初三學(xué)生有比較豐富的語(yǔ)言積累和知識(shí)儲(chǔ)備,他們有較強(qiáng)的求知欲和好奇心,在課堂上他們善于表現(xiàn)自我,樂(lè)于積極思考,敢于發(fā)表自己的觀點(diǎn),這些都有利于師生在課堂上能夠進(jìn)行交流。

教學(xué)目標(biāo)

1. Language goals

(1)掌握虛擬條件句,注意動(dòng)詞的形式 。

(2)重要短語(yǔ):buy snacks; buy a big house; put it in a bank; give it to charity;

give it to the zoo; give it to medical research

(3)熟練句型:If I had a million dollars, I’d give it to charity.

(4)掌握對(duì)話:

A:What would you do it you had a million dollars?

B:I would give it to medical research.

2.Ability goals

Enable the students to understand and talk about imaginary situations.

3.Emotion & attitude goals

What is the others’ attitude toward money?

How do they deal with worries /problems?

教學(xué)重點(diǎn)

Talk about imaginary situations,worries/problems.

教學(xué)難點(diǎn)

The structure: I would/I’d do

教學(xué)方法

采用聽(tīng)說(shuō)法,口語(yǔ)法,情景法,交流法,語(yǔ)言翻譯法,等多種方法進(jìn)行教學(xué)。

學(xué)法指導(dǎo)

充分發(fā)揮教師良好的示范作用,注重教師在課堂中對(duì)學(xué)生無(wú)意識(shí)的影響,培養(yǎng)學(xué)生良好的語(yǔ)言表達(dá)習(xí)慣。

教學(xué)準(zhǔn)備: 多媒體

教學(xué)過(guò)程

Step1.Warming-up

Use a song“If you are happy.”to ask students discuss:“If you are happy, what will you do ?”

Step 2.Lead-in

用一幅“錢(qián)”的圖片導(dǎo)入,引發(fā)學(xué)生討論:“What will you do if you have one hundred dollars?”

T: What will you do if you have one hundred dollars?

S1: I will buy some beautiful clothes.

S2: I will buy a dictionary.

Step 3. Presentation

用比爾蓋茨引出新句型 What would you do if you had a million dollars?

A:What would you do it you had a million dollars?

B:I would give it to charity.(讓學(xué)生討論)

Exercise : (給出圖片,并練習(xí)句型。這個(gè)環(huán)節(jié)學(xué)生的答案更加豐富多彩。)

If I had a million dollars, I would __________________________________.

Step 4. Consolidation]

1. Conclusion the grammar.

Show 2 sentences. Let them compare and conclude the grammar.

What will you do if you have one yuan ? If I have one yuan, I will…

What would you do if you had a million dollars? If I had a million dollars, I would…

2.Subjunctive Mood (虛擬語(yǔ)氣)

(1).通過(guò)讓學(xué)生找出自己造的if條件句與以前所學(xué)if條件句的不同引出虛擬語(yǔ)氣。(我真的有一百萬(wàn)嗎?沒(méi)有。 所以虛擬語(yǔ)氣表示與事實(shí)相反。主句用would+動(dòng)詞原形,從句用一般過(guò)去時(shí)。而以前的if條件句用“主將從現(xiàn)”)

定義:虛擬語(yǔ)氣用來(lái)表示說(shuō)話人所說(shuō)的話不是客觀存在的事實(shí),而是一種愿望、可能、猜測(cè)、建議、要求或假設(shè)等。

(2).出示名人圖片,引出 If I were you, I would ______________.

Step 5. Listening practice

Teacher: Now open your books, and turn to page26. number the orders.Ask students to complete 1a 、 1b、 2a、2b.

Step6. Pairwork

2c

Step 7. Summary

(1) Phrases

把錢(qián)捐給慈善機(jī)構(gòu) give it to charity

把錢(qián)捐給動(dòng)物園give it to the zoo

把錢(qián)用于醫(yī)學(xué)研究 give it to medical research

把錢(qián)存入銀行 put it in a bank

給家里買(mǎi)個(gè)大房子 buy a big house for my family

(2) Sentence structures : I would…if I had…虛擬語(yǔ)氣,表示與現(xiàn)在事實(shí)相反。

主句用would+動(dòng)詞原形,從句用一般過(guò)去時(shí).

Step 8.Do some exercise

( )1. If I _______ a teacher, I would be strict with my students。

A. amB. was C. wereD. will be

( ) 2. I will go to meet you , if I ______free then .

A. would be B. will beC. am was

( ) 3. I don’t know if he _______ tomorrow . If he ______, I’ll tell you .

A. will come ; comes B. comes ; comes C. comes ; will D. is coming ; is coming

( ) 4. If I _____a lot of money , I ______a big house at once .

A. have ; buy B. had ; would buy C. had ; bought D. have ; am buying

( ) 5. The school is very big , there are two ______teachers there , and it has ______students.

A. hundreds ; thousands B hundred ; thousands of C. hundreds ; thousands of D. hundred;thousand

( )6. I don’t think it _______snow tomorrow .

A. does B. is going C. will D. would

( )7. He asked me if I ______help him.

A. can B. will C. am going to D. could

Step 9:homework.

If you were the headmaster in your school, what would you do? Write four sentences or an article in 80 words .

教學(xué)反思

1. 學(xué)生對(duì)真實(shí)條件和非真實(shí)條件的區(qū)分并沒(méi)有預(yù)想的那樣難,比較輕松的進(jìn)入了虛擬語(yǔ)氣的學(xué)習(xí)。

2. 整節(jié)課都能順利的按計(jì)劃實(shí)施,但在談?wù)撚泻芏噱X(qián)要做什么時(shí),大部分學(xué)生想做的事都是物質(zhì)方面的享受,比較少對(duì)社會(huì)和他人的關(guān)注。這表明現(xiàn)在的學(xué)生虛榮心強(qiáng),奉獻(xiàn)意識(shí)弱,在教學(xué)中我特意強(qiáng)調(diào)有錢(qián)了也不能只顧自己,還要幫助他人和社會(huì)。

3. 通過(guò)使用語(yǔ)言與他人進(jìn)行討論和交流,從而對(duì)涉及的語(yǔ)法知識(shí)進(jìn)行歸納和總結(jié),這一教學(xué)方法比枯燥的講語(yǔ)法理論的效果要好,學(xué)生學(xué)得也比較輕松。

本節(jié)課的不足之處在于各個(gè)環(huán)節(jié)教學(xué)時(shí)間分配不均,教授生詞花的時(shí)間過(guò)多,以至于后面的句型操練時(shí)間不足,沒(méi)能使學(xué)生人人開(kāi)口練習(xí)。今后在課堂教學(xué)中,一定得注意,避免前松后緊的現(xiàn)象出現(xiàn)。測(cè)試評(píng)價(jià):?jiǎn)雾?xiàng)選擇

九年級(jí)英語(yǔ)上冊(cè)教案(篇5)

冀教版英語(yǔ)九年級(jí)上冊(cè)說(shuō)課稿 Lesson 1: Higher, Faster, Stronger

作為一位杰出的老師,時(shí)常要開(kāi)展說(shuō)課稿準(zhǔn)備工作,說(shuō)課稿有助于學(xué)生理解并掌握系統(tǒng)的知識(shí)。那么問(wèn)題來(lái)了,說(shuō)課稿應(yīng)該怎么寫(xiě)?以下是小編整理的冀教版英語(yǔ)九年級(jí)上冊(cè)說(shuō)課稿 Lesson 1: Higher, Faster, Stronger,希望能夠幫助到大家。

我說(shuō)課的內(nèi)容是冀教版初中英語(yǔ)第五冊(cè)Unit1 The Olympics Lesson 1: Higher, Faster, Stronger.下面我主要從教材分析、教學(xué)方法、學(xué)法指導(dǎo)和教學(xué)過(guò)程等四個(gè)方面作具體的說(shuō)明。

一、教材分析:

本單元的中心話題是The Olympics,而第29界奧運(yùn)會(huì)去年在北京舉行,學(xué)生對(duì)奧運(yùn)會(huì)很感興趣,這就為學(xué)好本課提供了保障。本課是本單元的第一課時(shí),題目是“更高,更快,更強(qiáng)”,既是奧林匹克的口號(hào),也是國(guó)際奧委會(huì)對(duì)所有參與奧林匹克運(yùn)動(dòng)的人們的號(hào)召,號(hào)召他們本著奧林匹克的精神奮力向上。本課課文圍繞著“奧運(yùn)會(huì)的起源,發(fā)展以及奧運(yùn)選手”而展開(kāi)的。學(xué)生通過(guò)本課學(xué)習(xí)掌握一些與奧運(yùn)會(huì)有關(guān)的單詞、短語(yǔ)和句型。使學(xué)生更加了解有關(guān)奧運(yùn)會(huì)的常識(shí),培養(yǎng)他們?yōu)閲?guó)爭(zhēng)光的愛(ài)國(guó)情感;在學(xué)習(xí)中發(fā)揚(yáng)“更快、更高、更強(qiáng)”的奧運(yùn)精神。

根據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》的要求、教材特點(diǎn)以及我校九年級(jí)學(xué)生的實(shí)際情況,我將本課時(shí)的教學(xué)目標(biāo)及重難點(diǎn)確定如下:

知識(shí)與技能:

1、學(xué)習(xí)并掌握有關(guān)奧運(yùn)的詞匯及短語(yǔ):modern, gold, record, event, twentieth, win a gold medal. ancient, medal, shooting, athlete, silver, bronze, sprint.

2、能聽(tīng)懂、讀懂有關(guān)奧運(yùn)話題的語(yǔ)段。

3、能夠談?wù)搳W運(yùn)會(huì)的起源、運(yùn)動(dòng)項(xiàng)目及自己喜歡的運(yùn)動(dòng)員。

過(guò)程與方法:

1、利用北京奧運(yùn)會(huì)主題歌及精彩的奧運(yùn)圖片導(dǎo)入新課,創(chuàng)設(shè)情境,激發(fā)學(xué)生興趣。

2、通過(guò)分組學(xué)習(xí),使學(xué)生加深對(duì)課文的理解程度,培養(yǎng)學(xué)生自主學(xué)習(xí)、合作探究的能力。

3、通過(guò)學(xué)習(xí)中外著名運(yùn)動(dòng)員的經(jīng)歷,培養(yǎng)學(xué)生的競(jìng)爭(zhēng)意識(shí)。

情感態(tài)度與價(jià)值觀:

在學(xué)習(xí)中,敢于用英語(yǔ)來(lái)表達(dá)自己的'看法,培養(yǎng)學(xué)習(xí)英語(yǔ)的興趣和學(xué)好英語(yǔ)

的勇氣,樂(lè)意了解異地文化。通過(guò)了解著名的奧運(yùn)人物,增強(qiáng)為國(guó)爭(zhēng)光和努力、勤奮、拼搏的意識(shí),培養(yǎng)愛(ài)國(guó)情感,發(fā)揚(yáng)自強(qiáng)不息的精神,為實(shí)現(xiàn)自己的理想而奮斗。

教學(xué)重點(diǎn)和難點(diǎn):

1、正確理解課文,對(duì)奧運(yùn)會(huì)有更充分的了解,并能用英語(yǔ)表達(dá)相關(guān)的單詞,短語(yǔ)和句子。

2、用英語(yǔ)描述奧運(yùn)會(huì)及奧運(yùn)風(fēng)云人物。

二、教學(xué)方法:

為了體現(xiàn)《英語(yǔ)課程標(biāo)準(zhǔn)》的理念,更好地突出重點(diǎn)、突破難點(diǎn)。本節(jié)課主要采用任務(wù)型教學(xué)方法(Task-based Language Teaching),以三個(gè)任務(wù)為核心,引導(dǎo)學(xué)生在做和玩的過(guò)程中學(xué)習(xí)英語(yǔ),體驗(yàn)成功,感受英語(yǔ)學(xué)習(xí)的樂(lè)趣,培養(yǎng)學(xué)生的團(tuán)隊(duì)意識(shí),提高學(xué)生的主動(dòng)性和參與性,使學(xué)生成為課堂的真正主人。同時(shí)、采用多媒體輔助教學(xué),更好地激發(fā)學(xué)生的學(xué)習(xí)興趣。通過(guò)歌曲、圖片等為學(xué)生創(chuàng)設(shè)生動(dòng)活潑的語(yǔ)言環(huán)境,激發(fā)他們學(xué)習(xí)的欲望。

三、學(xué)法指導(dǎo):

美國(guó)著名心理學(xué)家布魯納說(shuō)過(guò):“對(duì)學(xué)生的最好刺激乃是對(duì)所學(xué)教材的興趣。”在設(shè)計(jì)本節(jié)課時(shí)我適當(dāng)整合了部分內(nèi)容,以任務(wù)為核心、以學(xué)生為主體,倡導(dǎo)自主學(xué)習(xí)、合作學(xué)習(xí),在課堂教學(xué)中引導(dǎo)學(xué)生進(jìn)行小組討論、猜測(cè)游戲、競(jìng)賽等與他人合作,鼓勵(lì)學(xué)生通過(guò)感知、體驗(yàn)、實(shí)踐、參與與實(shí)踐等方式,積極思考,實(shí)現(xiàn)任務(wù)的目標(biāo),感受成功的喜悅。

四、教學(xué)過(guò)程:

本節(jié)課以任務(wù)型語(yǔ)言教學(xué)為原則,設(shè)計(jì)了三個(gè)主要任務(wù):一個(gè)是The history of the Olympics.第二個(gè)是Olympic sports.第三個(gè)是Your favourite Olympic ath- lete.

Task One:The history of the Olympics.

在這個(gè)任務(wù)中,首先播放由劉歡、莎拉·布萊曼演唱的北京奧運(yùn)主題歌《我和你》,學(xué)生在老師的帶領(lǐng)下隨著歌聲的旋律,能自然地聯(lián)想到奧運(yùn)場(chǎng)景,通過(guò)三個(gè)問(wèn)題,引出本節(jié)課的課題——Higher, Faster, Stronger、歌曲引入營(yíng)造了熱烈的課堂氣氛,讓學(xué)生在不經(jīng)意中積極發(fā)言、探討問(wèn)題,為后續(xù)活動(dòng)打下基礎(chǔ)。緊

接著分組討論Think about it中的問(wèn)題,然后引導(dǎo)學(xué)生欣賞一組奧運(yùn)會(huì)的圖片并學(xué)習(xí)本課的生詞和短語(yǔ),再聽(tīng)錄音,回答關(guān)于奧運(yùn)會(huì)起源的問(wèn)題,將孤立的單詞和圖片相結(jié)合,便于學(xué)生接受,并創(chuàng)設(shè)問(wèn)題情境,引發(fā)學(xué)生認(rèn)知需要。最后各小組作出匯報(bào)。整個(gè)任務(wù)由易到難,層層深入,充分調(diào)動(dòng)學(xué)生的眼、耳、口、手、腦等各個(gè)器官,學(xué)生在愉快的氛圍中鍛煉了聽(tīng)和說(shuō)的能力。

Task two: Olympic sports.

首先帶領(lǐng)學(xué)生欣賞奧運(yùn)比賽的精彩圖片,把Task One和Task two連接起來(lái)。然后分組討論奧運(yùn)項(xiàng)目,再進(jìn)行競(jìng)賽,說(shuō)出項(xiàng)目最多的小組獲勝,學(xué)生對(duì)于體育項(xiàng)目有著濃厚的興趣,表現(xiàn)欲很強(qiáng),在討論和競(jìng)賽時(shí),不但能踴躍地說(shuō)出圖片中的運(yùn)動(dòng)項(xiàng)目,而且還能說(shuō)出圖片中沒(méi)有的項(xiàng)目。最后做猜測(cè)游戲,教師先做一個(gè)項(xiàng)目的示范,學(xué)生猜測(cè)名稱,再由學(xué)生輪流做動(dòng)作,其余學(xué)生猜。給學(xué)生提供展示才能的舞臺(tái),把整個(gè)課堂推向高潮,學(xué)生感受到學(xué)習(xí)英語(yǔ)的樂(lè)趣,從而有效地培養(yǎng)他們的語(yǔ)言運(yùn)用能力。

Task three: Your favourite Olympic athlete.

為了避免對(duì)課文內(nèi)容的單純講解,充分培養(yǎng)學(xué)生自主學(xué)習(xí)的能力,檢查學(xué)生個(gè)體的閱讀能力,在這個(gè)任務(wù)開(kāi)始時(shí),讓學(xué)生帶著問(wèn)題自己默讀課文并回答,然后引導(dǎo)他們分小組談?wù)撟约鹤钕矚g的奧運(yùn)明星,最后通過(guò)調(diào)查找出哪些同學(xué)喜歡的奧運(yùn)明星相同。同學(xué)間加強(qiáng)了了解,增進(jìn)了友誼。,

在課堂小節(jié)時(shí),先播放全文錄音,讓學(xué)生從整體上回顧本課。之后學(xué)生自己說(shuō)出奧運(yùn)會(huì)的起源、項(xiàng)目以及奧運(yùn)明星,教師點(diǎn)評(píng)補(bǔ)充,布置作業(yè),加深學(xué)生對(duì)課文內(nèi)容的理解,達(dá)到鞏固提高的目的。

九年級(jí)英語(yǔ)上冊(cè)教案(篇6)

hear from sb.=receive/ get a letter from sb.

work well in doing sth.做某事方面很有功效

be short of 缺乏……

one of the greatest problems 最大問(wèn)題之一

1.We got lost and couldn’t find each other. 我們走失了,互相找不到對(duì)方。

2.It seems that their living conditions were not very good. 似乎他們的生活條件不是很好。

3.It is possible that Kangkang’s father was the only child in his family.

康康的父親有可能是他家中的獨(dú)生子。

4.One answer is known as the one-child policy. 其中一項(xiàng)眾所周知的措施是獨(dú)生子女政策.

5.And even though we have made a lot of progress, we have big pollution problems in the

city. 雖然我們已經(jīng)取得了很大的進(jìn)步,但是仍存在嚴(yán)重的城市污染問(wèn)題。

already “已經(jīng)”(多用于肯定陳述句)。

如:He has already gone home. 他已經(jīng)回家了。

yet “已經(jīng); 還”(用于否定句或疑問(wèn)句)。

如:Have you found him yet? 你已經(jīng)找到他了嗎?

I haven’t finished my homework yet. 我還沒(méi)完成作業(yè)。

※ already 也可用于疑問(wèn)句,表“出乎意料或驚奇”

Have you finished your homework already? 難道你已經(jīng)完成作業(yè)了?

ever “曾經(jīng)”(多用于疑問(wèn)句,問(wèn)初次經(jīng)歷)。

如:I have ever been abroad. 我曾出過(guò)國(guó)。

never“從未;從來(lái)不”(多用于否定陳述句),?;卮餰ver的句型。

如:I have never seen him before.

----Has he ever been abroad? 他曾出過(guò)國(guó)嗎?

----No, never. 不,從來(lái)不。

just “剛剛”(多用于肯定句,位于謂語(yǔ)動(dòng)詞之前)。

如: I have just tried to call you. 我剛剛打電話給你。

before “之前”(一般位于句末;常與never呼應(yīng))。

如:He says he has never seen such beautiful scenery before.

1.---- I really hate to go shopping. 我真討厭去購(gòu)物。

---- So do I . 我也是。

So do I .為倒裝句,表示前面提到的肯定情況也同樣適合另外一個(gè)主體,表“某某也一樣”,結(jié)構(gòu)為“so + be /情態(tài)動(dòng)詞/ 助動(dòng)詞 + 主語(yǔ)”。

如:Jim is a student, so is Tom. 吉姆是一名學(xué)生,湯姆也是。

Jim can swim, so can Tom. 吉姆會(huì)游泳,湯姆也會(huì)。

Jim likes sports, so does Tom. 吉姆喜歡運(yùn)動(dòng),湯姆也喜歡。

如表前面不怎樣,后面“也不”怎樣時(shí),其結(jié)構(gòu)為“ neither/ nor + be /情態(tài)動(dòng)詞/ 助動(dòng)詞 + 主語(yǔ)”。

如:Jim wasn’t Chinese, neither/ nor were they. 吉姆不中國(guó)人,他們也不是。

Jim can’t speak Japanese, neither can I . 吉姆不會(huì)說(shuō)日語(yǔ),我也不會(huì)。

Jim didn’t go there, neither did I . 吉姆沒(méi)去那兒,我也沒(méi)去。

如前后兩句表達(dá)的是同一個(gè)主體,則不能倒裝,表“的確如此”。

如:Jim is a good student. So he is. 吉姆是一名好學(xué)生,的確如此。

Jim swims well. So he does. 吉姆游泳很好,的確如此。

2.At that time, China was the country with the largest population in the world.

那時(shí),中國(guó)是世界上人口最多的國(guó)家。

population為不可數(shù)名詞,表示人口的多少只能用 “l(fā)arge”或 “small”修飾,提問(wèn)人口用“what”.

如:The population of Shanghai is larger than that of Beijing. 上海的人口比北京多。

What’s the population of China?= How many people are there in China?

中國(guó)的人口有多少?

3. Great changes have taken place in China. 中國(guó)發(fā)生了巨大變化。

take place 指必然性的“發(fā)生”或有計(jì)劃、安排之內(nèi)的“舉行”。

如:The meeting will take place next Friday. 會(huì)議將在下周五舉行。

happen 指偶然的、沒(méi)有預(yù)料的“發(fā)生“,其結(jié)果往往給人帶來(lái)不幸或麻煩。

如:The accident happened yesterday. 事故發(fā)生在昨天。

※兩者都不用于被動(dòng)語(yǔ)態(tài)。

如:The population has increased a lot. 人口增長(zhǎng)發(fā)很多。

4.increase 可作及物動(dòng)詞也可作不及物動(dòng)詞。其含義是“增長(zhǎng),增加,加強(qiáng)”等。

increase by… 指“增加了……”; increase to…指 “增加到……”

5. and about one fifth of the people in the world live in China.

而且世界上大約五分之一的人口生活在中國(guó)。

one fifth 是分?jǐn)?shù)表達(dá)法。英文分?jǐn)?shù)表達(dá)法:分子為基數(shù)詞,分母為序數(shù)詞,先讀分子后讀分母。當(dāng)分子大于1時(shí),分母的序數(shù)詞則變?yōu)閺?fù)數(shù),直接在詞尾加“s”。

如:one fourth四分之一three fourths 四分之三one second二分之一two thirds三分之二

6.It has worked well in controlling China’s population.

它在控制人口數(shù)量方面取得了顯著的功效。

work well in doing sth. 表“在……方面很有功效”, 如:

如:Doing eye exercises works well in protecting our eyesight.

做眼保健操在保護(hù)視力方面很有功效。

7. Because of our large population, we are short of energy and water.

be short of… 表 “缺乏……”

如:She is always short of money at the end of every month. 每個(gè)月底她總是缺錢(qián)。

be short for… 表“是……的縮寫(xiě)”.

如:TV is short for television. TV是television的縮寫(xiě)形式.

8. Can all Chinese families offer their children a good education?

所有的中國(guó)家庭都能給他們的的孩子提供良好的教育嗎?

offer 表“(主動(dòng))給予, 提供”

offer sb. sth. “提供某人某物”.

如:I offered him a glass of wine. 我敬了他一杯酒。

offer to do sth. “(主動(dòng))提出做某事”

如:She offered to cook for her mother. 她提出幫她媽媽煮飯。

I can’t go shopping in big stores unless I travel for a couple of hours.

我得花幾個(gè)小時(shí),才能到大的商場(chǎng)購(gòu)物。

9. unless = if not 表“除非…; 如果不”,引導(dǎo)條件狀語(yǔ)從句。

如:I won’t go unless I hear from you. = I won’t go if I don’t hear from you.

如果你不通知我,我就不去。

Unless Bill studies hard, he’ll fail in the exam. 如果比爾不努力, 他不會(huì)通過(guò)考試的.

10. a couple of… 表 “幾個(gè)人或幾件事”.

如:a couple of years ago 幾年前; a couple of students 幾個(gè)學(xué)生

如: a couple of watches 兩只手表; five couples of cats 五對(duì)貓

11.pair 指兩件不可分開(kāi)使用的東西,它們可指兩件互不相連的東西(鞋子、襪子等),也可指

兩部分構(gòu)成的一件東西(褲子、剪刀等)。

如:a pair of shoes 一雙鞋子a pair of pants 一條褲子

( )1.-They have been to Australia.

-So _____ I.

A. do B. have been C. did D. have

分析:D 此句為so引導(dǎo)的完全倒裝句。其含義為“A如此,B也如此?!逼浣Y(jié)構(gòu)是so+be/助動(dòng)詞/情態(tài)動(dòng)詞+主語(yǔ)。本句為完成時(shí)態(tài),其助動(dòng)詞是have。故選D。

( )2.The population of Shanghai is larger than _____ of Shenyang.

分析:A 此句要用相同成分即上海的人口和沈陽(yáng)的人口做比較。因?yàn)閜opulation是不可數(shù)名詞,所以用that代替。如果是復(fù)數(shù)名詞則要用those來(lái)代替。

( )3.-_____ the population of the U.S.A. in ?

-It _____ about 296 million.

C. How many is; was D. How many was; is

分析:B 問(wèn)人口的多少用what而不用how many。本題問(wèn)的是的人口, 故為過(guò)去時(shí)態(tài)。

( )4._____ of the teachers are women in our school.

A. Two third B. Two threes C. Two thirds D. Second three

分析:C分?jǐn)?shù)的表達(dá)法是基數(shù)詞在前表示分子,序數(shù)詞在后表示分母;當(dāng)分子大于1時(shí),表示分母的序數(shù)詞要加s。

( )5.He’s read this book before, _____?

A. hasn’t he B. doesn’t he C .isn’t he D. wasn’t he

分析:A 本題考查反義疑問(wèn)句反問(wèn)部分的時(shí)態(tài)與人稱的單復(fù)數(shù)要與陳述部分一致的用法。

( )6.The _____ population may be the greatest challenge of the world today.

A. increase B. increased C. increasing D. increases

分析:C 本題考查increase的現(xiàn)在分詞作定語(yǔ)的情況,表示“正在增長(zhǎng)的”。increased是它的過(guò)去分詞也可作定語(yǔ),但表示的是“已增長(zhǎng)過(guò)的”。

( )7.The little girl has _____ finished reading the book you lent her.

A .already B. yet C. still D. once

分析:A already“已經(jīng)”,常用覨t now.

分析:C 上句為否定情況,應(yīng)用neither/nor+助動(dòng)詞+主語(yǔ),表示“我也未參觀過(guò)造紙廠”。

1. ---No one likes “Little Emperors.” ---N___________ do my parents.

2. The cars in the cities are i____________ rapidly these days, so traffic jam comes into being.

3. People couldn’t live long because of poor medical t________________.

4. In China, some people in less developed areas p__________ boys to girls.DA被動(dòng)語(yǔ)態(tài)。根據(jù)題中changes是復(fù)數(shù),答句用完成時(shí)態(tài)。故選B。

( )9.Students today have a lot of pressure(壓力) _____ they have to learn too much knowledge at school.

A. in order to B .unless C. because D .because of

分析:C in order to和because of后面不能接從句,unless不符合題意。故選C,用because。

( )10.-I have never visited a paper factory.

A. So have I. B. So I have. C. Neither have I. D.I haven’t now.

分析:C 上句為否定情況,應(yīng)用neither/nor+助動(dòng)詞+主語(yǔ),表示“我也未參觀過(guò)造紙廠”。

1. ---No one likes “Little Emperors.” ---N___________ do my parents.

2. The cars in the cities are i____________ rapidly these days, so traffic jam comes into being.

3. People couldn’t live long because of poor medical t________________.

4. In China, some people in less developed areas p__________ boys to girls.

5. His mother told him that the sun r__________ in the east and sets in the west.

1.We must ___________ ___________ (采取措施) to control the population.

2. Doing eye exercises ____________ __________ (起明顯作用) in protecting our eyesight.

3. In 1960s, we were ________ _________ (缺乏) food and money .

4. He wouldn’t leave the TV set, __________ ___________ (既使) he was going to have an important exam the next day.

5.Her daughter __________ __________ (迷路) in the shopping center yesterday.

1.中國(guó)人口有多少? 中國(guó)有大約13億人口。

_______ the _________ _______ China ? China ______ a population of ______1.3 billion.

2. 為什么中國(guó)要實(shí)施獨(dú)生子女政策? 雖然跟以前比,中國(guó)人口增長(zhǎng)放慢了,但人口問(wèn)題依然嚴(yán)峻。

---Why does China _________ __________ with its __________ policy ?

---___________ its population is __________ _________ slowly than before, its population problem _________ ___________ quite ___________.

3. 這所學(xué)校里老師的數(shù)量是300人,其中四分之一是女教師。

_________ ___________ of the teachers in the school __________ 300, _________ ___________ of them ___________ women teachers.

4. 上周石油的價(jià)格增長(zhǎng)了百分之二。 的確如些。

The price of oil ___________ ___________ 2% last week.

__________ _________ _____________.

5. 你生活在哪種家庭,是大家庭,還是小家庭?

_________ _________ of family are you ________, ________ family or _______ family ?

( ) 1. Two thirds of the surface of the earth ____ covered with water.

( ) 2. The number of workers in this factory _____ increasing.

( ) 3. ---It seems to me that you are very hard-working, Maria.

---I have to. I have a lot of _____ from my family and society.

A. time B. efforts C. pressure

( ) 4. ---______ have you done with the waste ?

---I have thrown it away.

( ) 5. ---Which country has a ____ population, England or Germany ?

( ) 6. About one fifth of the people in the world _____ in China.

A. live B. is living C. has lived

( ) 7. ---Excuse me, is Joan in ?

---Sorry, she isn’t here. She ___ to the airport to see her parents off half an hour ago.

A. went B. has gone C. has been

( ) 8. ---Who will go to the airport to meet Jenny ?

---I will. I _____ her several times. I can find her easily.

A. met B. have met C. will meet

( ) 9. We are tired. We have studies for ____ hours.

A. a couple B. couple C. a couple of

( ) 10. The more excellent our public transportation is, _____ our life will be.

A. the happier B. the more happy C. the more happily

( ) 11. ---What did Jeff say about the lost girl ?

---He said that he had seen her _______.

A. three days agoB. three days before C. for three days

( ) 12. ---Dad, my teacher said I had made a lot of progress recently.

---I’m glad to hear that. But I think you still _______.

A. have a long way to go B. have a rest C. live in the present

( ) 13. ---I went swimming last Sunday.

---_________. I like it very much.

A. So I do B. So I did C. So did I

( ) 14. ---We haven’t been to the Great Wall. ---_________.

A. So has she B. Nor she has C. Neither has she

( ) 15. ---Did you know _______?

---They had a quarrel about the answer to the question.

A. what did they happen B. what happened to them C. what they happened

1. Neither 2. increasing 3. treatment 4.prefer 5. rises

1. take measures 2. works well 3. short of 4. even though 5. got lost

1 What’s the population of, has, about / around

2. carry on, one-child, Though, growing more, still seems , serious

3. The number, is, a quarter, are

5. What kind/ sort / type, in, extended, nuclear

1----5 ABCBA 6----10 AABCA 11----15 BACCB

九年級(jí)英語(yǔ)上冊(cè)教案(篇7)

目標(biāo)本學(xué)期的主要目標(biāo)是讓學(xué)生能夠用英語(yǔ)描述我的家鄉(xiāng),家鄉(xiāng)的變化情況。人口問(wèn)題,讓學(xué)生了解我國(guó)是世界上人口最多的國(guó)家,用英語(yǔ)談?wù)搶?shí)行計(jì)劃生育的重要性。第三單元是環(huán)保問(wèn)題,讓學(xué)生掌握如何保護(hù)環(huán)境,即how to improve envirinment .第四單元關(guān)于電腦的利與弊,中學(xué)生用太多的電腦對(duì)學(xué)習(xí)有一定的影響,教育學(xué)生要適當(dāng)?shù)赜秒娔X。學(xué)生掌握現(xiàn)在完成時(shí),have been to/have gone

教學(xué)效果良好,學(xué)生能夠用英語(yǔ)寫(xiě)我的家鄉(xiāng),人口問(wèn)題, 環(huán)境保護(hù)問(wèn)題,電腦問(wèn)題,能夠用現(xiàn)在完成時(shí)寫(xiě)句子與文章,能夠用以上的話題進(jìn)行簡(jiǎn)單的對(duì)話及討論,能夠運(yùn)用現(xiàn)在完成時(shí)。掌握了have been to/ have gone to 的用法,能用定語(yǔ)從句造句,也掌握了本學(xué)期的重點(diǎn)內(nèi)容之一就是eithe…or neither.. nor的用法。教學(xué)存在不足在實(shí)際教學(xué)中沒(méi)能充分重視詞匯教學(xué),詞匯教學(xué)方法偏于機(jī)械、簡(jiǎn)單,形成了一種只重視詞匯簡(jiǎn)單拼讀記憶,輕視詞匯情境應(yīng)用的詞匯教學(xué)方法。導(dǎo)致一些學(xué)生會(huì)寫(xiě)單詞,但不注重單詞的形式詞匯的靈活運(yùn)用能力較差。 對(duì)英語(yǔ)聽(tīng)力未能給予足夠重視,聽(tīng)力材料少、部分學(xué)生缺乏聽(tīng)力題中應(yīng)有的答題技巧。學(xué)生的閱讀量、閱讀難度、閱讀速度遠(yuǎn)遠(yuǎn)不適應(yīng)考試對(duì)閱讀能力的要求,寫(xiě)作訓(xùn)練少。今后教學(xué)改進(jìn)措今后要依托詞匯教學(xué), 突出語(yǔ)言運(yùn)用。強(qiáng)化閱讀訓(xùn)練,努力培養(yǎng)語(yǔ)感。加大書(shū)面表達(dá)訓(xùn)練力度,提高寫(xiě)作技能。優(yōu)化課堂教學(xué),積極創(chuàng)設(shè)情景,加強(qiáng)口語(yǔ)交流。樹(shù)立信心,明確目標(biāo),采取靈活多變的教學(xué)方法??傊?,我會(huì)拿出三個(gè)月的時(shí)間、拿出十分的力氣磨練自己,精心備課,精心上課,認(rèn)真總結(jié)。爭(zhēng)取在中考中取得優(yōu)良的成績(jī),在競(jìng)爭(zhēng)中立于不敗之地,為學(xué)校爭(zhēng)光添彩。

九年級(jí)英語(yǔ)上冊(cè)教案(篇8)

I. 重點(diǎn)詞組

1. get lost 迷路

2. each other 彼此

3.at least 至少

4take place發(fā)生

5because of 因?yàn)?/p>

6.be strict with sb. 對(duì)某人嚴(yán)格要求

7.carry out 實(shí)行

8.be short of 缺乏

9.take measures to do sth.采取措施做某事

10.be known as… 作為……而著名

well in doing…在……方面起作用

12.a couple of 一些

13keep up with趕上,跟上

II.重點(diǎn)句型

1. Have you found him yet? 你已經(jīng)找到他了嗎?

2. ——I really hate to go shopping. 我的確討厭購(gòu)物?!猄o do I.我也如此。

3. But it seems that their living conditions were not very good.但是似乎他們的生活條件不太好。

4. But great changes have already taken place in China recently.但是近來(lái)中國(guó)已發(fā)生了巨大的變化。

5. Because of the one-child policy, now most families have only one child.

由于我國(guó)獨(dú)生子女政策的實(shí)行,現(xiàn)在大部分家庭只有一個(gè)孩子。

6. What’s the population of the U.S.A.?美國(guó)的人口是多少?

7. ——What’s more, the population in developing countries is growing faster. ——So it is.

而且,發(fā)展中國(guó)家的人口在更快地發(fā)展。 的確如此。

8. Our government has taken many measures to control the population.

我們的政府已采取了許多控制人口的措施。

III.語(yǔ)法:

常用于現(xiàn)在完成時(shí)的時(shí)間狀語(yǔ):already, just , yet, ever, never, recently.

e.g. 1. I have just called you.

2. ——Have you ever been to France? ——No, I’ve never been to any European countries.

3. ——Have you seen him yet? ——Yes, I have seen him already.

九年級(jí)英語(yǔ)上冊(cè)教案(篇9)

i like music that i can dance to.

學(xué)習(xí)目標(biāo):

1. 學(xué)會(huì)表達(dá)自己對(duì)某人或某物的喜愛(ài)和理由。

2. 能對(duì)自己看過(guò)書(shū)和電影,聽(tīng)過(guò)的cd進(jìn)行評(píng)述。

4. prefer... to... 比...更喜歡...

11. be lucky to do sth 很幸運(yùn)...

三、日常用語(yǔ)

1. rosa likes music that’s quiet and gentle.

2. --- what kind of music do you like?

---i like music that i can sing along with.

3. --- what kind of singers do you love?

--- i love singers who write their own music.

4. ---why do you like this cd?

---this music is great because you can dance to it.

section a:

1. i like music that i can sing along with. 我喜歡可以跟著唱歌的音樂(lè)。

sing along with the music 和著音樂(lè)一起唱,類(lèi)似的還有:

2. i prefer music that has great lyrics. 我比較喜歡歌詞好的歌曲。

prefer v. 更喜愛(ài),更喜歡.相當(dāng)于like very much. 具體用法如下:

(1)prefer + n. (名詞),例如:

i prefer groups that play quiet and gentle songs. 我更喜歡演唱輕柔音樂(lè)的組合。

jennifer prefers musicians who write their own lyrics.

(2)prefer to do sth 寧愿做某事,例如:

i preferred to stay behind rather than go with you.

我寧愿留下來(lái)不愿和你們?nèi)ァ?/p>

she preferred to write to him rather than telephone him.

她寧愿給他寫(xiě)信也不愿給他打電話。

(3)prefer sth to sth 比…更喜歡…, (此句型中的to是介詞,后接名詞、代詞或動(dòng)名詞) 相當(dāng)于like a better than b.意為 “喜歡a,不喜歡b;寧愿a,不愿b” 使用這個(gè)句型,最重要的原則就是“前后一致”,也就是說(shuō),prefer和to后面的部分,不論詞性、形式都要相同。例如:

i prefer fish to meat. 我喜歡魚(yú),而不喜歡肉。(prefer名詞to名詞)

九年級(jí)英語(yǔ)上冊(cè)教案(篇10)

Unit 1 The Changing Word

Topic 1 My hometown has become more and more beautiful.

SectionA

【學(xué)習(xí)目標(biāo)】

1.掌握現(xiàn)在完成時(shí)的構(gòu)成,初步了解其用法,并學(xué)會(huì)運(yùn)用have/has been to 和have/ has gone to 結(jié)構(gòu):

2.比較并找出一般過(guò)去時(shí)與現(xiàn)在完成時(shí)的不同用法;

3.學(xué)會(huì)描述假期生活。

【預(yù)習(xí)案】

一、讀1a,完成1b的表格所缺的地點(diǎn)

二、 在文中找到,劃出并背誦下面的短語(yǔ)和句子

1.變化的世界________________________________ 9.一個(gè)合適的地方________________10.拍照________

2.長(zhǎng)假過(guò)后__________________________________ 11.提高我的英語(yǔ)水平__________________________

3.度過(guò)一個(gè)愉快的暑假________________________ 12.順便問(wèn)一下___________13.根據(jù)1a的內(nèi)容________

4.從…回來(lái)__________________________________ 14.孩子們的假期經(jīng)歷__________________________

5.巨大的變化_________________6.發(fā)生____________ 15.查出…和…的不同__________________________

7.越來(lái)越漂亮________________________________ 16.填空_____________________17.感覺(jué)舒服________

8.如此(那么)多的人___________________________ 18.患感冒______________19.很長(zhǎng)時(shí)間_____________

【探究案】

一、 語(yǔ)法重點(diǎn)導(dǎo)入--- (根據(jù)句意在橫線上填入謂語(yǔ)動(dòng)詞的適當(dāng)形式)

1. He ______________ (play) soccer on the playground now.

2. He ______________ (play) soccer on the playground yesterday.

3. He ______________ (play) soccer on the playground when I saw him yesterday.

4. He ______________ (play) soccer on the playground every day.

5. He ______________ (play) soccer on the playground tomorrow afternoon.

6. He ______________ (play) soccer on the playground 注意(6)句中的時(shí)間狀語(yǔ),看P118現(xiàn)在完成時(shí)講解, 總結(jié)現(xiàn)在完成時(shí)用法

總結(jié):

(1) 現(xiàn)在完成時(shí)中謂語(yǔ)動(dòng)詞的形式是---________________________ 看P140-142過(guò)去分詞表,做P3---1b

(2) 經(jīng)常搭配的時(shí)間副詞有: just, already, yet, ever, never, before…

(3) 現(xiàn)在完成時(shí)句型轉(zhuǎn)換

寫(xiě)出(6)句的否定句:___________________________________________________________________ 寫(xiě)出(6)句的一般疑問(wèn)句并肯定回答:_____________________________________________________ 寫(xiě)出(6)句的劃線提問(wèn)句:_______________________________________________________________ 寫(xiě)出(6)句的反意疑問(wèn)句:_______________________

(4) 觀察1a中出現(xiàn)的現(xiàn)在完成時(shí)的句子并翻譯理解

1. You have just come back from your hometown. 譯:_________________________________________________

2. Great changes have taken place there. 譯:_________________________________________________________

3. My hometown has become more and more beautiful. 譯:_____________________________________________

4. Where have you been? I have been to Mount Huang with my parents. 譯:________________________________

5. Where’s Maria? She has gone to Cuba to be a volunteer. 譯:___________________________________________

(5) 現(xiàn)在完成時(shí)考點(diǎn):have / has been to --- have / has gone to

練習(xí):參看P118現(xiàn)在完成時(shí)講解,完成P2(2)

區(qū)別:have / has been to表示曾經(jīng)______________,現(xiàn)在_____________;

have / has gone to表示已經(jīng)______________,現(xiàn)在______________.

二、在文中劃出下面的句子并分析

注意: taken是take的______________形式

點(diǎn)撥:change有名詞/動(dòng)詞兩種詞性,名詞詞意是_________/__________等; 動(dòng)詞詞意是_________

1take place --- 發(fā)生、舉辦,指非偶然性事件的―發(fā)生‖,即這種事件的發(fā)生一定有某種原因或事先的安排 區(qū)別:happen --- 發(fā)生、碰巧,一般用于偶然或突發(fā)性事件

注意:take the place of…--- 取代某人的`位置

練習(xí):a. Jason ___________________________ Miss Li to teach us French next term.

b. The Olympic Games of 2008 ________________________ successfully in Beijing.

c. What ___________________________ to you yesterday?

’思考:so…that…意思是__________,引導(dǎo)_______狀語(yǔ)從句 區(qū)別:so that…意思是_______,引導(dǎo)_______狀語(yǔ)從句 練習(xí):a.為了拍照,他爬得很高。____________________________________________________________________ b.他他爬得那么高,以至于能拍照。____________________________________________________________

3. There goes the bell. 譯:_____________________________ 思考:這是個(gè)there提前引起的__________句 回憶:副詞here, there 提前到句首要引起主謂倒裝,但是當(dāng)主語(yǔ)為人稱代詞時(shí)不倒裝。

練習(xí):a. Here comes the No.31 Bus. 譯:________________________b. There they are. 譯:___________________

c. Jim跑過(guò)來(lái)了。譯:___________________________ d.他跑過(guò)來(lái)了。 譯:____________________________ 拓展:看課本P105注解寫(xiě)出(3)句的同義句a.__________________________ b.____________________________

【歸納】

一、 根據(jù)首字母提示完成單詞,使句子完整通順。

1. The b______ is ringing. Let’s begin our class.

2. She has made great p______ in English with the help of her teacher.

3. Miss Lin decided to help Mary as she f______ sorry for her.

4. By the w______, where’s your library?

5. I have been to an English training school to i______ my English.

二、 根據(jù)句意及漢語(yǔ)提示完成單詞或短語(yǔ)。

1. We have just ______ (回來(lái)) from London.

2. They were very tired. I ______ (同情) for them.

3. We haven’t seen our English teacher ______ (很長(zhǎng)一段時(shí)間).

4. Where is Lin Mei? I have ______ (告訴……一些事) her.

5. He ______ (已經(jīng)去) New York, in the USA.

三、 用所給詞的適當(dāng)形式填空。

1. —Why is the room so clean?

—Because I ______ just ______ (clean) it.

2. Wang Hai spent a whole night ______ (work) on the computer.

3. They have no house ______ (live) in.

4. My father ______ (be) to the People’s Park many times, so he knows it very well.

5. I heard Lin Hong ______ (sing) a song when I went past.

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SectionB

【學(xué)習(xí)目標(biāo)】

1.繼續(xù)學(xué)習(xí)現(xiàn)在完成時(shí)的用法;

2.比較新舊社會(huì)青少年的生活狀況,啟發(fā)同學(xué)們珍惜新社會(huì)的幸福生活。

【預(yù)習(xí)案】

一、讀1a,回答下面的問(wèn)題

1. Has Maria taken part in some volunteer activities during the summer holidays? __________________________

2. What has she done? _____________________________________________________________________________

3. What does she think of it? ________________________________________________________________________

二、 讀2a, 完成2b

三、 在文中找到并劃出下面的短語(yǔ)

1.參加…_______________________ 20.過(guò)著艱苦的生活______________________________

2.志愿者活動(dòng)________________________________ 21.詳細(xì)地描述…__________________________

3.在暑假期間________________________________ 22.支付他們孩子的教育經(jīng)費(fèi)______________________

4.殘疾兒童__________________________________ 23.度過(guò)他們的童年______________________________

5.為…打掃房間______________________________ 24.為了…__________25.support their families________

6.喂他們吃飯____________7.為他們做飯___________ 26.做童工_________________________

8.一段美好的經(jīng)歷_______________________________ 27.日日夜夜_______________________

9.從…學(xué)到很多_________________________________ 28.足夠的吃的__________________________________

10.the different forms of the verbs___________________ 29.現(xiàn)在的青少年________________________________

11.做一個(gè)關(guān)于…的調(diào)查_(kāi)_________________________ 30.飛速地發(fā)展__________________________________

12.make conversations_____________ 31.為貧困家庭提供幫助__________________________

13.跳繩______________14.網(wǎng)上聊天_______________ 32.受到很好的教育______________________________

15.暑假補(bǔ)課_________________________ 33.隨著中國(guó)的發(fā)展______________________________

34.leisure activity___________35.a balanced diet______ 16.做農(nóng)活___________________________

36.play musical instruments_____________ 17.一篇有關(guān)青少年的文章________________________

37.some other training__________________18.世界各地__________________19.過(guò)去___________

【探究案】

一、在文中劃出下面的句子并分析

1. You have taken part in some volunteer activities during the summer holidays, haven’t you?

譯:___________________________________________________________________

思考:haven’t you? 構(gòu)成了句子的_____________部分

練習(xí):根據(jù)時(shí)間狀語(yǔ)的變化寫(xiě)出謂語(yǔ)動(dòng)詞的不同形式并完成后面的反意疑問(wèn)句

a. He ____________(take) part in some volunteer activities during the last summer holidays, ________________? b. He ____________(take) part in some volunteer activities during the next summer holidays, ______________?

c. He ___________(take) part in some volunteer activities during the summer holidays every year, ________________? d. He must ________(take) part in some volunteer activities during the summer holidays every year, ______________?

2. What a wonderful experience! 譯:________________________ 同義句:How _______________________ 感嘆句轉(zhuǎn)換練習(xí):(根據(jù)P5---1a的圖下提示詞用what和how寫(xiě)感嘆句)

a. 多么狹窄的公路啊!What______________________________! / How___________________________________! b. 多么艱苦的生活條件??!What___________________________! / How__________________________________! 注意:如果對(duì)行為動(dòng)詞感嘆,只能用How引導(dǎo)! c. 看!他跑得是多么快??!_________________________________!

3. Though I had no time to travel, I still felt very happy. 譯:_______________________________________________ 思考:你能將上句改為用but的形式嗎?______________________________________________________________ 看課本P105注解并總結(jié):though和__________引導(dǎo)______________從句,語(yǔ)氣較弱,不與__________連用; ___________________和___________________也用于引導(dǎo)______________從句,帶有強(qiáng)調(diào)的意味,語(yǔ)氣較強(qiáng)。

4. Is that so? 譯:________________________ 區(qū)別:Is that all? 譯:________________________

鏈接:a. Do you think it’ll rain soon? I think so. 譯:_____________________________________________________ b. Do you believe China will become No.1 in the world one day? I believe so. 譯:________________________ 拓展:我希望如此___________________ 我猜是這樣的____________________

注意:I hop not. _____________________ I don’t think so.____________________

5. In order to help support their families, they had to be child laborers.

思考:你能將上句改為…so that…形式嗎?____________________________________________________________ 總結(jié):in order to + 動(dòng)詞原形,在句子中做目的狀語(yǔ);so that 后面引導(dǎo)的是目的狀語(yǔ)從句

練習(xí):為了趕上早班車(chē),他們起得很早。a.____________________________________________________________ b._________________________________________________________________________________________

【歸納】

一、 根據(jù)漢語(yǔ)提示完成句子,每空一詞。

1. His parents couldn’t afford his ______ (教育).

2. The government gives ______ (幫助;贊助) to poor families.

3. With the ______ (發(fā)展) of China, many more children live a happy life.

4. I think we can ______ much ______ (向……學(xué)習(xí)) the farmers.

5. To make us understand what has happened, he told us about the accident ______ ______ (詳細(xì)地).

二、 用所給詞語(yǔ)的適當(dāng)形式填空。其中一項(xiàng)是多余的。

describe, feed, though, article, education, develop

1. Li Ming failed in the exam again ______ he tried really hard.

2. China is the largest ______ country in the world.

3. The police asked her ______ the two men.

4. Mike, you come from the countryside. Have you ever ______ sheep?

5. In the past, many children couldn’t get a good ______.

三、單項(xiàng)選擇。

1. —Have you ever been ______? —Yes. I have been to Australia.

A. abroad B. alone C. here D. healthy

2. —The radio says it’s going to rain. —______ Bad luck! We can’t go for our picnic.

A. Is that so? B. Thank you. C. Don’t worry. D. Pardon?

3. ______ it rains heavily, ______ farmers are still working in the fields.

A. Though; but B. Though; still C. Though; / D. Although; but

4. Athletes from more than 200 countries ______ the 2008 Olympic Games in Beijing.

A. took part in B. attended C. joined D. held

5. China is still a ______ country at the present time.

A. developed B. more developed C. highly developed D. developing

SectionC

【學(xué)習(xí)目標(biāo)】

1.繼續(xù)學(xué)習(xí)現(xiàn)在完成時(shí);;

2.對(duì)比新舊北京,了解中國(guó)發(fā)生的重大變化;

3.同學(xué)們要珍惜現(xiàn)在的美好生活。

【預(yù)習(xí)案】

一、先看圖,再讀1a,完成1b(寫(xiě)出每段的段意)

二、 在文中找到并劃出下面的短語(yǔ)

1. infer the main idea________________________ 18.接受良好的教育_____________________________

2. the key words______________3. at present_________ 19.與…保持聯(lián)系_________________________(P105)

4. compare your idea with Kangkang’s_______________ 20.遠(yuǎn)方的親戚_________________________________

5.狹窄的公路___________________________________ 21.通過(guò)書(shū)信和電報(bào)的方式________________________

6.又小又黑的房子_______________________________ 22.改革開(kāi)放_(tái)___________________________________

7.艱苦的生活條件_______________________________ 23.變得更加高大明亮____________________________

8.簡(jiǎn)潔而緩慢地通訊_____________________________ 24.改善很多____________________________________

9.寬闊的環(huán)形公路_______________________________ 25.享受更加多樣的業(yè)余活動(dòng)______________________

10.高大而明亮的樓房____________________________ 26.不但…而且…_______________________

11.舒適的生活條件______________________________ 27.在互聯(lián)網(wǎng)上______________28.另外還有_________

12.more kinds, quick and easy communications 29.變得更加簡(jiǎn)單而快捷__________________________

___________________________________________ 30.傳真機(jī)_________________31.等等…____________

13.my report on Beijing___________________________ 32.取得飛速的進(jìn)步______________________________

14.四十多年____________________________________ 33.成功地舉辦奧運(yùn)會(huì)_____________________

15.(她)親眼目睹北京的變化______________________ 34.記住過(guò)去_________________________

16.在20世紀(jì)60年代____________________________ 35.立足現(xiàn)在_________________________

17.有機(jī)會(huì)干…__________________________________ 36.展望未來(lái)_________________________

【探究案】

一、在文中劃出下面的句子并分析

1. Usually, a big family were crowed in a small house.

譯:________________________________________________

點(diǎn)撥:crowd --- 擁擠, 擠,聚集(動(dòng)詞);人群,群眾;一群(名詞) crowded --- 擁擠的(形容詞)

練習(xí):a. There is a crowd of people in the hall.

譯:________________________________________________

b. He succeeded in crowding into the train.

譯:______________________________________________

c. Look! A crowd of ants are crowded in the hole.

譯:_________________________________________

注意:擁擠的交通不能直譯為 crowded traffic, 而是__________ /___________traffic

2. Life was so hard that people had no time or money to enjoy leisure activities.

思考:你能將上句改為too…to形式嗎?yjS21.coM

Life was _______ ______ ______ people ______ ______ time _______ money to enjoy leisure activities.

提高:The bed is so small that Tom can’t sleep well on it.

_____________________________________________

3. China has developed rapidly since the reform and opening-up.

譯:_________________________________________

九年級(jí)英語(yǔ)上冊(cè)教案(篇11)

Language Focus:

Words: dinosaur, display, natural, guide, underground, fossil, desert, disappear, disappearance, discovery, feather

Phrases: on display, Gobi Desert, human being, dinosaurs discovered by you, feathered dinosaur

Sentences: So these eggs were laid long long ago by dinosaurs.

Teaching objectives:

Read the passage and try to understand its meaning.

Read it fluently and correctly.

Properties: Tape recorder; picture

Teaching Procedures:

2. Revise the useful expressions and some new words.

Take out a picture and ask the students:

What’s this animal called?

Ask some students to talk about the dinosaur.

Read over the questions with the students. Have the students guess the meaning of “on display” from the context. Then have the students discuss the questions in pairs.

1. At first, ask students to read over the questions in the Exercise 1 in the workbook.

2. Then close books and listen to tape.

3. Play the tape again and answer the questions.

*a visit to a place, be on a visit to a place

*guide; n. v. guide sb. to a place

*fossil, eg. He is an old fossil.

the fossil of…

*be laid by…

He disappeared in the dark. I care a lot about his disappearance.

*discover; discover sthhow to do sth. that…

*dinosaurs discovered by you;

eg: books borrowed by you, things done by you(過(guò)去分詞含有被動(dòng)意思)

the children playing in the park(現(xiàn)在分詞含有主動(dòng)意思)

Let the students find out these sentences with the Passive Voice in the Past Simple Tense.

Have the students make sentences with the Passive Voice in the Past Simple Tense.

Ⅷ. Workbook.

Do Exercise 2 , and write down the answers.

Read the passage.

Finish off the workbook exercises.

九年級(jí)英語(yǔ)上冊(cè)教案(篇12)

一、學(xué)習(xí)目標(biāo):

知識(shí)目標(biāo):能正確使用Mdule 12中的單詞和短語(yǔ);

能力目標(biāo):能表述某一課程的情況;正確掌握主謂一致。

情感目標(biāo):通過(guò)了解其他國(guó)家暑期培訓(xùn)班、夏令營(yíng)等相關(guān)信息,拓展視野。

二、重點(diǎn)、難點(diǎn):

重點(diǎn):

1. 應(yīng)用本模塊交際用語(yǔ),如:Welce t…; Please give a ” I std up and englishcurse-suer.c.

試題答案

一、1. A 2. B 3. C

4. A 解析:the rest在此處指“其余的錢(qián)”,ne為不可數(shù)名詞,因此the rest所指為單數(shù)意義,謂語(yǔ)動(dòng)詞要用單數(shù)。此外,“give sth. t sb.”的`被動(dòng)形式為“sth. be given t sb.”,故選A。

5. B 6. D 7. B 8. C

9. D 解析:該題考查主謂一致。由nt nl…but als連接兩個(gè)并列主語(yǔ),其謂語(yǔ)動(dòng)詞的單復(fù)數(shù)形式同與其最靠近的主語(yǔ)保持一致,故謂語(yǔ)動(dòng)詞應(yīng)用單數(shù)形式。又據(jù)句意“他們都還沒(méi)有回來(lái)”,可知用has gne而不用has been。

10. A 解析:該題考查主謂一致。neither…nr是一組連詞,可連接兩個(gè)并列主語(yǔ),其謂語(yǔ)動(dòng)詞應(yīng)同最靠近它的主語(yǔ)I保持一致,因此選A。

11. A 解析:該題考查主謂一致。這個(gè)句子的主語(yǔ)是a nuber f deer,是一個(gè)復(fù)數(shù)概念,因此謂語(yǔ)動(dòng)詞應(yīng)用復(fù)數(shù)形式。(deer的單復(fù)數(shù)同形)

12. B

13. D 解析:“分?jǐn)?shù)或百分?jǐn)?shù)+f+名詞”構(gòu)成的短語(yǔ)作主語(yǔ)時(shí),其謂語(yǔ)動(dòng)詞的單復(fù)數(shù)形式要由f后的名詞而定。One third f the是指“三分之一的學(xué)生”,f后的the是指學(xué)生,為可數(shù)名詞的復(fù)數(shù),故謂語(yǔ)動(dòng)詞要用復(fù)數(shù)。

14. B

15. C 解析:此句意為“當(dāng)我來(lái)訪時(shí),他們?nèi)胰苏诔酝盹垺?,fail是指家里的每一個(gè)人,故謂語(yǔ)動(dòng)詞要用復(fù)數(shù)。

二、1~5 DABCD 6~10 AAABD

三、(A) CDADB (B) ABDBC

四、1. sunglasses 2. curse 3. bed 4. rest 5. prgress 6. experienced

7. Mer 8. relatinships 9. applicatin 10. activities

五、1. have taen place 2 give a 5

九年級(jí)英語(yǔ)上冊(cè)教案(篇13)

1.a(chǎn)loud adv.出聲地(使別人能聽(tīng)得到)朗讀是學(xué)英語(yǔ)的一個(gè)好方法。

▲loud adj.大聲的,聲音洪亮的,loud—louder—loudest 他說(shuō)話聲音很大以便于每個(gè)人都能聽(tīng)得到他?!鴄dv.loud—louder—loudest don’t talk so loud.the kids are reading. 說(shuō)話小聲些,孩子們正在看書(shū)。(speak)louder,please!請(qǐng)?jiān)僬f(shuō)高一些!▲loudly adv吵吵鬧鬧地,噪聲地 我聽(tīng)到有人在使勁敲門(mén)。

they are talking loudly in the next room. 他們?cè)诟舯谡f(shuō)話聲很大。她聲音很甜美。

她提高了嗓音隊(duì)便于別人能聽(tīng)清楚。因?yàn)榭人?,他失聲了?!鴑oise n噪音,吵鬧 別弄出那么大的噪音。

i heard a strange noise outside. 我聽(tīng)到外邊奇怪的聲音。

▲sound n.(自然界中的)聲音,響聲 聲音的傳播比光慢。

3.memory n.(計(jì)算機(jī)的)儲(chǔ)存器

a lot of information is stored in the memory. 計(jì)算機(jī)的儲(chǔ)存器能儲(chǔ)存很多信息?!鴑.記憶力

車(chē)禍后他的記憶力很差了?!鴑.回憶,懷念

我對(duì)童年有美好的回憶。

▲memorize/memorise vt.記住,背過(guò) 他能很快記住很多單詞。

4.frustrate vt.使失望,使沮喪 他上大學(xué)的夢(mèng)想遭受挫折。

▲frustrating adj.令人失望的 他所說(shuō)的話很令人失望。

她覺(jué)得看英語(yǔ)電影很令人失望(因?yàn)榭床欢??!鴉rustrated adj.失望的,沮喪的 當(dāng)他再次考試沒(méi)及格后,他很失望。5.a(chǎn)dd vt.增加,加

she tasted the soup and added more salt. 她嘗了嘗湯,又加了些鹽?!鴄dd to 增添

他的到來(lái)給我們添了很多麻煩。

▲add up to 總計(jì)達(dá)??,加起來(lái)?? 我們班上學(xué)生的數(shù)目加起來(lái)是55人?!鴙t.補(bǔ)充說(shuō),又說(shuō)

他和我們說(shuō)了再見(jiàn),又說(shuō)他會(huì)再來(lái)看我們的。我們隊(duì)贏了的消息令所有的人很激動(dòng)。那場(chǎng)足球賽很令人激動(dòng)。

當(dāng)聽(tīng)到那個(gè)消息,我們很激動(dòng)。

7.speak(speak—spoke—spoken)說(shuō)(語(yǔ)言),講話 你會(huì)說(shuō)法語(yǔ)嗎? 你知道誰(shuí)要在會(huì)上發(fā)言? 當(dāng)我給他打電話時(shí),他正在和他的朋友談話。你們?cè)谡f(shuō)什么? ▲say 說(shuō)(后接說(shuō)的內(nèi)容)他在會(huì)上說(shuō)了什么? 她說(shuō)下周回來(lái)?!鴗ell 告訴

tell sb sth 告訴某人某事(接雙賓語(yǔ))是誰(shuí)告訴你的那個(gè)消息? ▲講,說(shuō)

tell stories講故事,tell a lie撒謊,tell the truth說(shuō)實(shí)話 我小的時(shí)候,奶奶經(jīng)常給我講故事。

don’t believe him!he is telling a tie. 別信他!他在撒謊。

老實(shí)說(shuō),我不太同意你的意見(jiàn)?!鴄dj.巧完整的,完全的 你會(huì)造完整的句子嗎? 他對(duì)我來(lái)說(shuō)完全是陌生的。

那時(shí)我們之間的秘密,所以不要告訴別人。▲adj.秘密的

咱們不讓別人知道此事。泄露秘密。

10.impress vt.使感動(dòng),給??深刻印象 他的事跡給在場(chǎng)的人留下了深刻的印象。那個(gè)國(guó)家的美景打動(dòng)了我們所有的人。、、▲impressed adj.(被)感動(dòng)的 我們被他的話所感動(dòng)。

11.native n.當(dāng)?shù)厝?,本?guó)人

我們?cè)诎臀鞫燃贂r(shí),就像當(dāng)?shù)厝四菢由?。the kangaroo is a native of australia. 袋鼠是產(chǎn)于澳洲的動(dòng)物。

▲native speaker 生來(lái)就說(shuō)某種語(yǔ)言的人

他的英語(yǔ)說(shuō)得太好了,我們都認(rèn)為他是個(gè)本地人?!鴑ative language 母語(yǔ)

馬克思出生在德國(guó),法語(yǔ)是他的母語(yǔ)。important phrases(重點(diǎn)詞組)2.first of all 首先

5.spoken english 英語(yǔ)口語(yǔ) 8.1ater on 以后;隨后

10.native speakers 生來(lái)就說(shuō)某種語(yǔ)言的人 11.not at ail 根本不;一點(diǎn)也不 12.end up 結(jié)束

14.make up 組成;編造

15.enjoy doing sth 喜歡做某事 16.take notes 做筆記 17.make mistakes 犯錯(cuò)誤 19.read aloud 朗讀

20.have trouble(in)doing sth 做某事有困難 你怎樣準(zhǔn)備考試? ▲study for a test prepare for a test 準(zhǔn)備考試 一 昨天晚上我打電話時(shí)你在干什么? 一 我在準(zhǔn)備數(shù)學(xué)測(cè)驗(yàn)。我聽(tīng)錄音準(zhǔn)備英語(yǔ)測(cè)驗(yàn)。

▲by 靠,用(方法,手段等),后接動(dòng)名詞(doing?)he makes a living by repairing bikes. 他靠修車(chē)為生。

▲listen vi.后加to再接名詞。當(dāng)我到家時(shí),姐姐正在聽(tīng)音樂(lè)。聽(tīng)!有人在敲門(mén)。

他靠求助于老師來(lái)學(xué)習(xí)。

▲ask sb for help求助于某人

— 如果你有麻煩,你可以求助于我。一 謝謝。我會(huì)的。

你曾經(jīng)和朋友練習(xí)過(guò)會(huì)話嗎? ▲ever adv.用于疑問(wèn)句和否定旬中,“曾經(jīng)” 你擔(dān)心考試會(huì)不及格嗎? 聽(tīng)錄音怎么樣? 今晚去看電影怎么樣? 靠朗讀來(lái)練習(xí)發(fā)音怎么樣? read aloud 朗讀

reading aloud is very helpful in leaning english. 朗讀在學(xué)英語(yǔ)中很有幫助。

▲a lot 代表一個(gè)不可數(shù)名詞。例如: 他雖然很小,但他知道很多。別那樣和父母說(shuō)話。

8.it improves my speaking skills. 它能提高我的口語(yǔ)技巧。

▲improve vt.改進(jìn),改善,提高 他的工作在慢慢改進(jìn)。他的發(fā)音大大提高了?!鴖peaking skill 口語(yǔ)技巧 listening skill 聽(tīng)力技巧 聽(tīng)懂不同的聲音很困難。

▲too + adj./adv.+ to do “太??而不能??”。又如: 他太小,不能上學(xué)。她跑得太慢追不上我。

▲ask sb about sth 詢問(wèn)某人關(guān)于??的情況

ask her about the pen that you lost.she may have found it. 問(wèn)問(wèn)她你丟的鋼筆,也許她撿到了。誰(shuí)能告訴我記單詞的最好辦法是什么? 她說(shuō)記流行歌曲的歌詞也有點(diǎn)幫助。教英語(yǔ)是我的工作。

▲a little有點(diǎn),代表不可數(shù)名詞,其反義詞為a lot。你的咖啡里想加糖嗎? 一yes.just a little. 好,要一點(diǎn)點(diǎn)。

12.he’s been learning english for six years and really loves it. 他學(xué)英語(yǔ)有六年了,并且很喜歡它。

▲“has/have been doing sth”現(xiàn)在完成進(jìn)行時(shí),表示從過(guò)去某一時(shí)間開(kāi)始持續(xù)到現(xiàn)在,還要進(jìn)行下去的動(dòng)作。又如:

she has been learning english for 5 years. 她學(xué)英語(yǔ)有五年了。

he has been reading for 2 hours and hasn’t finished it yet. 他看書(shū)有兩個(gè)小時(shí)了,但還沒(méi)有完成。

他發(fā)現(xiàn)看英語(yǔ)電影很令人失望,因?yàn)槿藗冋f(shuō)話太快。i like playing basketball. 我喜歡打籃球。

▲find sb/sth + n./adj./doing “發(fā)現(xiàn)某人??”,后面的“n./adj./doing”作賓語(yǔ)補(bǔ)足語(yǔ)。又如:

我發(fā)現(xiàn)他是個(gè)勤奮的學(xué)生。我發(fā)現(xiàn)物理很難學(xué)。

當(dāng)她到家時(shí),她發(fā)現(xiàn)他躺在床上病了。她補(bǔ)充說(shuō)和朋友練習(xí)會(huì)話一點(diǎn)幫助都沒(méi)有。照看孩子們是她的工作。

▲not?at all 一點(diǎn)也不,用來(lái)加強(qiáng)語(yǔ)氣,又如: 我一點(diǎn)也不同意他的意見(jiàn)。

我們會(huì)因?yàn)槟臣伦兊煤芗?dòng),最后用漢語(yǔ)來(lái)描述?!鴈nd up達(dá)到某種狀態(tài)或采取某種行動(dòng),又如:

at first he said nothing but he ended up apologizing. 一開(kāi)始,他什么也不說(shuō),到頭來(lái)還是道了歉。

我正在就關(guān)于學(xué)習(xí)英語(yǔ)作調(diào)查。我能問(wèn)你幾個(gè)問(wèn)題嗎? ▲do a survey about sth/doing sth 關(guān)于??作調(diào)查 上周,我們就網(wǎng)上沖浪作了個(gè)調(diào)查。

▲some用于疑問(wèn)句時(shí),表示希望得到肯定回答,如果只是詢問(wèn)信息,可以用any代替some用于疑問(wèn)句和否定句中。又如: 你能借給我些錢(qián)嗎?(希望得到肯定回答)did you buy her any gifts? 你給她買(mǎi)禮物了嗎?(詢問(wèn)信息)17.1 often keep an english notebook. 我經(jīng)常記英語(yǔ)筆記。

▲keep vt.記錄(某事),在某物上做書(shū)面記載 她寫(xiě)日記有20多年了。

i have the habit of keeping notes. 我有記筆記的習(xí)慣。

most of the students love reading. 多數(shù)學(xué)生喜歡看書(shū)。

19.1 make mistakes in grammar. 我在語(yǔ)法方面老犯錯(cuò)誤。

▲make a mistake/make mistakes 犯錯(cuò)誤 當(dāng)說(shuō)英語(yǔ)時(shí)不要怕犯錯(cuò)誤。by mistake 錯(cuò)誤地.

你知道炸薯片是被錯(cuò)誤發(fā)明的嗎? 我不知道怎樣使用逗號(hào)。我不知道該做什么。你能告訴我何時(shí)出發(fā)嗎? 你為什么不加入一個(gè)英語(yǔ)俱樂(lè)郝來(lái)練習(xí)說(shuō)英語(yǔ)昵? 當(dāng)交通很擁堵時(shí),你為什么不騎白行車(chē)上學(xué)呢? ▲join加入某組織成為其中的成員,take part in參加某種活動(dòng),attend參加會(huì)議,報(bào)告,演講等。例如:

his father joined the party in 1976. 他爸爸是1976年入的黨。

工作之余人們經(jīng)常參加體育活動(dòng)。

i attended an important meeting yesterday. 昨天我參加了一個(gè)會(huì)。我沒(méi)有同伴一起練習(xí)英語(yǔ)。老師有話要說(shuō)。

he has no room to live in. 他沒(méi)有房子住。

起初,對(duì)我來(lái)說(shuō)聽(tīng)懂老師在班里講話都不是件容易的事?!鴉irst of all 最初,首先

first of all she just smiled,then she started to laugh. 最初她只是笑,后來(lái)才放聲大笑。對(duì)我來(lái)說(shuō)學(xué)好物理很難。

it is important to learn english.學(xué)英語(yǔ)很重要。

一開(kāi)始,她說(shuō)得太快了,我不能聽(tīng)懂所有的話。他起初沒(méi)錢(qián),可是后來(lái)相當(dāng)富有了。

▲not?every + 可數(shù)名詞單數(shù) = not all + 復(fù)數(shù)名詞表示部分否定“并非所有的”又如: 你沒(méi)必要記住所有的字。不是所有的學(xué)生都住得離學(xué)校遠(yuǎn)。

后來(lái),我意識(shí)到如果有些詞聽(tīng)不懂沒(méi)關(guān)系?!鴏ater on 后來(lái),以后

起初事情進(jìn)展地很順利,但后來(lái)他們遇到了麻煩?!鴕ealize vt.意識(shí)到,認(rèn)識(shí)到(有一個(gè)逐漸認(rèn)識(shí)的過(guò)程),不用于進(jìn)行時(shí)和被動(dòng)語(yǔ)態(tài)。例如: 總有一天你會(huì)意識(shí)到你錯(cuò)了。

▲that引導(dǎo)的是realize的賓語(yǔ)從句,在賓語(yǔ)從句中又出現(xiàn)了if引導(dǎo)的條件狀語(yǔ)從旬。例如:

如果你不會(huì)開(kāi)車(chē)沒(méi)關(guān)系。

我還害怕在班里發(fā)言,因?yàn)槲遗峦瑢W(xué)會(huì)嘲笑我。

▲be afraid of sth/to do/of doing sth 害怕/不敢/恐怕做某事 i used to be afraid of the dark. 我過(guò)去常常怕黑。

she’s afraid to go/of going out alone at night. 她害怕夜晚獨(dú)自出去?!鴐ight 表示可能性

他可能知道她的電話號(hào)碼,但我不確定?!鴏augh at sb 嘲笑

it’s bad manners to laugh at people in trouble. 嘲笑陷入困境的人不禮貌。

我認(rèn)為做大量的聽(tīng)力練習(xí)是成為一名好的語(yǔ)言學(xué)習(xí)者的秘訣之一。他是喜歡足球的學(xué)生中的一員。

另一個(gè)我發(fā)現(xiàn)很困難的東西是英語(yǔ)語(yǔ)法?!鴗hat引導(dǎo)的是定語(yǔ)從句,修飾another thing,that在定語(yǔ)從句中作found的賓語(yǔ)。又如: 我能為你做點(diǎn)什么?(你買(mǎi)什么?)然后我用學(xué)過(guò)的語(yǔ)法造有獨(dú)創(chuàng)性的句子。

▲start/begin to do sth = start/begin doing sth 開(kāi)始做某事 真是不可思議了,這樣做很有幫助。

▲it's amazing + 從句/to do sth “??真是太驚奇了”。在國(guó)外遇到老朋友,真是太驚喜了。

現(xiàn)在我很喜歡英語(yǔ),并在這學(xué)期得了個(gè)“a”。▲注意:“a”前邊用不定冠詞,選用冠詞時(shí)要看字母的發(fā)音,即元音音素開(kāi)頭的用“an”。例如:

在單詞“hour”里面,有一個(gè)“u”和一個(gè)“r”。她造完整的句子有困難。

▲have trouble in doing sth 做某事有麻煩/困難 he had trouble in understanding native speakers. 他聽(tīng)外國(guó)人說(shuō)話有困難。

九年級(jí)英語(yǔ)上冊(cè)教案(篇14)

學(xué)習(xí)目標(biāo)

1.通過(guò)學(xué)習(xí)短文,掌握如何處理我們?cè)趯W(xué)習(xí)、生活中遇到的問(wèn)題和挑戰(zhàn)。

2.掌握下列知識(shí)點(diǎn):

■重點(diǎn)詞匯:soft,unless,solve,regard,influence,friendship,lose,development

■重點(diǎn)短語(yǔ):①look up ②write down ③make up ④deal with

⑤regard as ⑥be angry with ⑦go by ⑧as a second language

■重點(diǎn)句型:

①I(mǎi)f you don't know how to spell new words,look them up in a dictionary.

②As young adults,it is our duty to try our best to deal with each challenge in our education with the help of our teachers.

預(yù)習(xí)導(dǎo)學(xué)

Ⅰ.預(yù)習(xí)單詞,完成下列各詞。

1.unfair(反義詞)________  2.friend(形容詞________  3.easy(副詞)

4.important(反義詞________   5.agreement(反義詞

Ⅱ.預(yù)習(xí)Reading部分,回答下列問(wèn)題。

6.How do we deal with our problems

合作研討

一、重點(diǎn)單詞與短語(yǔ)

1.unless conj.如果不;除非

例如:l won't go to the party unless I am invited.

除非我受到邀請(qǐng),否則我不會(huì)去參加晚會(huì)的。

【拓展】unless 作連詞,引導(dǎo)條件狀語(yǔ)從句,含有否定意義,相當(dāng)于if...not...

【跟蹤訓(xùn)練】

(1)You will fail the exam unless you work harder.(同義句轉(zhuǎn)換)

You will fail the exam the exam ________ you ________ work harder.

2.regardv.將……視為

【拓展】regard...as...意為“把……當(dāng)作……”,后接名詞或形容詞。

【跟蹤訓(xùn)練】

(2)我們把老師當(dāng)作的朋友。

We ________ our teachers ________ our best friends.

3.deal with處理;應(yīng)對(duì)

例如:How do you deal with your challenges in your study

你如何處理學(xué)習(xí)中的挑戰(zhàn)

【辨析】deal with/do with

deal with的同義短語(yǔ)為do with,意為“處理”。deal with與how連用;do with與what連用。

【跟蹤訓(xùn)練】

例如:How do we deal with our problems(同義句轉(zhuǎn)換)

Do we ________ ________ our problems

二、重點(diǎn)句型

1.If you don't know how to spell new words,look them up in a dictionary.

如果你不知道如何拼寫(xiě)生詞,查一下詞典。

【精解】①證引導(dǎo)條件狀語(yǔ)從句,主句是一般將來(lái)時(shí)、祈使句或含有情態(tài)動(dòng)詞can、may等時(shí),從句要用一般現(xiàn)在時(shí)。

【跟蹤訓(xùn)練】

(4)如果明天下雨我就不去公園了。

I go to the park if it tomorrow.

【精解】②look up“動(dòng)詞+副詞”短語(yǔ),意為“查閱;查找”,若名詞作賓語(yǔ),可以置于副詞叩之前或之后;若代詞作賓語(yǔ),只能置于look叩中間。例如:look the new words up=look up the new words查閱生詞;look it/them up查閱。

【辨析】look up/look at

Look at“動(dòng)詞+介詞”型短語(yǔ),意為“看……”,名詞或代詞作賓語(yǔ)時(shí),只能置于介詞之后,而不能置于短語(yǔ)中間。

【跟蹤訓(xùn)練】

(5)—His telephone number is 701-5538 —Have you

A. Written it down B. written down it C .written them down D. written down them

2.As young adults,“is our duty to try our best to deal with each challenge in

our education with the help of our teachers.

作為年輕人,在老師的幫助下盡努力來(lái)應(yīng)對(duì)教育中的每一個(gè)挑戰(zhàn)是我們的義務(wù)。

【精解】①I(mǎi)t is +n./adj.(for sb.)to do sth.意為“做某事(對(duì)某人來(lái)說(shuō))是....”,其中北是形式主語(yǔ),真正的主語(yǔ)是后面的動(dòng)詞不定式。

【跟蹤訓(xùn)練】

(6)學(xué)好英語(yǔ)對(duì)我們來(lái)說(shuō)不容易。

It’s not easy for us ________ ________ ________ ________ my teachers.

【精解】②with the help of sb.意為“在某人的幫助下”,同義短語(yǔ)為with one’s help。

【跟蹤訓(xùn)練】

(7)I passed the exam with my teachers’ help(同義句轉(zhuǎn)換)

I passed the exam ________ ________ ________ ________ my teachers.

當(dāng)堂檢測(cè)

Ⅰ. 根據(jù)句意及首字母提示完成單詞

1.U ________ you tell me the truth,I won’t believe you.

2.My students r ________ me as their best friend.

3.EducatiOn is an important part of our d ________ .

4.P1ease go home. Your mother is w ________ about you.

Ⅱ.用所給單詞的適當(dāng)形式填空

5 .The math problem isn't difficult. I can work it out ________ (easy).

6.Though Stephen Hawking has many physical problems, he becomes very famous and (success).

7.Our ________ (friend)has 1asted for years.

8.He has failed four times,but he wanted to have a ________ (hive)time.

Ⅲ.根據(jù)漢語(yǔ)提示完成句子

9.昨天我媽媽生我氣了。

My mother ________ ________ ________ me yesterday

10.保護(hù)環(huán)境是我們的責(zé)任。

to protect the environment.

11.我們應(yīng)當(dāng)把這個(gè)難題當(dāng)作一次新的挑戰(zhàn)。

We should ________ the problem ________ a new challenge.

Unit 2

Section B(1a—2c)

學(xué)習(xí)目標(biāo)

1.談?wù)撟约哼^(guò)去喜歡的事情。

2.掌握下列知識(shí)點(diǎn):

■重點(diǎn)詞匯:hate,candy,chew,gum

■重點(diǎn)短語(yǔ):①walk to school ②on the soccer team ③all the time

④worry about ⑤chew gum

■重點(diǎn)句型:

We have to take the bus to schoo1.

■語(yǔ)法:反意疑問(wèn)句

預(yù)習(xí)導(dǎo)學(xué)

Ⅰ.英漢短語(yǔ)互譯。

1.步行去上學(xué)

2.chew gum

3.一直;總是

4.nt he soccer team

Ⅱ.預(yù)習(xí)Section Bla,1b,寫(xiě)出你小時(shí)候喜歡的事情。

5.I used to like

6.I used to

7.I used

合作研討

一、重點(diǎn)單詞與短語(yǔ)

1.hateu.討厭;恨;不喜歡

例如:I used to hate music class.我過(guò)去討厭音樂(lè)課。

【拓展】hate后跟名詞、代詞、動(dòng)名詞或不定式作賓語(yǔ),同義詞為dislike,反義詞like。

【跟蹤訓(xùn)練】

(1)他不喜歡在晚上開(kāi)車(chē)

He hates________________at night.

2.chew.嚼;咀嚼

【跟蹤訓(xùn)練】

(2)吃飯要細(xì)嚼慢咽。

You must________________your food well before you swallow it.

3.worry about擔(dān)心;焦慮

【拓展】與be worried about同義

【跟蹤訓(xùn)練】

(3)不要擔(dān)心她。

Don'ther.

二、重點(diǎn)句型與語(yǔ)法

■句型

We have to take the bus to schoo1.

我們不得不乘公共汽車(chē)去上學(xué)。

【精解】①have to意為“必須;不得不”,后跟動(dòng)詞原形。

【辨析】have to/must

have to具有客觀性,不以人的主觀意志為轉(zhuǎn)移;而must強(qiáng)調(diào)主觀性。have to可以用于各種時(shí)態(tài),而must則不能。

【跟蹤訓(xùn)練】

(4)他不得不早起趕早班車(chē)。

Heget up early to catch the early bus。

(5)我們必須學(xué)好英語(yǔ)。

We________________learn English________________.

【精解】②take the bus意為“乘公共汽車(chē)”,“take+the+交通工具”,相當(dāng)于“by+交通工具”。

【跟蹤訓(xùn)練】

(6) go to school by bus every day.(同義句轉(zhuǎn)換)

I ________________to schoo1 every day.

■語(yǔ)法

反意疑問(wèn)句

反意疑問(wèn)句,表示說(shuō)話人提出某種情況或建議,詢問(wèn)對(duì)方是否同意。

(1)反意疑問(wèn)句的結(jié)構(gòu)

反意疑問(wèn)句是由“陳述句+反意疑問(wèn)部分”構(gòu)成,其反意疑問(wèn)部分的結(jié)構(gòu)是:be動(dòng)詞/助動(dòng)詞/情態(tài)動(dòng)詞+主語(yǔ)。否定形式要用縮略形式。

①主句為肯定陳述句,反意疑問(wèn)部分為否定形式,即“前肯后否”式。

【跟蹤訓(xùn)練】

(7)You are a student,

②主句為否定陳述句,反意疑問(wèn)部分為肯定形式,即“前否后肯”式。

【跟蹤訓(xùn)練】

(8)He hasn't finished his homework,

(2)反意疑問(wèn)部分的主語(yǔ)和謂語(yǔ)的確定

①反意疑問(wèn)部分的主語(yǔ)用代詞而不用名詞。

【跟蹤訓(xùn)練】

(9)My brother likes playing basketball,

②陳述句中含有否定意義的詞,如little,few, never ,hardly,nothing,nobody等,其反意疑問(wèn)部分用肯定形式。

【跟蹤訓(xùn)練】

(10)He knows little English,

③陳述句是“there be”結(jié)構(gòu)時(shí),其反意疑問(wèn)部分用“be+there。

【跟蹤訓(xùn)練】

(11)There is a post office near the school,

④以Let's開(kāi)頭的祈使句,反意疑問(wèn)部分為shall we;以Let us開(kāi)頭的祈使句,反意疑問(wèn)部分為will you;主句為祈使句,反意疑問(wèn)部分為will you。

【跟蹤訓(xùn)練】

(12)Let's go home,

(13)Don't be late again,

⑤陳述句中含有情態(tài)動(dòng)詞must時(shí),若must表示“必須”時(shí),反意疑問(wèn)部分用needn't。若must表示推測(cè)“一定;想必”之意時(shí),其反意疑問(wèn)部分的動(dòng)詞應(yīng)根據(jù)must后面的動(dòng)詞來(lái)確定。

【跟蹤訓(xùn)練】

(14)We must work hard,

(15)She must have finished her homework,

⑥當(dāng)陳述句為含有賓語(yǔ)從句的主從復(fù)合句時(shí),反意疑問(wèn)部分的動(dòng)詞和主語(yǔ)通常與主句的動(dòng)詞和主語(yǔ)保持一致。若主句的主語(yǔ)是第一人稱I/we,其謂語(yǔ)動(dòng)詞又是think,sup-pose,believe,imagine等,則反意疑問(wèn)部分的主語(yǔ)和動(dòng)詞應(yīng)與從句的主語(yǔ)和動(dòng)詞保持一致。

【跟蹤訓(xùn)練】

(16)Tom said that he would visit China next month,

(17)I think she can solve the problem,

(3)反意疑問(wèn)句的答語(yǔ)

應(yīng)根據(jù)具體的語(yǔ)言環(huán)境確定用肯定回答或否定回答,即根據(jù)事實(shí)回答。對(duì)“前否后肯”式的反意疑問(wèn)句的回答要注意其回答形式要一致,即肯定用Yes,后面的部分用肯定形式,Yes譯為“不”;否定用No,后面的部分用否定形式,No意為“是的”。

【跟蹤訓(xùn)練】

(18)—Your father isn't a doctor, is he -(不,他是).

當(dāng)黨檢測(cè)

Ⅰ.根據(jù)句意及首字母或漢語(yǔ)提示完成單詞

1.I used to c________________gum a lot. What about you

2.一Do you like________________(糖果) 一No,I don't.

3.Some students usually go to school on(步行).

4.She used to________________(討厭)gym class.

5.He is a basketball P________________.

Ⅱ.根據(jù)漢語(yǔ)提示完成句子

6.I don't (擔(dān)心)tests.

7.Li Lei often (乘公共汽車(chē))to school.

8.She (不得不)look after her little brother because her mother isn't at home.

九年級(jí)英語(yǔ)上冊(cè)教案(篇15)

(一)(學(xué)習(xí)目標(biāo))Language Goals

1. Talk about imaginary situations. (談?wù)撘恍┘僭O(shè)的、虛擬的情況。)

2. Hypothetical Conditionals. (初步學(xué)習(xí)虛擬語(yǔ)氣)

3. Give some advice with the target language. (使用虛擬句提出建議)

(二)語(yǔ)言結(jié)構(gòu)(Language Structures)

1. 虛擬語(yǔ)氣(掌握與現(xiàn)在事實(shí)相反或與將來(lái)事實(shí)相反的虛擬條件句)

(三)目標(biāo)語(yǔ)言(Target Language)

1. If I were you , I’d wear a shirt and tie.

如果我是你,我就會(huì)穿襯衫打領(lǐng)帶。

2. If I were you , I’d take an umbrella.

如果我是你,我就帶把傘。

3. What would you do if you won a million dollars ?

如果你賺了一百萬(wàn)美元,你會(huì)做什么?

4. What if I don’t know anyone ?

如果我一個(gè)人也不認(rèn)識(shí)怎么辦?

5. You should eat lots of fruits and vegetable and drink lots of water.

你應(yīng)該吃大量水果、蔬菜,大量喝水。

6. What are you like ? I think I’m outgoing.

你的性格如何?我想我很外向。

(四)Key phrases (重點(diǎn)詞組)

1. won the lottery 贏得抽獎(jiǎng)

2. in public 公共的、公眾的

3. in the slightest 一點(diǎn)也;根本

4. plenty of 很多的、足夠的

5. get along with 與…相處

6. let …down 使…失望、沮喪

7. come up with 提出、想出(問(wèn)題)

8. medical research 醫(yī)學(xué)研究

9. what if 如果…怎么辦

10. be late for 遲到…

11. be nervous 緊張的

12. get nervous (變得)緊張的

13. take a long walk 散步

14. ask one’s permission 征求某人的許可

15. without permission 沒(méi)得到許可

16. introduce oneself 自我介紹

17. rather than 而不是

18. a circle of good friends 朋友圈子

(五)語(yǔ)法重點(diǎn)(Grammar Focus)

虛擬語(yǔ)氣

1. 語(yǔ)氣就是我們常說(shuō)的說(shuō)話人說(shuō)話的口氣。

在漢語(yǔ)中,語(yǔ)氣是由說(shuō)話人說(shuō)話的語(yǔ)調(diào)、情節(jié)等等表現(xiàn)出來(lái)的,動(dòng)詞沒(méi)有任何變化。而在英語(yǔ)中,除了

語(yǔ)調(diào)之外,最主要的是動(dòng)詞發(fā)生變化而表示不同的語(yǔ)氣。

在英語(yǔ)中語(yǔ)氣分為三類(lèi):陳述語(yǔ)氣、祈使語(yǔ)氣、虛擬語(yǔ)氣。

2. 虛擬語(yǔ)氣:如果我們所說(shuō)的不是事實(shí),也不是要求、命令、勸告等,而只是一種假設(shè)、愿望、建議或

是一種實(shí)現(xiàn)不了的空想就用虛擬語(yǔ)氣。

3. 虛擬語(yǔ)氣常用在條件句中,及其他一些從句中。

注意:條件句分兩種,真實(shí)條件句和虛擬條件句。只有在虛擬(非真實(shí))條件句中,才用虛擬語(yǔ)氣,而

在真實(shí)條件句中,要用陳述語(yǔ)氣。

請(qǐng)比較:

(1)If it is sunny tomorrow , we’ll go to the zoo.

如果明天天氣好,我們將會(huì)去公園。在這句話中,明天天氣好是完全有可能實(shí)現(xiàn)的,并非虛擬、幻想,

因此是真實(shí)條件句。在本句中,適用“主將從現(xiàn)?!?/p>

(2)If I were you , I would go at once.

(如果我是你的話,我立刻就走。)在這句話中,條件句,“如果我是你”,但事實(shí)上,我不可能成為

你,這只是假設(shè)的情況,沒(méi)有實(shí)現(xiàn)的可能。當(dāng)條件實(shí)現(xiàn)的可能性很小,甚至可以說(shuō)沒(méi)有時(shí),就需要用虛擬語(yǔ)

氣來(lái)表示,動(dòng)詞發(fā)生了變化。

4. 在虛擬語(yǔ)氣中,句子動(dòng)詞的時(shí)態(tài)比真實(shí)條件句中的時(shí)態(tài)后退一步

即:

現(xiàn)在時(shí)→過(guò)去時(shí)(該用現(xiàn)在時(shí)時(shí),用過(guò)去時(shí))

過(guò)去時(shí)→過(guò)去完成時(shí)(該用過(guò)去時(shí)時(shí),用過(guò)去完成時(shí))

將來(lái)時(shí)→過(guò)去將來(lái)時(shí)(該用將來(lái)時(shí)時(shí),用過(guò)去將來(lái)時(shí))

過(guò)去將來(lái)時(shí)→過(guò)去將來(lái)完成時(shí)(該用過(guò)去將來(lái)時(shí)時(shí),用過(guò)去將來(lái)完成時(shí))

在這一單元中,我們只要求初步接觸虛擬語(yǔ)氣的用法及結(jié)構(gòu),學(xué)習(xí)表示與現(xiàn)在事實(shí)相反的情況下如何體

現(xiàn)虛擬語(yǔ)氣。

5. “表示與現(xiàn)在事實(shí)相反的情況”的虛擬語(yǔ)氣

請(qǐng)看例句:

If I were you , I would take a small present.

如果我是你的話,我就帶上一個(gè)小禮物。

(注:在這個(gè)句子中,即“If I were you 中,一定用were ,而不能用was”)

(這句話中,是與現(xiàn)在的事實(shí)相反,“現(xiàn)在如果我是你的話。”事實(shí)上,我不可能成為你,也就根本沒(méi)

有實(shí)現(xiàn)的可能)

請(qǐng)大家注意主句與條件從句中動(dòng)詞時(shí)態(tài)的變化。

形式:

從句(用過(guò)去時(shí)) 主句(用過(guò)去將來(lái)時(shí))

If +主語(yǔ)+

主語(yǔ)+

注:虛擬語(yǔ)氣中的were 除了在If I were you 的結(jié)構(gòu)中不能改動(dòng)外,其它情況下有時(shí)可用was。

又如:

If I won a million dollars , I’d give it to charities.

如果我贏了一百萬(wàn)英鎊,我要捐給慈善機(jī)構(gòu)。

(在此句中,If條件句中,動(dòng)詞用過(guò)去式won,主句則用should / would 加動(dòng)詞原形?,F(xiàn)實(shí)情況是我沒(méi)

贏一百萬(wàn)英鎊;虛擬的情況是假如我贏了一百萬(wàn),這種虛擬是不可能變成現(xiàn)實(shí)的,因此用虛擬語(yǔ)氣。)

6. 虛擬語(yǔ)氣的疑問(wèn)式,除了動(dòng)詞相應(yīng)的變化外,其他變化與陳述語(yǔ)氣相同

如:

(1)What would you do if you were in the lion’s cage ?

如果你在獅子籠里,你會(huì)怎么做?

(疑問(wèn)詞在句首,主句中助動(dòng)詞提前,從句跟在主句后面。)

If I were in the lion’s cage , I’d call for help.

如果我在獅子籠里,我會(huì)大呼救命。

If I were in the lion’s cage . I’d get out fast.

如果我在獅子籠里,我會(huì)迅速出來(lái)。

(2)What would you do if you won the lottery ?

如果你贏了抽獎(jiǎng),你會(huì)做什么?

I’d give it to medical research.

我會(huì)用于醫(yī)學(xué)研究。

Or I’d put it in the bank.

我會(huì)存到銀行。

Or If I were a millionaire , I would buy a big house in the country.

如果我是百萬(wàn)富翁,我就在鄉(xiāng)村買(mǎi)座大房子。

關(guān)于虛擬語(yǔ)氣,我們要學(xué)習(xí)的東西還有許多,同學(xué)們會(huì)在今后的學(xué)習(xí)當(dāng)中,慢慢接觸到。

(六)Key points (疑難解析)

1.

bring的意思是把某人或某物“帶來(lái)”,“拿來(lái)”,強(qiáng)調(diào)方向,即從別處拿到說(shuō)話人這兒來(lái)。

e.g. Next time you come , bring me that book , please.

下次你來(lái)的時(shí)候,把我的書(shū)帶來(lái)。

take的意思是把人或物“帶走,拿走”,即從說(shuō)話人這兒帶到別處去。

e.g. Who has taken away today’s newspaper ?

誰(shuí)拿走了今天的報(bào)紙?

另外,相似的詞還有g(shù)et 和fetch ,表示到某地找到某人或某物并帶回來(lái),強(qiáng)調(diào)一去一回。

e.g. Go and get some water. 去弄點(diǎn)水來(lái)。

Can you fetch me some paper ?

你能給我取點(diǎn)紙嗎?

2. He might not know anyone at the party.

他可能在晚會(huì)上誰(shuí)也不認(rèn)識(shí)。

might 的用法如下:

(1)是情態(tài)動(dòng)詞may的過(guò)去式

eg. He said that I might borrow his bike.

他說(shuō)我可以借他的自行車(chē)。

(2)是may的虛擬語(yǔ)氣形式,不表示過(guò)去,而表示現(xiàn)在或?qū)?lái)“可以,可能”,但語(yǔ)氣更委婉、客氣,

有時(shí)表示對(duì)可能性有所懷疑。

e.g. a. Might I borrow your bike ?

我可能借你的自行車(chē)嗎?

(語(yǔ)氣比may更委婉)

b. He might come today .

今天他可能會(huì)來(lái)。

(對(duì)“他來(lái)”的可能性有所懷疑)

3. What if “如果…怎么辦”、“即使…又有什么關(guān)系?”

這是一個(gè)固定搭配,引導(dǎo)帶條件從句的疑問(wèn)句。

eg. What if they don’t come ?

他們不來(lái)怎么辦呢?

What if I don’t know anyone ?

如果我一個(gè)人也不認(rèn)識(shí),怎么辦呢?

4. I get nervous before big parties.

在大的晚會(huì)之前,我會(huì)感到緊張。

get nervous 變得緊張,get是系動(dòng)詞,nervous 是形容詞做表語(yǔ)。

又如:be nervous 或feel nervous 均可表達(dá)同樣的含義。

5. in public 公共的、公開(kāi)的

eg. Lily is very shy , and she is afraid to speak in public.

莉莉很害羞,她害怕在公眾場(chǎng)合講話。

6. ask one’s permission 征求某人的同意。

without permission 沒(méi)有得到許可。

7. introduce vt. 介紹

introduce sb to sb. 把(某人)介紹給(某人)

eg. It’s my honor to introduce my teacher to everyone.

很榮幸,我把我的老師介紹給大家。

introduce oneself 自我介紹

8. Sometimes you might annoy people because you’re so confident.

有時(shí)候,你可能會(huì)激怒別人,因?yàn)槟闾孕帕恕?/p>

9. You would also rather stay at home and read a good book than go to a party.

你可能寧愿呆在家里讀書(shū),也不愿去參加晚會(huì)。

rather …than …寧愿…也不…(注:than與形容詞比較級(jí)無(wú)關(guān))

rather , than 既可分開(kāi)用,也可合在一起用,譯成“而不是”

如:

(1)rather die than surrender 寧死不屈

(2)I , rather than you , should do the work .

該做這個(gè)工作的是我,而不是你。

10. in the slightest 根本,一點(diǎn)也

eg. Social situations don’t bother you in the slightest.

社會(huì)環(huán)境根本影響(干擾)不了你。

11. plenty of 充足的、大量的

12. enjoy the company of other people. 享受他人的陪伴

13. a circle of good friends. 朋友圈子

14. let sb down 使(某人)失望、沮喪

15. come up with 提出問(wèn)題

【模擬試題】

一. 寫(xiě)出下列詞組

1. 一點(diǎn)也、根本不_________

2. 與…相處_________

3. 使…失望、沮喪_________

4. 如果…怎么辦_________

5. 贏得抽獎(jiǎng)_________

6. 變得緊張_________

7. 征求某人的許可_________

8. 寧可…也不…_________

9. 遲到_________

10. 公共的、公眾的_________

二. 補(bǔ)充完整下面虛擬語(yǔ)氣的句子,(注意區(qū)分主句與從句的位置變化)

1. I’d be a millionaire if __________________________

2. If I had more free time. __________________________

3. If I were you . __________________________

4. She would buy that if __________________________

5. If my house were on fire. __________________________

6. I’d travel around the world if __________________________

7. If I could change one thing about my life. __________________________

8. I wouldn’t do that if __________________________

9. If I could make three wishes. __________________________

10. I would be a better student if __________________________

三. 根據(jù)不同情境,首先判斷這個(gè)情景是真實(shí)可能發(fā)生的,還是虛擬的,然后填空。

Situation A

EXAMPLE : Gao is a doctor , but if he were (be)a truck driver, he would have (have)

very different skills.

(Gao不可能是個(gè)卡車(chē)司機(jī),因此這個(gè)情境是虛擬的)

2. Gao’s wife is a doctor , too , but she is planning to change her career . If she

_________ (change)her career , she ___________ (study)to become a lawyer.

Situation B

3. Antonieta is Brazilian , but she has lived in the United States and New Zealand , so she

speaks excellent English . If she __________ (stay)in Brazil , her English _________ (not)

(be)so good.

4. However , Antonieta _______ (speak)French too if she _________ (move)to France next

year.

Situation C

5. Mary’s car is old . If it ________(break down), she ________ (buy)a new one.

6. Because Mary has a car , she has driven to school every day this term . But if she

_______ (not)(have)a car , she ________ (take)the bus.

Situation D

7. Marcia has applied to graduate school . She _______ (start)school next fall if she

_____(get)accepted.

8. When Marcia was twenty-one , she quit school for several years to get married and raise a

family . If she ________ (continue)her studies instead of raising a family , she _____

(begin)graduate school a long time ago.

四. 假設(shè)你現(xiàn)在在一個(gè)孤島上,除了圖中所示的物品,你一無(wú)所有,你該怎么辦?完成下題。

Imagine you are on a desert island . You have nothing with you except these objects . What

would you do with them ?

If we were on a desert island , we would use this to

_______ . We would _______ with this

If we had this with us on the island , , we would use it to

___________ . With this , , we

_____________ . And finally , we _________ with this

五. 看圖

What would you do if you were in prison ? At least 5 sentences .

假設(shè)你在監(jiān)獄里,你做些什么?

【試題答案】

一. 1. in the slightest

2. get along with

3. let sb down

4. what if

5. won the lottery

6. get nervous

7. ask one’s permission

8. rather …than …

9. be late for

10. in public

二. Answers will vary . 答案可多種多樣,但必須符合虛擬語(yǔ)氣的結(jié)構(gòu)

eg. I’d be a millionaire if I won the lottery.

三. 2. changes will study (真實(shí)的)

3. had stayed would not be (虛擬)

4. will speak / moves (or would speak / moved)(真實(shí)或虛擬均可)

5. breaks down will buy (真實(shí)的)

6. did not have would take (虛擬的)

7. will start gets accepted (真實(shí)的)

8. had continued would have begun (虛擬)

四. The objects are knife , sock , fishhook , rope , plastic bags .

Answers will vary.

五. Answers will vary.

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三年級(jí)上冊(cè)英語(yǔ)教案十五篇


教案課件是老師在課堂上非常重要的課件,因此就需要我們老師寫(xiě)好屬于自己教學(xué)課件。教案是教師教育教學(xué)能力的提升工具。以下是幼兒教師教育網(wǎng)小編為您收集的最新有關(guān)“三年級(jí)上冊(cè)英語(yǔ)教案”的范文,有需要的群眾請(qǐng)前來(lái)篩選!

三年級(jí)上冊(cè)英語(yǔ)教案 篇1

教學(xué)目標(biāo)

1、能聽(tīng)、說(shuō)、認(rèn)讀單詞red、yellow、green、blue并能在實(shí)際情境中運(yùn)用。

2、通過(guò)用Lets do部分“Show me...”的指令練習(xí)和運(yùn)用有關(guān)顏色的單詞,訓(xùn)練學(xué)生的動(dòng)手能力。

3、通過(guò)學(xué)習(xí),學(xué)生能根據(jù)自己喜歡的顏色設(shè)計(jì)東西,培養(yǎng)其動(dòng)手的能力。

教學(xué)重難點(diǎn)

重點(diǎn):掌握顏色單詞red、yellow、green、blue。

難點(diǎn):會(huì)用句型I see...描述自己看到的顏色。

教學(xué)工具

PPT課件、人物頭飾、單詞卡片、圖片

教學(xué)過(guò)程

1、Warm-up

(1)T:Hello,boys and girls.I'm your newteacher today.My name is ChengGuangRui.So you can call me Mr.Cheng

Ss:Hello.Mr.Cheng.

T:Today we will learn Unit2 Colours(課件出示Colours單詞,教師領(lǐng)讀),Doyou know colours?

引導(dǎo)學(xué)生也可用漢語(yǔ)回答顏色

T:Let'ssing a song about colours,the song's name is《colours》,Please stand up,clap your hands.(師生齊唱歌曲)

2、Presentation:

(1)課件出示學(xué)校的平面圖和本課中出現(xiàn)的人物圖,讓生進(jìn)行操練,為本課的學(xué)習(xí)做好鋪墊。

T:Let's go on,Look,what's this?(課件出示學(xué)校圖)引導(dǎo)學(xué)生說(shuō)出school,教師領(lǐng)讀(注意升降調(diào))At school,we have many friends,Look,they are coming.(教師逐一介紹四個(gè)人物的名字) Let's say “hello” tothem.

(2)課件出示公園圖片,引導(dǎo)學(xué)生說(shuō)出在公園里看到的景色,同時(shí)呈現(xiàn)本課的錄音視頻。

T:Today is a very sunny day.Our friends are going to the park(呈現(xiàn)公園圖片)領(lǐng)讀單詞park.Do you want to gothere?Let's go,Listen(課件播放公園里鳥(niǎo)的叫聲)What do you see in the park?(學(xué)生也可用漢語(yǔ)回答)

T:Yes,it's a beautiful park.Do you see the flowers?Do you see thetrees?Do you see the rainbow?

Ss: Yes/No.

T:What do you see in the park? Let's go,listen carefully(播放課文錄音,讓學(xué)生仔細(xì)的聽(tīng))

T:What do you see in the park? Do you remember?引導(dǎo)學(xué)生利用句型I see...(板書(shū))進(jìn)行描述。

引導(dǎo)學(xué)生分別說(shuō)出:I see red/yellow/green/blue.(出示四種顏色的圖片貼到黑板上)

T:How many colours do you see in the park?Do you remember?Let's listenagain,This time pay attention to the words.(再次播放視頻讓學(xué)生跟讀)

T:How many colours do you see in the park?(課件出示四種顏色的圖片,引導(dǎo)學(xué)生說(shuō)出這幾種顏色)Theyare red/yellow/green/blue.(板書(shū)四個(gè)單詞,同時(shí)對(duì)學(xué)生進(jìn)行書(shū)寫(xiě)規(guī)范訓(xùn)練)

播放chant伴奏,讓學(xué)生看黑板跟唱。操練四個(gè)顏色單詞。

T:OK,Ihave these colours.Look(分別呈現(xiàn)四個(gè)單詞卡片)

教師領(lǐng)讀、齊讀、分組讀

(3)T:OK,now,listen(再次播放chant伴奏,師生看黑板齊唱)

(4)活動(dòng):I say,you do

T:Here are the colours,(出示四種顏色的彩筆)Look,on your desk, you have the crayons,listen,when I say red,youcan take up the red crayon quickly,let's try.

(5)課件出示四個(gè)句子,讓學(xué)生進(jìn)行操練。

T:Look here,In the park,we see many colours(課件呈現(xiàn)四個(gè)人物說(shuō)的句子,學(xué)生齊讀)OK,showme your finger(讓生手指四個(gè)句子齊讀)

(6)讓生打開(kāi)課本自己讀,然后呈現(xiàn)chant文本,讓生跟唱。

(7)活動(dòng):Colour your park

T:Now you have a new park,colour your park colourful.

學(xué)生開(kāi)始活動(dòng),教師在下面巡視指導(dǎo)。

(8)找學(xué)生匯報(bào)自己的作品,利用句子I see...進(jìn)行描述。

3、Homework:

繪制一個(gè)公園和你的家人一起分享。

人教版小學(xué)三年級(jí)上冊(cè)英語(yǔ)教案?篇2

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn):學(xué)生學(xué)習(xí)早上問(wèn)候語(yǔ)Good morning.及介紹人物用語(yǔ)This is…。

教學(xué)難點(diǎn):介紹人物用語(yǔ)This is …一句的發(fā)音較難,口型和發(fā)音不易到位,教師要適當(dāng)提示,切不可盲目糾正發(fā)音,從而挫傷孩子的學(xué)習(xí)積極性。

教學(xué)工具

ppt課件

教學(xué)過(guò)程

1、熱身、復(fù)習(xí)(Warm-up/Revision)

(1)教師播放第一單元的歌曲Hello,師生共唱。

(2)用所學(xué)打招呼用語(yǔ),師生互相問(wèn)候。

2、呈現(xiàn)新課、操練(Presentation/ Practice)

A(1)教師出示自己的照片:It's me .I'm MR Ma .

Now I show another photo to you .Look who is he? Yeah he is Ma Yun , he is MR Ma too .We are all man . Man引出MR 。

Who can read it? Rise your hands please !

(2)Teacher:I have a beautiful girl's photo,look,she is Yang Mi. Your can call her Miss Yang .

Look ,who is she ? Yeach she is FanBingbing . Miss Fan .

They are all girls .引出Miss .

Who can read it? Rise your hands please !

Can you inteoduce yourself with MR or Miss ?

I'm …

B(1) T:What's this?

引導(dǎo)學(xué)生用已經(jīng)學(xué)過(guò)的:This is a pencil ./This is aruler …

展示Miss Green的照片

引出:This is Miss Green .

This is Miss White .

This is Mr Jones .

(2)Practice:

練習(xí)

用圖片展現(xiàn)進(jìn)一步練習(xí)this is。介紹某人

(同時(shí)練習(xí)使用MR MISS)

(3)用所學(xué)知識(shí)this is Mr/Miss介紹同桌。

C:morning

(1)、出示一個(gè)時(shí)鐘,從6點(diǎn)到十二點(diǎn)都伴隨著morning這個(gè)詞,幫助學(xué)生理解morning這個(gè)詞的時(shí)間段。

(2)、教讀操練morning.

教師向?qū)W生打招呼:T: Good morning.引出Good morning.

學(xué)生操練Good morning.

D:FLASH來(lái)展示Let's talk部分的對(duì)話時(shí)

學(xué)生跟讀并模仿Let's talk部分的內(nèi)容.

學(xué)生分小組,扮演對(duì)話中的人物或其他人物,進(jìn)行實(shí)際交流。

學(xué)生展示練習(xí)情況。

3、活動(dòng)、操練(Activities/ Practice)

介紹好朋友給你的同桌: Good morning, this is….

Draw and Say:畫(huà)一畫(huà),說(shuō)一說(shuō)。畫(huà)畫(huà)你認(rèn)識(shí)的人介紹給大家。

4、課外活動(dòng)(Add-activities)

廣文博見(jiàn)。熟人見(jiàn)面問(wèn)候語(yǔ):Hello!你好!

上午見(jiàn)面問(wèn)候語(yǔ):Good morning!早上好!

下午見(jiàn)面問(wèn)候語(yǔ):Good afternoon!下午好!

晚上見(jiàn)面問(wèn)候語(yǔ):Good evening!晚上好!

人教版小學(xué)三年級(jí)上冊(cè)英語(yǔ)教案?篇3

教學(xué)總目標(biāo):

激發(fā)學(xué)生對(duì)英語(yǔ)的好奇心,使他們喜歡聽(tīng)他人說(shuō)英語(yǔ),能根據(jù)教師簡(jiǎn)單的指令做動(dòng)作、做事情、做游戲。能做簡(jiǎn)單的角色表演。能唱簡(jiǎn)單的英文歌曲,說(shuō)簡(jiǎn)單的英語(yǔ)歌謠。能在圖片的幫助下聽(tīng)懂和讀懂簡(jiǎn)單的小故事。能交流簡(jiǎn)單的個(gè)人信息,表達(dá)簡(jiǎn)單的感覺(jué)和情感。能模仿范例書(shū)寫(xiě)詞句。在學(xué)習(xí)中樂(lè)于模仿,敢于表達(dá),對(duì)英語(yǔ)有一定的感知能力,讀應(yīng)學(xué)習(xí)中接觸的外國(guó)文化習(xí)俗感興趣。

教學(xué)措施:

1.以活動(dòng)為課堂教學(xué)的主要形式,設(shè)計(jì)豐富多彩的教學(xué)活動(dòng),讓學(xué)生在樂(lè)中學(xué)、學(xué)中用,從而保證學(xué)生英語(yǔ)學(xué)習(xí)的可持續(xù)發(fā)展。

2.在教學(xué)過(guò)程中,采用情景教學(xué)法,讓學(xué)生身臨其境,積極主動(dòng)參與到課堂教學(xué)中去,調(diào)動(dòng)學(xué)生的非智力因素,提高學(xué)生實(shí)際運(yùn)用語(yǔ)言的能力。

3.通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)、唱、游、演、畫(huà)、做等形式,進(jìn)行大量的語(yǔ)言操練和練習(xí)。

4.培養(yǎng)學(xué)生拼讀單詞的能力,確保學(xué)生自主學(xué)習(xí)的質(zhì)量。

5.設(shè)計(jì)全面、高效的課外作業(yè),培養(yǎng)學(xué)生良好的書(shū)寫(xiě)習(xí)慣,做到整潔、規(guī)范、正確地書(shū)寫(xiě)。

6.活用教材,根據(jù)學(xué)生的實(shí)際情況,將每個(gè)單元各個(gè)板塊進(jìn)行整合,重組,降低難度。

實(shí)施方案:

1.激發(fā)學(xué)生的學(xué)習(xí)欲望,設(shè)計(jì)真實(shí)的場(chǎng)景,真實(shí)的人物,在學(xué)中學(xué)會(huì)交際。

2.在日常生活中要求學(xué)生多說(shuō)多練。

3.規(guī)范學(xué)生的書(shū)寫(xiě),養(yǎng)成良好的書(shū)寫(xiě)習(xí)慣。

4.引導(dǎo)學(xué)生的各種感官來(lái)學(xué)習(xí)英語(yǔ),如眼、耳、口、鼻、身等。充分利用學(xué)生的各種才能組織安排課堂,如唱歌、跳舞、畫(huà)畫(huà)等。

人教版小學(xué)三年級(jí)上冊(cè)英語(yǔ)教案?篇4

教學(xué)目標(biāo):

1、 技能與知識(shí)目標(biāo)

(1)能聽(tīng)懂并會(huì)說(shuō)、會(huì)讀Good afternoon. 和What’s your name? I’m x x.的句型。

(2)能聽(tīng)懂并會(huì)說(shuō)、會(huì)讀詞匯 your, name, afternoon.

2、運(yùn)用能力目標(biāo)

能在不同時(shí)間段,正確地向他人問(wèn)好。(上午:Good morning! 下午:Good afternoon!)能用What’s your name?來(lái)詢問(wèn)他人姓名。通過(guò)歌曲的學(xué)習(xí)培養(yǎng)孩子的樂(lè)感與美感,增強(qiáng)學(xué)科間的'融合。

教學(xué)重點(diǎn):

能聽(tīng)懂并會(huì)說(shuō)會(huì)讀Good afternoon! What’s your name? I’m… 及詞匯your ,name, afternoon.

教學(xué)難點(diǎn):

name 中的 /m/ 與 afternoon中 /n/的發(fā)音。

教學(xué)過(guò)程:

一、Warm up

1.運(yùn)用所學(xué)問(wèn)候語(yǔ)進(jìn)行師生間,生生間對(duì)話練習(xí)。 “Good morning! I’m …” “How are you? I’m fine. And how are you? I’m fine ,too. Thank you.”

2.同學(xué)們今天表現(xiàn)不錯(cuò),那我們一起來(lái)做個(gè)游戲吧?;顒?dòng)幫助學(xué)生分清“boys與girls”的用法。速度由慢到快,指令可交替進(jìn)行。

二、Lead in

OK!boys and girls ,you’ve done a good job. Look!老師左右手各持一手偶,通過(guò)變換音調(diào)來(lái)演一段對(duì)話,引出本課重點(diǎn):What’s your name ? 手偶1:Hi, I’m Mr.Li . What’s your name? 手偶2: Hello, I’m Sam.

三、Text teaching

1.同學(xué)們現(xiàn)在我是Mr.Li不是Ms.Liu,老師說(shuō)話的聲音變粗。老師將Mr. Li的頭飾帶在頭上與學(xué)生對(duì)話: Mr. Li: Hello! Good morning. Ss: Good morning. Mr. Li: what’s your name? Ss: I’m x x.

2.播放一遍錄音,要求學(xué)生聽(tīng)錄音指圖片。再次播放對(duì)話,要求學(xué)生跟讀2—3遍; 老師糾正學(xué)生的發(fā)音。

3.讓學(xué)生以小組為單位開(kāi)始朗讀對(duì)話內(nèi)容,并對(duì)個(gè)體學(xué)生進(jìn)行抽查。

4.傳話游戲 大家在班里男女生之間要用禮貌的語(yǔ)言互相問(wèn)候,這個(gè)游戲就是看男生與女生誰(shuí)的禮貌用語(yǔ)說(shuō)的。舉例: 老師:Girls whisper. 女孩:(耳語(yǔ))Good morning, boys. 老師:Boys low. 男孩:(低聲說(shuō))Good morning, girls. 用“Good afternoon”做同樣的游戲。

5.歌曲“Good morning,Sam”。同學(xué)們今天我們要學(xué)習(xí)一首好聽(tīng)的英文歌曲,學(xué)完后四人小組把歌詞進(jìn)行改可將“Good morning!”改為“Good afternoon”。由四人小組向大家表演改編后的歌曲,評(píng)出優(yōu)秀小組。

四、Sum upw

We’ve learned a very sweet new song and done some interesting exercise.

五、Homework

Sing the new song to your parents and listen to the tape twice.

人教版小學(xué)三年級(jí)上冊(cè)英語(yǔ)教案?篇5

A Let’s talk Let’s play Let’s sing

一、教學(xué)分析:

Let’s talk部分主要是會(huì)話學(xué)習(xí)。通過(guò)Miss White和學(xué)生第一次見(jiàn)面打招呼的情景,提供學(xué)生要學(xué)習(xí)的核心句型Hello/Hi, I’m … 要求學(xué)生能理解對(duì)話大意,能正確理解對(duì)話大意,能用正確的語(yǔ)音語(yǔ)調(diào)朗讀對(duì)話,能在語(yǔ)境中運(yùn)用Hello/Hi跟別人打招呼并用I’m …介紹自己。本課時(shí)的學(xué)習(xí)內(nèi)容在兒童英語(yǔ)有相關(guān)的學(xué)習(xí)單元,學(xué)生對(duì)打招呼和簡(jiǎn)單的自我介紹有初步的了解。本課為接下來(lái)的詢問(wèn)對(duì)方姓名對(duì)話學(xué)習(xí)打下基礎(chǔ)。這是正式學(xué)習(xí)英語(yǔ)的第一節(jié)課,對(duì)培養(yǎng)學(xué)生的學(xué)習(xí)興趣,激發(fā)英語(yǔ)學(xué)習(xí)熱情尤為重要。Let’s play部分讓學(xué)生在游戲活動(dòng)中鞏固練習(xí)所學(xué)問(wèn)候語(yǔ)及自我介紹用語(yǔ)。Let’s sing部分通過(guò)學(xué)唱歌曲“Hello!”,讓學(xué)生感知英語(yǔ)學(xué)習(xí)帶來(lái)的快樂(lè)。

二、教學(xué)目標(biāo):

1.知識(shí)目標(biāo):聽(tīng)懂、會(huì)說(shuō) Hello./Hi.I'm….

2.能力目標(biāo)

(1)能夠在真實(shí)情景中在教師的幫助下理解對(duì)話大意,會(huì)使用見(jiàn)面打招呼、自我介紹的日常用語(yǔ)。

(2)能夠按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話,并能進(jìn)行角色表演。能夠聽(tīng)懂、會(huì)唱歌曲“Hello”。

(3)能夠在情境中運(yùn)用Hello!Hi!與別人打招呼;能夠在情境中運(yùn)用舉行I’m...自我介紹。

3.情感、文化目標(biāo)

(1)情感態(tài)度:培養(yǎng)學(xué)生樂(lè)于開(kāi)口,敢于開(kāi)口講英語(yǔ)的習(xí)慣,激發(fā)學(xué)生想學(xué)、樂(lè)學(xué)英語(yǔ)的興趣和愿望。

(2)文化目標(biāo):了解中西方名字的不同形式。

三、教學(xué)重、難點(diǎn):

1.重點(diǎn):主要是見(jiàn)面打招呼和自我介紹的會(huì)話學(xué)習(xí),使學(xué)生在不同的生活情景中聽(tīng)懂、會(huì)說(shuō) Hello./Hi.I'm….

2.難點(diǎn):自我介紹用語(yǔ)I’m … 的發(fā)音不容易到位,學(xué)習(xí)起來(lái)較難,教師要適時(shí)糾正,切不可挫傷孩子的學(xué)習(xí)積極性。

四、教學(xué)過(guò)程:

教學(xué)設(shè)計(jì)參考 個(gè)性化備課

Step 1 Preparation

1. Free talk

T: Hello, boys and girls.I’m….I’m your English teacher.(PPT教師作簡(jiǎn)單自我介紹)Welcome to my English class!

2. Introduce English

教師用交談的方式與學(xué)生討論一下英語(yǔ)的作用以及學(xué)習(xí)英語(yǔ)的意義。讓學(xué)生知道雖然還沒(méi)學(xué)習(xí)英語(yǔ),但是我們已經(jīng)會(huì)說(shuō)一部分英語(yǔ)了!引導(dǎo)學(xué)生說(shuō)說(shuō)我們?nèi)粘I钪幸呀?jīng)會(huì)說(shuō)或比較熟知的詞匯,如TV,CD,VCD,DVD,OK!Yeah!Hi!Bye!Cool!Wow!E-mail,cartoon等等來(lái)激發(fā)學(xué)生想學(xué)英語(yǔ)的興趣和愿望。對(duì)回答較好的學(xué)生進(jìn)行評(píng)價(jià),鼓勵(lì)。

3. Enjoy the song “ Hello ”.師播放錄音,讓學(xué)生欣賞歌曲,并提問(wèn)你在歌曲中聽(tīng)到那些單詞,試著說(shuō)一說(shuō)。

Step 2 Presentation

1.Look and guess.What are they talking about? (觀看文本視頻,猜一猜老師和同學(xué)們正在討論什么?A 打招呼 B 數(shù)數(shù)字)鼓勵(lì)學(xué)生勇于表達(dá),建立學(xué)好英語(yǔ)的信心。

2.教學(xué)Hello!

T: Hello, boys and girls.教師與學(xué)生見(jiàn)面打招呼,呈現(xiàn)hello,引導(dǎo)學(xué)生跟老師打招呼用Hello!師與生用Hello!打招呼,板書(shū)。師教讀、示范發(fā)音,注意重音、領(lǐng)讀,板書(shū),生跟讀,生齊讀,開(kāi)火車(chē)讀。

3.教學(xué)Hi!

以同樣的方式呈現(xiàn)練習(xí)Hi!

告訴學(xué)生Hello!一般可作為熟人、親朋好友之間的打招呼用語(yǔ),語(yǔ)氣比較隨便,還可以用Hi!替換,Hi!語(yǔ)氣更隨便一些。展示一些場(chǎng)合的圖片師生間用Hello!/Hi!打招呼。

師與一生用Hello!/Hi!打招呼,然后師與全體學(xué)生打招呼,生生練習(xí)打招呼。

4.教學(xué)I’m….

(1)展示情境圖,教師先介紹自己,Hello, I’m….You can call me Miss/Mr....師板書(shū)Miss/Mr,教讀,并解釋學(xué)生對(duì)老師的稱呼用Miss/Mr…Miss/Mr表示某老師。

(2) T: Hello, I’m….鼓勵(lì)并引導(dǎo)學(xué)生學(xué)說(shuō)Hello, I’m….名字直接用漢語(yǔ)拼音,教師戴上Sarah等人的頭飾分別介紹并配以體態(tài)語(yǔ),說(shuō):

Hello!/Hi!I’m Sarah/Wu Yifan/John/Mike/Miss White/Liu Xin/Zoom/Zip.板書(shū)(中西方姓名分開(kāi)板書(shū),初步了解東西方文化的差異),讓學(xué)生看口型強(qiáng)調(diào)I’m的發(fā)音。師教讀、示范發(fā)音、領(lǐng)讀,生跟讀,個(gè)讀。

(3)學(xué)生觀察板書(shū),引導(dǎo)學(xué)生歸納總結(jié)中文名字和英文名字的區(qū)別,以及學(xué)生對(duì)男女教師的英文稱呼。

(4)學(xué)生戴上Sarah等人的頭飾說(shuō)Hello!/Hi!I’m….學(xué)生用真實(shí)姓名簡(jiǎn)單介紹:Hello! /Hi! I’m….

Step 3 Practice

1.T:Listen and point. 觀看視頻,注意正確的語(yǔ)音、語(yǔ)調(diào)。

T:Listen and repeat. 生跟讀,模仿正確的語(yǔ)言、語(yǔ)調(diào)。

2.Read in roles.先師生示范,再小組內(nèi)生生角色朗讀課文。

3.Let’s play.將對(duì)話中的名字換成自己的真實(shí)姓名,進(jìn)行練習(xí),小組內(nèi)練習(xí)。

4. 游戲“擊鼓傳花”。教師有節(jié)奏的敲擊小鼓,學(xué)生傳花。當(dāng)教師的鼓聲停止時(shí),拿到花的同學(xué)站起來(lái)說(shuō):Hello/Hi! I’m….如果學(xué)生已有英文名字,在此處進(jìn)行練習(xí),如果沒(méi)有,可先用中文名字代替。

Step 4 Production

1.教師為每小組準(zhǔn)備若干名字的頭飾或卡片。一人佩戴自己喜歡的名字頭飾,小組內(nèi)的其他同學(xué)抽卡片進(jìn)行打招呼練習(xí)。先師生示范,再小組交流,最后全班展示交流。

2.自我介紹,互換自制名片

由于師生第一次見(jiàn)面,先師與一生用Hello/Hi! I’m…進(jìn)行正式自我介紹互換自制名片。再小組交流,最后全班展示交流。

Step 5 Progress

1.Summary:What have you learned today?教師指板書(shū),引導(dǎo)學(xué)生總結(jié)本課所學(xué)內(nèi)容。如:見(jiàn)面打招呼、自我介紹用語(yǔ)等等。

2.Homework:

(1)聽(tīng)錄音,跟讀會(huì)話。

(2)給自己選擇一個(gè)英文名字,并制成英文名卡。師可提供部分男孩女孩的英文名字,也可附上名字含義供學(xué)生選擇。

三年級(jí)上冊(cè)英語(yǔ)教案 篇2

a部分

第 1 課時(shí) / 共 6課時(shí)

教學(xué)目標(biāo)(含重點(diǎn)、難點(diǎn))

及設(shè)置依據(jù)

教學(xué)準(zhǔn)備

教 學(xué) 過(guò) 程

內(nèi)容與環(huán)節(jié)預(yù)設(shè)

個(gè)人二度備課

教師先示范說(shuō)單詞,如pencil ,教師說(shuō)show me your pencils. 學(xué)生出示鉛筆,又快又正確的同學(xué)為小組贏得一分。用同樣的方法找學(xué)生說(shuō)其它文具單詞的口令,繼續(xù)游戲。(注意:教師應(yīng)參加學(xué)生的游戲,與學(xué)生一起展示文具。)

播放教學(xué)錄音,學(xué)生模仿錄音說(shuō)對(duì)話。注意模仿語(yǔ)音正確、語(yǔ)調(diào)自然

做活動(dòng)手冊(cè)本單元第一部分的練習(xí)

板書(shū)

設(shè)計(jì)

unit 3 we love animals

act like a … 動(dòng)物圖片

作業(yè)布置

或設(shè)計(jì)

教后整體

反思

作業(yè)設(shè)計(jì):

必做題:

1.聽(tīng)錄音,跟讀p41的learn 和chant5遍;

2.邊演邊說(shuō)let’s do 5遍;

補(bǔ)充題:

你能把句子與表示動(dòng)作的圖片對(duì)應(yīng)起來(lái)嗎?

1.act like a rabbit.

2.act like a cat.

3.act like a panda.

4.act like a duck.

三年級(jí)上冊(cè)英語(yǔ)教案 篇3

一、教學(xué)目標(biāo) 第一課時(shí)

知識(shí)方面:

使學(xué)生能聽(tīng)、說(shuō)、認(rèn)識(shí)、口頭運(yùn)用單詞:teacher, boy, girl

能理解并口頭運(yùn)用:What’s his/her name?

能力方面:

通過(guò)學(xué)習(xí)怎樣和別人打招呼,怎樣來(lái)介紹自己,向他人介紹事物來(lái)培養(yǎng)學(xué)生的交際能力,鍛煉語(yǔ)言的組織能力和知識(shí)的運(yùn)用能力。

情感目標(biāo):

通過(guò)本課的學(xué)習(xí),讓學(xué)生知道怎樣有禮貌地進(jìn)行打招呼,如何做簡(jiǎn)要的介紹,做個(gè)有禮貌的好孩子。

二、教學(xué)重點(diǎn):

1、 認(rèn)識(shí)新單詞三會(huì)(會(huì)說(shuō)、會(huì)聽(tīng)、會(huì)讀):

teacher 教師 boy 男孩 girl 女孩

his 他的 her 她的

2、掌握新句子:兩會(huì)(會(huì)聽(tīng)、會(huì)說(shuō)):

This is a______. 這是______。

What’s his name? 他叫什么名字?

His name is ______. 他的名字是______。

What’s her name? 她叫什么名字?

Her name is ______. 她的名字是______。

三、教學(xué)難點(diǎn):區(qū)分his和her的用法。

四、教具、學(xué)具:錄音機(jī)、圖片

五、教學(xué)流程:

Class opening

1、 Greeting:Hello!/Hi!

2、 Review: What’s your name?

New Concepts

1、利用班里的男孩引出boy,并對(duì)其進(jìn)行介紹:This is a boy.領(lǐng)讀boy,接著介紹His name is _____ 。(說(shuō)出這位學(xué)生的名字),教師可以重復(fù)這句話,使學(xué)生理解它,如果學(xué)生不能明白,教師就多舉幾個(gè)例子,例如:

T: What’s his name? His name is __A___.

What’s his name? His name is ___B__.

What does this word ‘his’means?

在學(xué)生理解his的含義后教師指著某個(gè)男生問(wèn)學(xué)生:What’s his name?

試著讓學(xué)生回答:His name is _____ 。反復(fù)進(jìn)行幾組后就要放手讓學(xué)生自己來(lái)練習(xí)了。

教授單詞girl, teacher和句子What’s her name?同上述方法。

設(shè)計(jì)意圖:根據(jù)年齡特點(diǎn),用創(chuàng)設(shè)情景的方法,直觀的將所學(xué)內(nèi)容展示給學(xué)生,生動(dòng)活潑,使學(xué)生容易接受新知。激發(fā)學(xué)生的學(xué)習(xí)興趣。

2.Listen to the tape,and read after it.

設(shè)計(jì)意圖:讓學(xué)生在模仿練習(xí)進(jìn)一步熟練課文內(nèi)容,并同時(shí)進(jìn)行聽(tīng)力訓(xùn)練。

第二課時(shí)

3.Play a game。

Memory name。游戲規(guī)則:讓幾名自告奮勇的學(xué)生面對(duì)全班站在教室的前面,教師站在這一排學(xué)生得一端。

第一個(gè)人說(shuō):My name is Hong.

第二個(gè)人說(shuō):My name is Bing.和Her name is Hong.(指著第一個(gè)人說(shuō))

第三個(gè)人說(shuō):My name is Ming.和 Her name is Hong.( 指著第一個(gè)人說(shuō)) His name is Ming.(指著第二個(gè)人說(shuō))這個(gè)游戲一直進(jìn)行到這一排的最后一個(gè)人,要求教師必須記住所有學(xué)生的名字。

設(shè)計(jì)意圖:通過(guò)游戲使學(xué)生能有親身體驗(yàn),并激發(fā)他們的學(xué)習(xí)興趣,在游戲中輕松愉悅地獲得新知。

4.Make a dialogue in groups.

設(shè)計(jì)意圖:使學(xué)生在活動(dòng)中發(fā)散思維,并培養(yǎng)他們的合作創(chuàng)新精神,能夠運(yùn)用所學(xué)知識(shí)進(jìn)行簡(jiǎn)單的口語(yǔ)交流,培養(yǎng)自主學(xué)習(xí)能力。

Class Closing

Goodbye!

六、板書(shū):

Lesson 2: Boy,Girl and Teacher

teacher boy  girl

What’s his name? His name is 。

What’s her name? Her name is 。

課后反思:

三年級(jí)上冊(cè)英語(yǔ)教案 篇4

一、教學(xué)重點(diǎn)

本部分主要是見(jiàn)面打招呼、自我介紹及道別用語(yǔ)的會(huì)話學(xué)習(xí),使學(xué)生在不同的情景中聽(tīng)懂、會(huì)說(shuō)Hello. / Hi. Goodbye. / Bye-Bye. I’m .

二、教學(xué)難點(diǎn)

自我介紹用語(yǔ)I’m 。的發(fā)音不容易到位,學(xué)習(xí)起來(lái)較難,教師要夸張示范并適時(shí)糾正,但切不可挫傷孩子的學(xué)習(xí)積極性。

三、課前準(zhǔn)備

1、將教師用書(shū)后所附的本套教材主要人物的圖片復(fù)印或剪下,涂色后制成頭飾。

2、為班上學(xué)生準(zhǔn)備出男女生常用的英文名字。

3、為L(zhǎng)et’s play中的游戲準(zhǔn)備相應(yīng)的道具。

四、教學(xué)時(shí)間:2課時(shí)

課型:新授課

五、備時(shí):

8.15

六、授時(shí):

x

七、教學(xué)步驟

【一】熱身(Warm-up)

不妨請(qǐng)學(xué)生說(shuō)說(shuō)他們?cè)诂F(xiàn)實(shí)生活中已經(jīng)了解的英語(yǔ)詞匯或日常用語(yǔ)。同時(shí)可利用我們生活中學(xué)生已經(jīng)會(huì)說(shuō)或較熟知的詞匯如TV,CD,VCD,DVD,OK!Hi! Yeah! Bye! Cool! Wow! E-mail, cartoon等等來(lái)激發(fā)學(xué)生想學(xué)英語(yǔ)的興趣和愿望。

【二】新課展示(Presentation)

新課展示一:教師播放本課的歌曲“Hello”的錄音,自然引出師生之間的打招呼。

(1)通過(guò)教師的自我介紹自然引出Hello, I’m… /Hi, I’m…

(2)教師可戴上Sarah的頭飾介紹Hello! I’m Sarah.并用同樣方式介紹其他人物。

(3)讓學(xué)生到講臺(tái)上來(lái),戴上Sarah,Chen Jie, Mike的頭飾說(shuō):Hello! I’m…

(4)教師戴上Wu Yifan的頭飾說(shuō)Hi! I’m Wu Yifan.并與戴Sarah頭飾的學(xué)生相互問(wèn)好,并有意在分手時(shí)說(shuō)Goodbye.

(5)聽(tīng)錄音來(lái)展示Let’s talk部分的教學(xué)內(nèi)容。

【三】趣味操練(Practice)趣味操練一:

(1)請(qǐng)戴著Wu Yifan, Chen Jie,Sarah,Mike頭飾的學(xué)生站在講臺(tái)前,另選一同學(xué)用眼罩蒙住眼睛,讓Sarah等四位同學(xué)中的一個(gè)說(shuō)Hello,讓蒙住眼睛的同學(xué)猜。如果猜中,要說(shuō)Yes, I’m…如果猜錯(cuò),要說(shuō)No, I’m…猜對(duì)得一分。

(2)表演A部分對(duì)話,教師應(yīng)指導(dǎo)學(xué)生注意語(yǔ)音,語(yǔ)調(diào),特別是I’m的發(fā)音,應(yīng)為/aim/不能讀成/em/。

(3)玩Let’s play中的游戲“擊鼓傳花”。新課展示二:教師播放Let’s sing兩遍,學(xué)生邊聽(tīng)邊跟唱,讓能力強(qiáng)的學(xué)生唱一遍,教師適當(dāng)進(jìn)行獎(jiǎng)勵(lì)或表?yè)P(yáng)。教師領(lǐng)唱,學(xué)生跟唱,全體同學(xué)一起唱。分小組唱,對(duì)于唱得好的小組進(jìn)行表?yè)P(yáng)。趣味操練二:(1)請(qǐng)學(xué)生在限定時(shí)間內(nèi)找出在小村莊里出現(xiàn)的字母,對(duì)于找得又快又好的的學(xué)生要加以獎(jiǎng)勵(lì),有能力的學(xué)生讓他們讀出這些字母。(2)教師和學(xué)生一起校對(duì)。(3)讓學(xué)生跟隨錄音一起學(xué)唱歌曲ABC song.

【四】課堂評(píng)價(jià)(Assessment)

要用Hello!/ Hi!打招呼并作自我介紹。

【五】課外活動(dòng)(Add-activities)

(1)聽(tīng)錄音,仿讀會(huì)話,并在實(shí)際情景中運(yùn)用所學(xué)內(nèi)容。

(2)遇到老師、同學(xué)和家長(zhǎng)時(shí)要用Hello!/ Hi!打招呼;分手時(shí)要用Goodbye./ Bye-bye.道別。

三年級(jí)上冊(cè)英語(yǔ)教案 篇5

Unit 3 Lesson 15 Left and Right 教學(xué)目標(biāo):

1.掌握單詞、詞組foot(feet), time, turn, left, right, hand, leg, 2.能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)寫(xiě)句型Put … on …, Touch … with …

3.能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀日常交際用語(yǔ)Stand in a line.Let’s do some exercise.Now, listen carefully.Jump up and down.教學(xué)重點(diǎn):

單詞lift與left, hand與head, lie與line, order的正確發(fā)音。教學(xué)難點(diǎn):

初步了解掌握句型Put … on …, Touch … with … 教學(xué)過(guò)程

第一步:重難點(diǎn)突破

用時(shí):10分鐘

T: Hello, boys and girls.Nice to meet you.同學(xué)們,大家好。很高興認(rèn)識(shí)你們。

T: Today, we are going to learn Unit6 A PE lesson.T: First, let’s do warm-up!首先,讓我們一起來(lái)熱熱身吧。先來(lái)看看這幾位同學(xué)是如何做的。(學(xué)生示范chant)

Left, left, right, right, everybody, stand up!Left, left, right, right, walk carefully, run fast!Left, left, right, right, dance beautifully, jump high!Left, left, right, right, everybody, stop!T: Wonderful!他們做得真棒!你一定也想試試吧。那么就讓我們來(lái)學(xué)一學(xué)這節(jié)熱身操吧。先來(lái)認(rèn)識(shí)幾個(gè)新單詞,請(qǐng)跟我讀:(同時(shí)教授:left, right, everybody, stop)

T: Now, please read after me.T: Good!下面,我們配上節(jié)奏,一起來(lái)讀讀看。T: 最后,請(qǐng)你配上動(dòng)作,和你的小伙伴一起做一做吧!

T: Well done, boys and girls!同學(xué)們做得可真棒!做完了熱身運(yùn)動(dòng),讓我們來(lái)認(rèn)識(shí)一下我們的身體吧。

第 1 頁(yè) Please say after me.head, hand, legs, foot(feet).這幾個(gè)人體部位,你記住了嗎?老師現(xiàn)在來(lái)考考你,請(qǐng)你根據(jù)我所指的部位,迅速說(shuō)出單詞,看看誰(shuí)說(shuō)的又快又好!hand, head, leg, feet 同學(xué)們,你們都說(shuō)對(duì)了嗎?

T: Now, look at me.Where are my hands now? Yes, they are on my head.I put my hands on my head.Boys and girls, can you put your hands on your head? Good!Now, follow me: Put … on … Put your hands on your head(帶讀)

T: Now, listen carefully.Put your hands on your legs/feet.T: 怎么樣?你都做對(duì)了嗎?Now, please read after me.(帶讀以上句子)T: 同學(xué)們,剛才我們認(rèn)識(shí)了一些人體部位,再來(lái)看看,我們臉上有哪些器官呢? Yes, we have two eyes, two ears, a nose, a mouth and a lot of hair.Now, let’s play a game: Listen and touch!(教touch)Touch your … with your hands.請(qǐng)你用雙手來(lái)觸摸你聽(tīng)到的部位。T : Are you ready? Let’s begin!Touch your eyes/ nose/ mouth/ hair/ ears with your hands.T: 怎么樣?你都做對(duì)了嗎?We touch them with our hands.剛才,我們是用雙手來(lái)觸摸這些部位的。下面,老師要加大難度了,還記得left和right嗎?Show me your left me your right hand.下面聽(tīng)清楚了,老師要你用哪只手來(lái)觸摸。

Touch your mouth with your left hand.(中文)你做對(duì)了嗎? 跟讀句子 Touch … with … 提示:請(qǐng)同學(xué)們注意了,在中文里,我們先說(shuō)用什么部位,而在英文中,我們要先說(shuō)觸摸什么部位,清楚了嗎?再來(lái)試試看。Touch your nose with your right hand.跟讀句子 老師再把難度加大一點(diǎn)兒,看看你會(huì)不會(huì)了。

Touch your left eye with your left hand.跟讀句子 Touch your right ear with your left hand.跟讀句子

第 2 頁(yè) 下面,就請(qǐng)你和同桌也來(lái)互相發(fā)一發(fā)指令吧。(操練句型Touch … with …)第二步:課文學(xué)習(xí)

用時(shí):15分鐘

1.T: Now, boys and girls.Look at this young man.Who’s he? Do you know? He’s Mr Ma.He’s a PE teacher.What are Mr Ma and his students doing? Let’s listen!(播放引言)

教order, give orders, follow, try to follow the orders 2.T: What orders are Mr Ma going to give?馬老師將會(huì)發(fā)出什么樣的指令呢?Let’s watch the cartoon together.(播放課文第一段)

在這一段中,馬老師都發(fā)出了哪些指令呢?讓我們一起來(lái)學(xué)習(xí)一下吧。Stand in a line.(line)Let’s do some exercise.(exercise)Put your feet together.Jump up and down ten times.(time)現(xiàn)在,就請(qǐng)你自己把這些指令讀一讀吧。

3.T: 接下來(lái),學(xué)生們又將做什么練習(xí)呢?讓我們接著往下看吧。(播放課文第二段)

這一次,馬老師請(qǐng)同學(xué)們做了什么呢?你能說(shuō)說(shuō)看嗎?

Yes, he says, Put your hands on your head and turn left and right.Do this ten times.(turn, turn left and right)3.T: 最后,同學(xué)們又要做什么高難度的練習(xí)了呢?Let’s go on watching.這一次,練習(xí)的難度果然又加大了,同學(xué)們做了哪些動(dòng)作呢?

Lie on your back.Lift up your left leg and touch it with your right hand.Then lift up your right leg and touch it with your left hand.Do this ten times.(lie, lie on one’s back.lift up)How do the students feel at last? 最后,學(xué)生們都覺(jué)得怎么樣?

第 3 頁(yè) Yes, they are very tired.請(qǐng)你自己再來(lái)讀讀這些指令吧。

5.T: Good!Now let’s listen and repeat.現(xiàn)在,讓我們打開(kāi)書(shū),翻到44頁(yè),跟讀課文。Are you ready? 準(zhǔn)備好了嗎?Let’s begin.(PPT出示課文內(nèi)容,放錄音學(xué)生跟讀。)5.T: Now please read the text by yourselves.現(xiàn)在請(qǐng)你們自己來(lái)讀一讀課文吧!你可以和同桌分角色朗讀,還可以邊讀,邊做動(dòng)作,把課文表演出來(lái),試試看吧!第三步:鞏固操練

用時(shí):5分鐘

T: 同學(xué)們,今天,我們跟隨馬老師和他的學(xué)生們一起上了一堂體育課,你一定掌握了不少本領(lǐng)吧。如果請(qǐng)你也來(lái)當(dāng)一當(dāng)體育老師,你會(huì)嗎?讓我們一起來(lái)復(fù)習(xí)一下體育老師的上課用語(yǔ)吧:(PPT羅列本課主要知識(shí)點(diǎn))Stand in a line.Let’s do some exercise.Put your feet together.Jump up and down … times.Put your hands on your head and turn left and right.Do this … times.Lie on your back.Lift up your left leg and touch it with your right hand.T: 同學(xué)們,這些句子你都會(huì)說(shuō)了嗎?請(qǐng)你課后認(rèn)真復(fù)習(xí),下節(jié)課我要請(qǐng)你來(lái)做一做體育老師的哦!

See you next time!Bye, children!

第 4 頁(yè)

三年級(jí)上冊(cè)英語(yǔ)教案 篇6

一、教學(xué)內(nèi)容與分析

1、letsquo;s learn

本部分將繼續(xù)學(xué)習(xí)有關(guān)學(xué)校及學(xué)習(xí)用品的詞匯:school, bag, book, pencil-case, sharpener.

2、letsquo;s do

本部分主要讓學(xué)生聽(tīng)懂一些簡(jiǎn)單的指示語(yǔ),并按照指令做出相應(yīng)的動(dòng)作。通過(guò)聽(tīng)聽(tīng)做做的活動(dòng),讓學(xué)生練習(xí)并運(yùn)用所學(xué)的詞匯。

二、課前準(zhǔn)備

教師自備與本課教學(xué)有關(guān)的文具(實(shí)物)和教師卡片。

三、教學(xué)步驟

1、熱身/復(fù)習(xí)(warm-up/revision)

(1)“開(kāi)火車(chē)”:學(xué)生一個(gè)接一個(gè)進(jìn)行口語(yǔ)問(wèn)答,要求又快又好。

(2)通過(guò)圖片和單詞卡片復(fù)習(xí)學(xué)過(guò)的單詞crayon, ruler, eraser, pen, pencil. (可通過(guò)做touching game或matching game來(lái)復(fù)習(xí))

2、新課展示 (presentation)

(1)letsquo;s learn

a、通過(guò)實(shí)物教pencil-case, bag, book, sharpener, 用圖片教school.

在教“鉛筆袋”pencil-case時(shí),出示“鉛筆盒”pencil-bo, 并說(shuō)明它們的區(qū)別,即:用軟皮或塑料制成的通常稱為pencil-case, 用鐵等較堅(jiān)硬材料制成的叫做pencil-bo. 同時(shí)教pencil-bo.

b、新單詞的教學(xué)也可通過(guò)舊單詞來(lái)引出。如:pencil 到pencil-case.

(2)、letsquo;s do

教師邊做打開(kāi)書(shū)的動(dòng)作邊說(shuō)open the book. 然后邊做合上書(shū)的動(dòng)作邊說(shuō)close the book. (重復(fù)兩次)。再拿起鉛筆袋,做打開(kāi)、合上的動(dòng)作,并說(shuō):open the pencil-case. close the pencil-case. 請(qǐng)學(xué)生說(shuō)出open, close的意思。 用同樣的方法教show me your sharpener. carry the bag. 等句子。

3、趣味操練(practice)

(1)、讓學(xué)生將所有學(xué)過(guò)的文具全部擺在桌上。教師說(shuō):“show me your book.” ,學(xué)生須快速舉起并大聲說(shuō):“book”.

(2)、游戲:畫(huà)文具。

(3)、在本課教學(xué)中,教師也可以采用 “選詞競(jìng)賽”的游戲。

(4)、通過(guò)游戲simon says練習(xí)以show, open, close, put, carry 所引導(dǎo)的祈使句。

4、課堂評(píng)價(jià)(assessment)

做活動(dòng)手冊(cè)本單元第5部分練習(xí)。學(xué)生根據(jù)錄音,圈出所聽(tīng)到的文具。(1)、學(xué)生看圖,用英語(yǔ)說(shuō)出圖中每樣文具物品。(2)、教師講解題目的意思并指導(dǎo)做的方法。(3)學(xué)生聽(tīng)錄音做練習(xí)。(4)、核對(duì)答案.

5課外活動(dòng)(add-activities)

(1)、要求學(xué)生聽(tīng)本課所學(xué)內(nèi)容的錄音,跟讀單詞和句子,并在實(shí)際生活中自然運(yùn)用。

(2)、將學(xué)習(xí)用具逐個(gè)用英語(yǔ)說(shuō)給家人聽(tīng)。

第三課時(shí)

一、教學(xué)內(nèi)容與分析

1、letsquo;s check

本部分通過(guò)聽(tīng)力練習(xí),檢查學(xué)生對(duì)本課所學(xué)內(nèi)容掌握的情況。

2、letsquo;s chant

本部分通過(guò)有節(jié)奏、有韻律的歌謠,讓學(xué)生進(jìn)一步復(fù)習(xí)和鞏固本單元所學(xué)的詞匯。

二、課前準(zhǔn)備

準(zhǔn)備一個(gè)裝有本單元所學(xué)的文具的書(shū)包,與本課教學(xué)內(nèi)容相關(guān)的詞卡和圖片。

三、教學(xué)步驟

1、熱身/復(fù)習(xí)(warm-up/revision)

(1)、唱”hello”歌。

(2)、通過(guò)實(shí)物和單詞卡復(fù)習(xí)有關(guān)文具。

(3)、用show me your… 請(qǐng)學(xué)生將他們的文具擺出來(lái)。

(4)、用游戲simon says復(fù)習(xí)第8頁(yè)所學(xué)的指令性的動(dòng)作。

2、新課展示(presentation)

教師從自己準(zhǔn)備的書(shū)包中拿出一本書(shū),并指著自己說(shuō):i have a book. 隨后再掏出筆袋,對(duì)學(xué)生說(shuō):i have a pencil-case. 再?gòu)墓P袋里拿出一支鉛筆說(shuō):i have a pencil. 拿 出一把尺子說(shuō):i have a ruler. 等等。待學(xué)生熟悉了i have a … 是“我有一個(gè)…“后,請(qǐng)學(xué)生們用自己的文具來(lái)說(shuō):i have a … 告訴學(xué)生如果你有與別人東西相同時(shí),可說(shuō)me too!

3、趣味操練 (practice)

(1)、操練letsquo;s chant

a、全班聽(tīng)錄音,邊聽(tīng)錄音邊拍手有節(jié)奏的吟唱letsquo;s chant 部分的內(nèi)容。

b、將全班分成兩大組。第一組舉起鉛筆齊讀i have a pencil.第二組齊讀me too!并拍手。讀第二句時(shí)兩組交換,以此類(lèi)推。

c、待學(xué)生讀熟后,可讓他們自由發(fā)揮,用其他文具替換書(shū)上的幾種,并在小組內(nèi)朗讀。

(2)聽(tīng)力練習(xí):letsquo;s check

根據(jù)聽(tīng)到的句子,讓學(xué)生圈出相應(yīng)的圖a或圖b。

4、課堂評(píng)價(jià) (assessment)

做活動(dòng)手本單元第6部分練習(xí)。此項(xiàng)練習(xí)旨訓(xùn)練學(xué)生的觀察和反應(yīng)能力。

5、課外活動(dòng)(add-activities)

讓學(xué)生聽(tīng)錄音,跟讀a、b部分letsquo;s do和letsquo;s chant的內(nèi)容,邊讀邊做出相應(yīng)的動(dòng)作。

三年級(jí)上冊(cè)英語(yǔ)教案 篇7

教學(xué)內(nèi)容:

A Let's talk Count and say

教材分析:

本課時(shí)為第六單元第一課時(shí),包括兩部分Let’s talk 和Count and say 。Let’s talk部分通過(guò)Sam和媽媽在蛋糕店買(mǎi)蛋糕的場(chǎng)景讓學(xué)生感知核心句型How many…?的語(yǔ)意及語(yǔ)用情境。Count and say部分呈現(xiàn)了準(zhǔn)備生日派對(duì)的物品,其作用是通過(guò)一個(gè)生日派對(duì)的情境圖進(jìn)行數(shù)數(shù)活動(dòng)來(lái)操練How many…? Five/Two…。的句型。

教學(xué)目標(biāo):

1、能力目標(biāo)

(1)能理解對(duì)話大意,并能用正確的語(yǔ)音語(yǔ)調(diào)朗讀對(duì)話。

(2)能在圖片和老師的幫助下,在語(yǔ)境中運(yùn)用How many…?等詢問(wèn)物品的數(shù)量。

2、知識(shí)目標(biāo)

(1)聽(tīng)懂、會(huì)說(shuō)句型:How many…? Five.

(2)聽(tīng)懂、會(huì)說(shuō)one, two, three, four,five.

(3)在語(yǔ)境中理解句子This one ,please. Sure.

3、情感目標(biāo)

培養(yǎng)學(xué)習(xí)英語(yǔ)的積極態(tài)度,鼓勵(lì)學(xué)生勇于開(kāi)口說(shuō)英語(yǔ)。

教學(xué)重點(diǎn):

聽(tīng)懂、會(huì)說(shuō)句型:How many…?

教學(xué)難點(diǎn):

在語(yǔ)境中正確運(yùn)用How many…?等詢問(wèn)物品的數(shù)量。

教學(xué)過(guò)程:

Step1 Preparation.

1、利用主情境圖導(dǎo)入本單元話題,引導(dǎo)學(xué)生了解本單元的主要內(nèi)容。

T:(師呈現(xiàn)本單元主情境圖課件或使用教學(xué)掛圖或讓學(xué)生看書(shū))Who can you see in the picture? Sarah, Chen Jie, John,Mike. Who is this boy?生回答,引出新的人物T:Yes, he is Sarah’s brother. Sam. 出示頭飾領(lǐng)讀。What are they doing? They’re having a birthday party. Whose birthday party? Yes, today is Sam’s birthday. Let’s say:Happy birthday to Sam.生齊說(shuō),引出本節(jié)的話題。

2、 吟唱歌曲 《Happy birthday》

T: Boys and girls, let’s sing birthday song to Sam.

Step2 Presentation.

1、看圖預(yù)測(cè),整體感知。教學(xué)句子This one ,please. Sure.

T: Look at the picture 。 Who are they? Sam and Sam’s mother. Where is Sam now ? At the baker’s. This is the shop keeper. What do Sam and his mother buy ? A cake. T: Look, so many cakes. PPT出示好多蛋糕的圖片,師接著問(wèn):Guess. Which one does Sam want to buy?學(xué)生猜測(cè)。Now, Listen and choose. Which one? 聽(tīng)音選圖片。校對(duì)答案,引出句子This one ,please.播放錄音,學(xué)生跟讀,板書(shū)句子,領(lǐng)讀,齊讀,小組讀,個(gè)別讀。師戴Mum頭飾, 指著蛋糕說(shuō):This one please. How does the shop keeper say? 播放錄音,引出句子Sure. 板書(shū)領(lǐng)讀,小組讀,個(gè)別讀。師PPT出示購(gòu)物圖片,師指一西瓜,問(wèn)生,This one , please.引導(dǎo)生用Sure回答。生生操練,小組展示。

2、 聽(tīng)音答題,教學(xué)句子How many plates? Five.

T: Sam and Mun buy a cake. What else do they buy? 除了蛋糕還買(mǎi)了什么?生回答Plate。出示圖片,領(lǐng)讀,齊讀,小組讀,男女讀,個(gè)別讀 板書(shū),粘貼圖片。出示一盤(pán)子,教學(xué)one plate, 接著出示第二個(gè)盤(pán)子,教學(xué)two plates,領(lǐng)讀,齊讀,小組讀,個(gè)別讀,逐一增加盤(pán)子,three/ four/ five plates.板書(shū)plates, 描紅強(qiáng)調(diào)復(fù)數(shù)S及發(fā)音/s/。 (此處數(shù)字1-5,只要求生會(huì)認(rèn)讀,不出現(xiàn)形)T: They buy some plates. Listen and answer:How many plates do they buy?出示問(wèn)題,播放錄音,教學(xué)領(lǐng)讀句子How many plates? 小組讀,個(gè)別讀,開(kāi)火車(chē)讀。聽(tīng)音答題,引出數(shù)字five, 板書(shū)教學(xué)領(lǐng)讀。

Step 3 Practice

1、聽(tīng)音正音 T: Listen and repeat. 生跟讀錄音,模仿正確的語(yǔ)言、語(yǔ)調(diào)。

2、師生、生生、同桌分角色朗讀課文。

3、角色表演:讓學(xué)生戴上頭飾,表演展示Let's talk 的對(duì)話。

4.Count an say

利用課本第58頁(yè)Count and say圖,教學(xué)數(shù)字 1-4

T:Today is Sam’s birthday. Sam got so many gifts. Look,so many gifts. What gifts?生看圖回答,books/pencils/bears/。.。 師接著問(wèn)生How many books?引導(dǎo)生回答three, 教學(xué)數(shù)字three, 領(lǐng)讀,齊讀,小組讀,個(gè)別讀,開(kāi)火車(chē)讀。接著問(wèn)生How many pencils? 引出數(shù)字four,出示圖片,教學(xué)領(lǐng)讀,小組讀,個(gè)別讀。同樣教學(xué)其他數(shù)字one, two。兩人一組,看圖談?wù)?,操練句子How many.。.? One/。.。

Step 4 Production

語(yǔ)用活動(dòng):Go shopping! 四人一小組進(jìn)行購(gòu)物活動(dòng)。組長(zhǎng)在桌子上放好文具,動(dòng)物等卡片,其余三人購(gòu)買(mǎi)禮物。教師可與幾個(gè)學(xué)生先示范。

T: Sam has a birthday party today. Do you want to go ? Let’s go shopping for some gifts.

A: Hello!

B: Hi! I’d like some pencils, please.

A: Sure. How many ?

B: Four.

A: Here you are.

B: Thank you.

A: Hello!

C: Hi! This bag, please.

A: Here you are.

C: Thank you. …

2、小組合作,1-2組展示。

Step5 Progress

1、做當(dāng)堂達(dá)標(biāo)題。基訓(xùn)45頁(yè)3、4題。

2、 Summary. What have you learned today? 引導(dǎo)學(xué)生總結(jié)本課時(shí)所學(xué)知識(shí)。

3.Homework:聽(tīng)錄音仿讀。將所學(xué)的數(shù)字說(shuō)給家長(zhǎng)聽(tīng)。

三年級(jí)上冊(cè)英語(yǔ)教案 篇8

教學(xué)目標(biāo):

1、會(huì)聽(tīng)、說(shuō)、讀、認(rèn):blue, pink, black, white.

2、會(huì)認(rèn)讀have, pet, it, rabbit, color, star, teacher…。.

3、會(huì)說(shuō)I have a… What color is it? It’s…。

4、能聽(tīng)、說(shuō)、讀、寫(xiě)R r, S s, T t

教學(xué)重點(diǎn):

1、會(huì)聽(tīng)、說(shuō)、讀、認(rèn):blue, pink, black, white.

2、能聽(tīng)、說(shuō)、讀、寫(xiě)R r, S s, T t

教學(xué)難點(diǎn):

會(huì)說(shuō)I have a …。 What color is it?It’s…。

教學(xué)過(guò)程:

一、復(fù)習(xí)Lesson 13, say a chant,

Yellow, yellow, yellow, a yellow banana

Green, green, green, a green frog

Orange, orange, orange, an orange fish

Red, red, red, a red apple

二、由以上四種顏色,引出另外四種顏色的教學(xué),拿出四張不同顏色的圖片,教學(xué):blue, pink,black,white

三、出示四張圖片教學(xué)并操練

1、出示一張a black cat的圖片,教學(xué):

T: I have a cat. What color is it?

S: It’s black.

2、出示一張a pink fish的圖片,教學(xué):

T: I have a fish. What color is it?

S: It’s pink.

3、出示一張a white rabbit的圖片,教學(xué):

T: I have a rabbit. What color is it?

S: It’s white.

4、出示一張a blue kite的圖片,教學(xué):

T: I have a kite. What color is it?

S: It’s blue.

四、聽(tīng)錄音,跟讀課文

五、字母教學(xué)

1、學(xué)習(xí)字母R r

出示a rabbit的圖片,問(wèn)“What’s this?”操練a rabbit,接著問(wèn):“What’s the first letter?”

出示字母卡片,辨別大小寫(xiě),教讀音。

指著卡片:“Big letter R, small letter r, R r is for rabbit, R r, R r. R r.”

2、同法教學(xué)S s

3、同法教學(xué)T t.

4、范寫(xiě),書(shū)寫(xiě)。

六、完成Listen and circle the right picture.

七、總結(jié)

指導(dǎo)學(xué)生完成課本中的自我評(píng)價(jià)

八、Homework

1、朗讀課文

2、完成《活動(dòng)手冊(cè)》Lesson 14

【教學(xué)反思】

這單元涉及的主要的句型是What color is my.(衣服)/it? Its.(顏色)。所以我整個(gè)的教學(xué)設(shè)計(jì)思路是:首先我由一首歌(color song)導(dǎo)入這堂課的課題colors。接著是讓學(xué)生根據(jù)白板上的提示(Look at my.;Its.和已學(xué)的服飾)選擇自己喜歡的衣服編短話。這一環(huán)節(jié)不僅復(fù)習(xí)了前一單元所學(xué)的主要內(nèi)容,還能引出下個(gè)環(huán)節(jié)Guessing game其目的在于激發(fā)學(xué)生上課的'激情,讓學(xué)生在玩中學(xué)。接著是創(chuàng)設(shè)一個(gè)情境,我有一個(gè)魔術(shù)表演,將學(xué)生帶入今天所要學(xué)的內(nèi)容當(dāng)中,楊玲的魔術(shù)表演。然后通過(guò)聽(tīng),說(shuō),讀三方面來(lái)整體感知對(duì)話,以及處理對(duì)話中的重難點(diǎn)。在讀的方面采用不同的朗讀方式來(lái)操練。例如男生女生分角色朗讀,跟在電腦后面讀,齊讀等。最后是通過(guò)學(xué)生展示來(lái)檢測(cè)學(xué)生有沒(méi)有掌握本堂課的重點(diǎn),并給與評(píng)價(jià)。

當(dāng)然我也發(fā)現(xiàn)了一些不足之處和值得改進(jìn)的地方。

1、教授單詞時(shí)沒(méi)有注重單詞的拼讀,給人感覺(jué)就是一帶而過(guò)。

2、有幾張課件不是很合理,比如在變魔術(shù)的時(shí)候,課件上文本顯示的是變完魔術(shù)后的顏色。還有一張課件上的圖片太小以至于做在后面的學(xué)生不是看得很清楚。

3、教具準(zhǔn)備得不是太充分。

4、忘了板書(shū)。

5、說(shuō)話語(yǔ)速太快。

在接下來(lái)的教學(xué)當(dāng)中,我將會(huì)不斷自我反思,不斷創(chuàng)新,不斷提升自己的專業(yè)素養(yǎng),提高專業(yè)知識(shí)水平。與此同時(shí),虛心像前輩請(qǐng)教,共同討論并解決教學(xué)過(guò)程中的疑點(diǎn)。希望經(jīng)過(guò)自己不懈的努力成為一名優(yōu)秀的英語(yǔ)老師。

三年級(jí)上冊(cè)英語(yǔ)教案 篇9

【教具準(zhǔn)備】

1 教材配套的錄音帶。

2 教師和學(xué)生分別準(zhǔn)備廢舊的硬紙盒/紙版、剪刀、膠水。

3 教師準(zhǔn)備一個(gè)自己已制作好的鍵盤(pán)。

4 教師準(zhǔn)備字母卡片和真正的鍵盤(pán)一個(gè)。

【教學(xué)過(guò)程】

1 熱身、復(fù)習(xí) (Warm-up/Revision)

(1)師生之間進(jìn)行英語(yǔ)對(duì)話或進(jìn)行日??谡Z(yǔ)活動(dòng)。

(2)學(xué)生之間自編對(duì)話并表演。

(3)教師播放Unit 6 B Let's chant 的錄音,讓學(xué)生邊拍手邊說(shuō)歌謠。

(4)游戲:Silent Speech

教師換一種方法說(shuō)字母------唇說(shuō),說(shuō)字母的時(shí)候不發(fā)出聲音。學(xué)生看教師的口形,猜教師“說(shuō)”的內(nèi)容。說(shuō)的字母為Aa----Zz 。

2 呈現(xiàn)新課 (Presentation)

(1)教師出示字母卡片,學(xué)生認(rèn)讀字母Aa----Zz。

(2)學(xué)生字母背誦Aa----Zz。

(3)教師播放歌曲 “A B C Song ”,告訴學(xué)生“試一試”“比一比”,看看誰(shuí)能通過(guò)自己試唱學(xué)會(huì)歌曲。

(4)學(xué)生間相互練唱,再次讓學(xué)生掌握歌詞和節(jié)奏。

(5)教師出示一個(gè)真正的鍵盤(pán),教師說(shuō)字母,讓學(xué)生在鍵盤(pán)上找到字母??蓪⒋嘶顒?dòng)作為比賽的形式出現(xiàn),Boys Group and Girls Group. 誰(shuí)先找到誰(shuí)獲勝。

(6)教師出示自己已制作好鍵盤(pán):This is a Keyboard. 重復(fù) a Keyboard,學(xué)生跟讀

a Keyboard This is a Keyboard.并貼在黑板上。

教師指著制作所需的工具建議:Let's make a Keyboard.

(7)教師按照課本上呈現(xiàn)的制作程序,一邊用英語(yǔ)講解,一邊給學(xué)生做示范。

3 趣味操練 (Practice)

(1)請(qǐng)學(xué)生拿出他們事先準(zhǔn)備的材料,教師指導(dǎo)學(xué)生按步驟制作鍵盤(pán)。鍵盤(pán)上的字母教師可以事先復(fù)印好發(fā)給學(xué)生。告訴學(xué)生鍵盤(pán)上的字母排列順序是固定的,不能任意排列組合。

(2)鍵盤(pán)游戲:

按照書(shū)中的程序,分三種游戲進(jìn)行操練。

·找出字母的位置。

·在鍵盤(pán)上敲擊出單詞。請(qǐng)學(xué)生先跟著教師學(xué)習(xí)正確的指法,再玩游戲。

·一邊敲,一邊唱 “ABC Song”。

(3)展覽學(xué)生的作品。評(píng)出秀的鍵盤(pán)。

4 課堂評(píng)價(jià) (Assessment)

(1)做活動(dòng)手冊(cè)43頁(yè)的練習(xí)。

(2)讓學(xué)生自我評(píng)價(jià)本單元學(xué)習(xí)情況,可在第73頁(yè)上做標(biāo)記。

5 擴(kuò)展性活動(dòng)(Add-activities)

小組對(duì)抗賽

教師將學(xué)生分為6個(gè)組,教師說(shuō)英文,小組成員共同畫(huà)出相應(yīng)內(nèi)容,又快又準(zhǔn)的加一分。如教師說(shuō):Draw a blue eye. Draw an orange mouth. Draw the green ears. …

教師還可出示圖片,讓學(xué)生說(shuō)單詞,說(shuō)對(duì)的加分。

【板書(shū)設(shè)計(jì)】

Recycle 2

教師出示一個(gè)自己已制作好鍵盤(pán)貼在黑板上。小學(xué)三年級(jí)英語(yǔ)教案《下學(xué)期 Recycle 2 第三課時(shí)》

三年級(jí)上冊(cè)英語(yǔ)教案 篇10

一、教學(xué)重點(diǎn)有關(guān)文具的五個(gè)詞匯crayon、pencil、pen、eraser、ruler 的學(xué)習(xí),并用英語(yǔ)介紹文具。

二、教學(xué)難點(diǎn)較準(zhǔn)確讀出各單詞,尤其是crayon,eraser 兩個(gè)單詞的發(fā)音。

三、課前準(zhǔn)備

1、 教學(xué)課件。2. 本課相應(yīng)的文具(實(shí)物)和教師卡片。3. 學(xué)生卡片。

四、教學(xué)時(shí)間:2課時(shí)

五、備時(shí):8.15

六、授時(shí):_

七、教學(xué)步驟

1、熱身/復(fù)習(xí)(Warm-up/ Revision)

(1)唱 ABC song歌

(2)師生互相問(wèn)候

2、 新課展示 (Presentation)

(1)老師指自己說(shuō)Hello! I’m Miss / Mr… 然后用My name’s… 再重復(fù)兩遍自己的名字。接著對(duì)一名學(xué)生發(fā)問(wèn)What’s your name? (用清晰、緩慢的語(yǔ)調(diào)問(wèn)兩遍)邊問(wèn)邊指他,并用口型揭示他回答Myname’s… 用類(lèi)似的方法在教室里與學(xué)生進(jìn)行問(wèn)答練習(xí),注意引導(dǎo)學(xué)生用My name’s… 回答問(wèn)題。

(2)跟讀、模仿What’s your name? 注意學(xué)生對(duì)name的發(fā)音。

(3)教道別語(yǔ)Goodbyeye, 告訴學(xué)生意思是“再見(jiàn)”

(4)聽(tīng)錄音來(lái)展示B部分Let’s talk的內(nèi)容。

3、趣味操練 (Practice)

(1)Pair work: 可讓學(xué)生戴上頭飾,表演書(shū)上Let’s talk的對(duì)話。

(2)Let’splay中的游戲。(3)四人或六人為一小組,先將學(xué)生自制的頭飾收集在一起,再由每組的“小老師”通過(guò)問(wèn)What’s your name? 同學(xué)回答My name’s… 的方式練習(xí),答對(duì)的同學(xué)拿回頭飾戴在頭上。

4、課堂評(píng)價(jià)(Assessment)

四人或六人為一小組表演Let’s talk的對(duì)話。5、課外活動(dòng)(Add-activities)

(1)要求學(xué)生聽(tīng)錄音,然后仿讀課本第4-7頁(yè)的內(nèi)容并拌有動(dòng)作表演。

(2)鼓勵(lì)學(xué)生用第4-7頁(yè)所學(xué)的內(nèi)容與同學(xué)和老師進(jìn)行交流。

板書(shū)設(shè)計(jì):_

三年級(jí)上冊(cè)英語(yǔ)教案 篇11

【教具準(zhǔn)備】

單詞卡片。

小動(dòng)物頭飾。

3、教材相配套的教學(xué)課件。

4、教材相配套的教學(xué)錄音帶。

【教學(xué)過(guò)程】

熱身/復(fù)習(xí)(Warm-up/Revision)

1、Listen and do

教師發(fā)出口令,(big/small …), 孩子聽(tīng)到口令后用動(dòng)作表演。

2、說(shuō)反義詞

教師說(shuō)small,孩子說(shuō)出big。

呈現(xiàn)新課 (Presentation)

1、教師出示Let's learn部分的掛圖,讓孩子說(shuō)說(shuō)What can you see?

讓孩子用學(xué)過(guò)的詞描述一下看到的動(dòng)物。

2、出示Let's learn部分錄像,學(xué)生認(rèn)讀tall short giraffe deer四個(gè)單詞;教師出示詞卡,讓孩子用動(dòng)作表現(xiàn)詞義。

3、黑板上貼出所有學(xué)過(guò)的描述性單詞,讓孩子把單詞和相應(yīng)的形象連在一起。

然后用完整的句子描述。教師可告訴學(xué)生或讓學(xué)生自己歸納:?jiǎn)卧~short有兩種意思, 所以有兩個(gè)反義詞long和 tall。

4、Sing the song

教師在黑板上貼出所有學(xué)過(guò)的動(dòng)物圖片,讓孩子說(shuō)一說(shuō)。

聽(tīng)錄音,讓孩子邊聽(tīng),邊上前指出。

聽(tīng)錄音,邊聽(tīng)邊舉手中的動(dòng)物頭飾。

小組里表演歌曲,帶上頭飾表演,邊演邊唱。

(三)趣味操練 (Practice)

活動(dòng)一:聽(tīng)一聽(tīng),做一做

教師出示單詞卡片(形容詞+物品名稱。如:a long ruler), 孩子根據(jù)要求,找到物品,最快的獲勝。

活動(dòng)二:Listen and draw

聽(tīng)一聽(tīng),畫(huà)一畫(huà)

教師用英語(yǔ)說(shuō)出要求:Draw a big bag/…

孩子根據(jù)要求畫(huà)出物品,然后小組比一比誰(shuí)畫(huà)的好,比一比誰(shuí)的大,誰(shuí)的小。

三年級(jí)上冊(cè)英語(yǔ)教案 篇12


第一課:Greeting and Introduction(問(wèn)候與自我介紹)


目標(biāo):學(xué)生能夠用英語(yǔ)進(jìn)行簡(jiǎn)單的問(wèn)候和自我介紹。


教學(xué)步驟:


1. 問(wèn)候?qū)W生并介紹自己。


T: Hello, everyone! My name is Mr./Mrs. [教師姓名]. What's your name?


2. 學(xué)生回答教師的問(wèn)候。


S: Hello, Mr./Mrs. [教師姓名]. My name is [學(xué)生姓名].


3. 教師示范學(xué)生回答并提問(wèn)其他學(xué)生。


T: Nice to meet you, [學(xué)生姓名]. How are you?


4. 學(xué)生回答教師的問(wèn)題。


S: I'm fine, thank you. And you?


5. 教師回答學(xué)生的問(wèn)題并示范其他學(xué)生回答。


T: I'm great, thank you.


6. 學(xué)生模仿教師回答問(wèn)題。


7. 教師引導(dǎo)學(xué)生進(jìn)行自我介紹。


T: Now, let's practice introducing ourselves. Say "Hello, my name is [學(xué)生姓名]. I'm [學(xué)生年齡] years old. Nice to meet you."


8. 學(xué)生模仿教師自我介紹并自由發(fā)揮。


S: Hello, my name is [學(xué)生姓名]. I'm [學(xué)生年齡] years old. Nice to meet you.


9. 教師和學(xué)生互相問(wèn)候并自我介紹。


10. 拓展練習(xí):學(xué)生分成小組,進(jìn)行互相問(wèn)候和自我介紹的練習(xí)。


評(píng)估與反饋:


教師觀察學(xué)生的回答和自我介紹是否準(zhǔn)確流利??梢愿鶕?jù)學(xué)生的表現(xiàn)給予鼓勵(lì)或提出改進(jìn)的建議。


第二課:Numbers(數(shù)字)


目標(biāo):學(xué)生能夠正確地拼寫(xiě)和朗讀1-20的數(shù)字。


教學(xué)步驟:


1. 教師出示數(shù)字卡片,介紹數(shù)字1-20。


T: Look at these cards. This is number one (1), two (2), three (3), and so on up to twenty (20).


2. 教師大聲讀出數(shù)字,學(xué)生跟讀。


3. 學(xué)生和教師一起讀出數(shù)字。


4. 教師出示數(shù)字卡片,學(xué)生回答數(shù)字。


5. 學(xué)生自己拿一張數(shù)字卡片,全班一起讀出該數(shù)字。


6. 拓展練習(xí):教師說(shuō)一個(gè)數(shù)字,學(xué)生找出對(duì)應(yīng)的數(shù)字卡片。


7. 學(xué)生在黑板上寫(xiě)下數(shù)字1-20,教師進(jìn)行指導(dǎo)。


8. 教師出示錯(cuò)亂的數(shù)字卡片,學(xué)生幫助教師正確排序。


評(píng)估與反饋:


教師觀察學(xué)生對(duì)數(shù)字的正確理解和發(fā)音。可以進(jìn)行一些口頭或書(shū)面測(cè)試,檢查學(xué)生的掌握程度。


第三課:Colors(顏色)


目標(biāo):學(xué)生能夠正確地命名常見(jiàn)的顏色。


教學(xué)步驟:


1. 教師出示彩色卡片,介紹顏色的名稱。


T: Look at these cards. This is red, blue, green, yellow, and so on.


2. 學(xué)生一起跟著教師讀出顏色的名稱。


3. 教師出示彩色卡片,學(xué)生回答顏色的名稱。


4. 學(xué)生觀察物品的顏色,并說(shuō)出對(duì)應(yīng)的顏色。


5. 教師出示彩虹圖片,學(xué)生用英語(yǔ)說(shuō)出彩虹上的顏色。


6. 學(xué)生分組進(jìn)行顏色拼接游戲,每組選擇一張圖片,選擇合適的顏色拼接在一起。


7. 拓展練習(xí):教師描述物品的顏色,學(xué)生猜測(cè)物品并說(shuō)出對(duì)應(yīng)的顏色。


評(píng)估與反饋:


教師觀察學(xué)生對(duì)顏色的正確理解和表達(dá)能力。可以進(jìn)行一些練習(xí),考察學(xué)生的顏色識(shí)別和命名能力。


這只是一個(gè)簡(jiǎn)單的教案示例,實(shí)際的教學(xué)過(guò)程可能涉及更多的細(xì)節(jié)和教具。教師在編寫(xiě)教案時(shí)應(yīng)根據(jù)自己的經(jīng)驗(yàn)和教學(xué)環(huán)境進(jìn)行適當(dāng)?shù)恼{(diào)整和修改。希望這篇教案能對(duì)您有所幫助!

三年級(jí)上冊(cè)英語(yǔ)教案 篇13

冀教版二年級(jí)英語(yǔ)上冊(cè)教案

Lesson 1 A new friend

一、教學(xué)內(nèi)容: Hello!Nice to meet you!What?s your name ?-? = 2 ? + ? = 13 ?? = 11 Step 10.Song Ask the students to sing a song Step 11.Homework 1.Read the dialogue 2.Do the exercise book Lesson 20 Letters 教學(xué)重點(diǎn): 學(xué)習(xí)在四線三格中正確書(shū)寫(xiě)英文字母 Bb , Dd, Ff , Hh , Kk , Ll , Tt的大小寫(xiě)。教學(xué)難點(diǎn): 大寫(xiě) F, 和小寫(xiě) k , t的筆順,小寫(xiě) k 的書(shū)寫(xiě)格式。教具準(zhǔn)備: 1.寫(xiě)有大小寫(xiě)字母卡 2.教材相配套的教學(xué)錄音帶 教學(xué)過(guò)程:(一)熱身、復(fù)習(xí)(Warm-up/Revision)1.聽(tīng)寫(xiě)。教師發(fā)給學(xué)生每人一張四線三格紙,教師隨意讀出字母 Aa-Rr , 學(xué)生要在 紙上書(shū)寫(xiě)所聽(tīng)到的字母。聽(tīng)寫(xiě)完畢后學(xué)生要把寫(xiě)好字母的紙交給教師。2.教師出示字母卡讓學(xué)生認(rèn)讀字母。

3.復(fù)習(xí)單詞。注:要求聽(tīng)說(shuō)的單詞,讓學(xué)生看圖說(shuō)單詞。要求聽(tīng)、說(shuō)、認(rèn)讀的單詞, 讓學(xué)生看單詞卡讀單詞,并說(shuō)出中文含義。

(二)呈現(xiàn)新課(Presentation)1.教學(xué)字母 Bb 教師出示單詞卡 bag , 讓學(xué)生讀出來(lái)并說(shuō)出中文。

教師問(wèn)學(xué)生 bag 單詞的第一個(gè)字母是什么:What letter is this? 學(xué)生回答:b。教師出示 字母卡,讓學(xué)生辨別字母 Bb 的大小寫(xiě)。

教師在四線三格中教學(xué)字母大小寫(xiě) Bb。2.教學(xué)字母 Dd , Ff , Hh , Kk , Ll , Tt.6.讓學(xué)生在練習(xí)本上把所學(xué)字母 Bb--Tt每個(gè)寫(xiě)一行。教師在教室中巡視,及時(shí)給學(xué) 生進(jìn)行輔導(dǎo)。7.讓學(xué)生聽(tīng)錄音帶跟讀模仿。讓學(xué)生看單詞卡拼讀單詞。

教師讓學(xué)生看單詞回答:How many letters in this word?學(xué)生回答后,讓他們背著拼出單 詞。教師讓學(xué)生在四線三格中默寫(xiě)字母 b,d , f , h , k , l , t.教師教學(xué)生在四線三格中書(shū)寫(xiě)單詞。告訴學(xué)生首先要把每個(gè)字母書(shū)寫(xiě)正確, 然后按照單 詞的拼寫(xiě)把字母寫(xiě)在一起, 注意單詞的每個(gè)字母間要有一點(diǎn)距離。讓學(xué)生照板書(shū)抄字頭, 然后每個(gè)單詞寫(xiě)一行。(三)趣味操練(Practice)游戲:Bingo 讓學(xué)生把本課所學(xué)的字母和部分單詞隨意寫(xiě)在游戲板中。教師任意說(shuō)出一個(gè)字母或單 詞。學(xué)生在游戲板中迅速找出教師說(shuō)的字母或單詞并用鉛筆在字母或單詞上畫(huà)一個(gè)圈。每畫(huà) 出完整的一行或一列字母或單詞, 學(xué)生就說(shuō) Bingo!直到所有的字母和單詞都圈完。讓學(xué)生擦 去畫(huà)的圈, 重新再做一次游戲。由于教師念字母或單詞的順序不一樣, 每次圈的順序也不一 樣。在游戲結(jié)束以后,全班一起復(fù)習(xí)詞匯。(四)擴(kuò)展性活動(dòng)(Add-activities)Looking for the letter‘ s family

準(zhǔn)備好已學(xué)過(guò)的字母卡片。把大小寫(xiě)字母卡片發(fā)給學(xué)生。告訴學(xué)生字母和其相應(yīng)的單詞組成 一個(gè)家庭,看誰(shuí)能幫字母找到家庭。教師發(fā)出指令,學(xué)生開(kāi)始尋找。Lesson 21 Let?s write.教學(xué)目標(biāo):

1、能聽(tīng)、說(shuō)、讀、寫(xiě)單詞 school..2、能熟練運(yùn)用對(duì)話中的交際用語(yǔ)并會(huì)寫(xiě)句型 May I have? ?Sure!I?m sorry.I don?t have.教學(xué)過(guò)程:

一、Warm up 1.Sing a song :Hello.2.Greetings: May I come in ? Yes ,come in ,please.3.Free talk.May I have ? ? Yes /Sure.使用學(xué)過(guò)的交際用語(yǔ)進(jìn)行對(duì)話。

二、Revision.學(xué)生用自己的實(shí)物表演 Read and say中的對(duì)話。1.師引導(dǎo)學(xué)生對(duì)話 2.學(xué)生之間交際練習(xí)。

三、Presentation and practice.1.學(xué)習(xí)單詞 a pen ,a pencil ,a marker , a notebook ,a book.(1)利用實(shí)物學(xué)習(xí)單詞 : a pencil.T: What?s this in English ? Oh ,It?s a pencil.Do you like pencil ? S: Yes.聽(tīng)錄音,生跟讀。

(2)同法學(xué)習(xí)單詞 a marker,a book ,a notebook.2.Play a game : What?s missing ?

游戲規(guī)則:將 a book ,a marker ,a notebook ,a pencil的圖片貼在黑板上,讓一學(xué)生背對(duì)黑板 , 師拿掉任一張圖,讓學(xué)生猜出缺少的那張圖片。T:What? missing ?

S: The pencil.(指學(xué)生將圖片放回原位)(這個(gè)游戲的目的是為了讓學(xué)生在聽(tīng)、說(shuō)、讀方面鞏固這些單詞。)3.拼寫(xiě)單詞。

T:(出示一支鋼筆):What ‘ s this in English? S:It?s a pen.T :(出示單詞卡片 a pen)Now Let‘ s read and spell the word ― pen ‖ : Pen , p-e-n, pen.讓 學(xué)生練,拼讀,并進(jìn)行單詞背誦。Ss: Pen ,P-E-N, pen.(讓學(xué)生拼讀,書(shū)寫(xiě)單詞 a pen).4.同法拼寫(xiě)單詞 a ruler ,a pen ,a book ,a pencil , a marker, a notebook.師指導(dǎo)單詞的拼寫(xiě)方式,例如利用新舊單詞的遷移(a book— a notebook)教會(huì)學(xué)生有效地 記憶單詞。

四、Work in pairs.1.出示 C 部分 Ask and answer的圖畫(huà)。(以圖 1為例,引導(dǎo)學(xué)生問(wèn)答)T :May I have the pencil? S: Yes /Sure.Here you are.2.師板書(shū)句型 May I have ? ? Yes /Sure.Here you are.3.創(chuàng)設(shè)語(yǔ)言訓(xùn)練情景:將學(xué)生帶來(lái)的物品分類(lèi),通過(guò)開(kāi)設(shè)文具店的形式進(jìn)行對(duì)話操 練。(此處練習(xí)時(shí)將學(xué)生分成組進(jìn)行)如:a pen , a ruler.Lesson 22 My body.Language focus: Using nouns to identify parts of body e.g.eye,mouth,nose,ear,hand,arm,toe.Using pronouns to refer to particular things.e.g.This is my hand.Using imperatives to catch people?s attention.e.g.Look!Using possessive adjectives to express possession e.g.This is my arm.Using imperatives to give simple instructions.e.g.Wave your hand.Touch your nose.Language skills: Listening: Locate specific information in response to simple instructions.Indentify key words in an utterance by recognizing stress.Speaking: Prounce words properly.Use modelled phrases to communicate with other learners.Materials: Student?s Book A Pages 44-45 Cassette A Cassette player Workbook 44 Some pictures Teathing method: 交際法,全身動(dòng)作反應(yīng)法,演示法.Teathing Procedure: Pre-task preparation 1.Revise the classroom instruction language students have learnt,e.g: Stand up, please.Give me...Raise your hand.Put it down, etc.Ask the students to listen and act.2.Greetings with boys ang girls,e.g.:What do you like? Do you have a...? How old are you?Then sing a song:Read,read,I can read...Ask the weather of today,get the ss to draw on the board.Teather draws an eye on the sun?s face,invite one student to finish drawing(the other eye),teach the word — eye.3.Draw a boy and a girl(not finshed),ask: What‘ s missing? Teach the words— mouth, nose,ear in the same way.Get the ss to do the actions like these: Open /Close your mouth /eye.(朗讀時(shí)聲音 起伏變化,由低到高,或聽(tīng)掌聲的次數(shù)朗讀單詞.)4.Have a match between boys and girls----Listen and touch the word.Put the boy and girl?s pictures on the Bb,get the ss to listen to the commands and touch the pictures.If any of them wins, he/she can get a red star,e.g.: T: Eye!/Mouth!/Ear!/Nose!While-task procedure 1.Ss do the actions after the tescher: Touch your ear/nosr/mouth/hand!Teach the word— hand,ask: How many hands are there? One hand, two hands.Review – Raise your hand, Teach – Wave your hand,explain the meaning of the expression in English(Good-bye).2.Teach the words – arm/toe in the same way.Ask :How many arms/toes are there? Get the ss tocount them.Ss look at the Bb,listen and repeat the seven new words.3.Play the tape for the ss to listen and do the actions for twice.(注:教材中富有節(jié)奏的 chant 和歡 快地歌曲激發(fā)了學(xué)生很強(qiáng)的表演欲,使學(xué)生在歡樂(lè)中體驗(yàn)英語(yǔ)的趣味與鞏固新知識(shí)) in pairs.Ask the ss to do the actions in pairs.One student give a command, the other student does the action, then change the roles.Finally, get some individual ss to order in the front.Play the tape for the ss to listen and repeat.Post-task activities 1.Teacher points to her nose and says---Look!This is my nose./ Look!This is my eye /toe/hand!Ask the ss read togdther when they do the actions.Pay attention to pointing their body first when they say. in pairs for some minutes.Then ask individual ss to show in the nsolidation: Workbook page 13: Listen and draw the part of the body.Draw the missing parts on the face, then ask them to talk about it Homework: Listen and repeat Lesson 22 on pages 44-45 Lesson 23 Letters 教學(xué)重點(diǎn): 學(xué)習(xí)在四線三格中正確書(shū)寫(xiě)英文字母 Vv , Ww , Xx , Zz 的大小寫(xiě)。教學(xué)難點(diǎn): 大寫(xiě) X, 和小寫(xiě) x 的書(shū)寫(xiě)格式。教具準(zhǔn)備: 1.寫(xiě)有大小寫(xiě)字母卡 2.教材相配套的教學(xué)錄音帶 教學(xué)過(guò)程:(一)熱身、復(fù)習(xí)(Warm-up/Revision)1.聽(tīng)寫(xiě)。教師發(fā)給學(xué)生每人一張四線三格紙,教師隨意讀出字母 Aa-Tt , 學(xué)生要在 紙上書(shū)寫(xiě)所聽(tīng)到的字母。聽(tīng)寫(xiě)完畢后學(xué)生要把寫(xiě)好字母的紙交給教師。2.教師出示字母卡讓學(xué)生認(rèn)讀字母。

3.復(fù)習(xí)單詞。注:要求聽(tīng)說(shuō)的單詞,讓學(xué)生看圖說(shuō)單詞。要求聽(tīng)、說(shuō)、認(rèn)讀的單詞, 讓學(xué)生看單詞卡讀單詞,并說(shuō)出中文含義。

(二)呈現(xiàn)新課(Presentation)1.教學(xué)字母 Vv 教師出示字母卡 Vv , 讓學(xué)生想象它像什么。

教師帶著學(xué)生一起書(shū)寫(xiě) Vv.教師在四線三格中教學(xué)字母大小寫(xiě) Vv。2.教學(xué)字母 Ww , Xx , Zz.6.讓學(xué)生在練習(xí)本上把所學(xué)字母 Vv---Zz 每個(gè)寫(xiě)一行。教師在教室中巡視,及時(shí)給學(xué) 生進(jìn)行輔導(dǎo)。7.讓學(xué)生聽(tīng)錄音帶跟讀模仿。讓學(xué)生看卡片讀字母。玩炸彈游戲

教師讓學(xué)生在四線三格中默寫(xiě)字母 Vv , Ww , Xx , Zz.注意每個(gè)字母間要有一點(diǎn)距離。(三)趣味操練(Practice)游戲:Bingo 由于教師念字母的順序不一樣, 每次圈的順序也不一樣。在游戲結(jié)束以后, 全班一起復(fù)習(xí)字母。(四)擴(kuò)展性活動(dòng)(Add-activities)Looking for the letter‘ s family

準(zhǔn)備好已學(xué)過(guò)的字母卡片。把大小寫(xiě)字母卡片發(fā)給學(xué)生。告訴學(xué)生字母和其相應(yīng)的單詞組成 一個(gè)家庭,看誰(shuí)能幫字母找到家庭。教師發(fā)出指令,學(xué)生開(kāi)始尋找。Lesson 24 Again , please!教學(xué)目的: 1.通過(guò)復(fù)習(xí),學(xué)生能熟練掌握本單元所學(xué)的單詞和字母。2.通過(guò)復(fù)習(xí)與活動(dòng),學(xué)生能綜合運(yùn)用本單元所學(xué)的日常用語(yǔ)。教學(xué)過(guò)程: Step 1 Free talk 1.本單元教師可采用比較活潑的問(wèn)候方式, 例如:教師唱:― Hello!hello!How are you? Hello!Hello!How are you?‖學(xué)生用歌聲回答:― I ‘ m fine, thank you.I‘ m fine, thank you.‖教師 唱― Good morning!Good morning!Good morning to you.‖學(xué)生也以歌聲作答.2.師生進(jìn)行接歌比賽。(此舉旨在活躍氣氛, 調(diào)動(dòng)學(xué)生的情緒。為下面的復(fù)習(xí)活動(dòng)做好準(zhǔn)備。)Step 2 Guessing game 1.師生各自在手里拿一樣?xùn)|西,背在身后。用― Is this?? Is that??‖提問(wèn),用 ― Yes , it is./No, it isn‘ t.‖ 回答.如果猜對(duì)了 , 一方可再問(wèn) ― Can I have a look?‖ , 并用 ― Sure, here you are.‖ 來(lái)回答。教師要引導(dǎo)學(xué)生用這樣的方式互相要對(duì)方的東西看 , 并會(huì)用 ― What a nice?!‖ 來(lái)表達(dá)贊嘆.2.使用課件。1)看圖猜物。

出示一幅被覆蓋的圖, 每點(diǎn)擊一次鼠標(biāo)就會(huì)露出一小部分, 逐漸顯露出被覆蓋的全圖。學(xué)生 在此過(guò)程中用 ― What ‘ s this? It‘ s ?.‖來(lái)猜。(盡量使用后半學(xué)期的單詞圖片。)2)辯音猜物。

屏幕出現(xiàn)若干窗戶,鼠標(biāo)點(diǎn)擊不同窗口發(fā)出不同聲音,學(xué)生根據(jù)各種聲音猜測(cè),如果猜對(duì), 則開(kāi)窗出現(xiàn)所猜物品;猜錯(cuò)則怪叫不開(kāi)窗。(此項(xiàng)活動(dòng)適用于樂(lè)器、動(dòng)物及交通工具等單詞。)教師同時(shí)與學(xué)生討論― What do you play? Do you like?? Do you play??‖ Step 3 Role play 1.在上一個(gè)情景的基礎(chǔ)上,引導(dǎo)學(xué)生邀請(qǐng) Danny 去打排球,引入 ― Where is he? Is he in the ??(復(fù)習(xí)六個(gè)房間的名稱), Where is he? He is in the shop.‖轉(zhuǎn)入 Look and say的第一 部分,讓學(xué)生根據(jù)圖畫(huà)遍對(duì)話并進(jìn)行表演配音。

2.由― Where is Li Ming ?‖轉(zhuǎn)入 Look and say的第二部分,引導(dǎo)學(xué)生看圖并自編對(duì)話進(jìn)行 表演,以此復(fù)習(xí)第 21課的教學(xué)內(nèi)容。Step 4 Listen and circle 1.由教師藏起鉛筆提問(wèn)― Where is the pencil ?‖引導(dǎo)學(xué)生猜想并回答,之后學(xué)生間互 相問(wèn)答鉛筆,彩筆等學(xué)習(xí)用品在哪, 2.教師自制錄音帶,學(xué)生通過(guò)聽(tīng)對(duì)話完成 Listen and circle。同時(shí)復(fù)習(xí)17課的內(nèi)容。3.通過(guò)歌謠復(fù)習(xí)數(shù)字,并通過(guò)數(shù)學(xué)算式復(fù)習(xí)加減法。4.通過(guò) What ‘ s missing ?的游戲復(fù)習(xí)所學(xué)的字母。Step 5 Homework 1.經(jīng)過(guò)以上幾個(gè)環(huán)節(jié), 本單元復(fù)習(xí)內(nèi)容基本都以涉及到, 但并未全部按書(shū)上的原有形式出 現(xiàn)。2.將所學(xué)的字母作為家庭字母復(fù)習(xí)。Lesson 25: Tall and short

一、教學(xué)內(nèi)容 tall shortWho is tall?

二、教學(xué)目標(biāo)

1、知識(shí)方面:能聽(tīng)懂、會(huì)說(shuō)并口頭運(yùn)用下列詞匯:tall ,short

2、能力方面:① 促進(jìn)學(xué)生思維能力的發(fā)展,提高學(xué)生的語(yǔ)言運(yùn)用能力。② 培養(yǎng)學(xué)生熟練用單詞、流利說(shuō)英語(yǔ)的能力。

三、教學(xué)重難點(diǎn) Tall and short

四、教具準(zhǔn)備課件 , 錄音機(jī)

五、教學(xué)步驟 Step 1: Greeting The student know the subject of this lesson from a game that they played in Unit 3.Step2: New Concepts

1、·Tell the students to think about what do the studentsthink Danny is doing in the top panel ? What has happened in the lower panel? Disscuss as a class possibilities of what is happening in these pictures?

2、Listen.Ask the student to listen the first time,then follow the audiotape the second time.Give each student a page for printing.3、Sing a song.Before you play the audiotape ,go over the words of the song and translate them Paly the song again,and ask the students to sing along this time as they do the actions.Step 3: Game: Am I Tall or short? 1.Divide the class into groups with five or six students per group.2.Tell the students to make himself appear to be taller or shorter.Step4:Read after the tape.Stp5:Use the activity book· Page 51 Listen and write.Tall or short?students write a t for tal or an s for short beside each picture.Stop the audiotape.Tell the students that the next question will be a challenge.This question is about someone from a long time age:the class learned about this person in Grade 1!Step 6: Ending Lesson 26: Clothes for boys and girls

一、教學(xué)內(nèi)容 Skirt, pants ,shirt and blouse.Learn to sing

二、教學(xué)目標(biāo)

1、知識(shí)方面:能聽(tīng)懂、會(huì)說(shuō)并口頭運(yùn)用下列詞匯:Skirt pants shirt and blouse.2、能力方面:① 促進(jìn)學(xué)生思維能力的發(fā)展,提高學(xué)生的語(yǔ)言運(yùn)用能力。② 培養(yǎng)學(xué)生熟練用單詞、流利說(shuō)英語(yǔ)的能力。

三、教學(xué)重難點(diǎn) Skirt, pants ,shirt and blouse.四、教具準(zhǔn)備圖片、錄音機(jī)

五、教學(xué)步驟 Step 1:Free Talk T:How do you feel? Step2: New Concepts ·1 Hode up your copy of the student book and name each of these four items of clothing as you point to them.2 Who can find the same word on the page 53? Tell them that the column of words on the left is the days of the week.What words listed beside Sunday? What word is listed beside Monday? 3 Listen to the tape 4 Have every one point to the matching picture as you say the words:skirt,pants,blouse,shirt.5 Girls can wear pants and shirts ,too,but boys never wear blouse ,skirts or dresses.Step 3:Use the activity book Page 53.Write the words.Students write the appropriate word beside each picture,using the words at the bottom of the page as a guide.Step4: Sing a song.1 Go over the words to the song.Listen and read.Step 5: Ending Lesson 27:Favourite colour

一、教 學(xué) 內(nèi) 容 :white, black, pink and brown.二、教學(xué)目標(biāo)

1、知識(shí)方面:能聽(tīng)懂、會(huì)說(shuō)并口頭運(yùn)用下列詞匯:white, black, pink and brown.2、能力方面:① 促進(jìn)學(xué)生思維能力的發(fā)展,提高學(xué)生的語(yǔ)言運(yùn)用能力。② 培養(yǎng)學(xué)生熟練用單詞、流利說(shuō)英語(yǔ)的能力。

三、教學(xué)重難點(diǎn) What ‘ s your favourite colour?

四、教具準(zhǔn)備錄音機(jī),單詞卡片

五、教學(xué)步驟 Step 1: Greeting Step 2: Review Create a chart display of the colours that students already know(blue,green,yellow,red,orange,purple)Step3: New Concepts 1.Using the chart introduce them to the new colours 2.Hode up the book so that everyone can see page 54,and have the students point to on the two characters.3.Point to each words and have the class say its name together with you.Step 4: Text 1.Open your books.2.Listen to the tape.3、Read after the tape.Step 5:Game 1 Ask the students to form two circles around the perimeter of the classyoom,an inner circle and an outer circle.2 The sudent say a dialogue to each other ,outlind below.3 Tell the inner circle of students to shift to the left,ask the students in the outer circle to begin the dialogue this time.4 Ask the outer circle to the shift to the right.Step 6: Ending Lesson 28:Socks and shoes

一、教學(xué)內(nèi)容 Socks, shoes, T-shirt and shorts

二、教學(xué)目標(biāo)

1、知識(shí)方面:能聽(tīng)懂、會(huì)說(shuō)并口頭運(yùn)用下列詞匯:Socks, shoes, T-shirt and shorts

2、能力方面:① 能運(yùn)用所學(xué)單詞進(jìn)行熟練的對(duì)話。② 培養(yǎng)學(xué)生熟練用單詞、流利說(shuō)英語(yǔ)的能力。

三、教學(xué)重難點(diǎn) _ is wearing _

四、教具準(zhǔn)備課件、錄音機(jī)

五、教學(xué)步驟

Step 1:Free Talk Step 2: Review ·Continue to display your chart of the colours.Step3: New Concepts ·1 Have one of the volunteers hode up his foot so that everyone can see.Point to the sock and the shoe,naming each item in English,and have the class repeat these words.2 Listen 3 Students learned a similar word in the first lesson :short.What?s the opposite of short? 4 Explain that long is also the opposite of short.The article of clothing called shorts is similar to pants but shorter in length.5 Divide the class into pairs of students.The students ar to respond in English using the vocabulary from this unit about clothing and colour.Step 4: Game.Hold up four vocabulary cards so that everyone in the class can see.Tell the class to look at the cards for one minute, then close eyes.remove cards.Ask them to open eyes and fingure out which card you have removed Show the class the missing card to verify the answer.Step 5:Use the activity book Page 56.Listen and point.PAGE 57.Find the card.Word search.Step 6: Ending Lesson 29:Old and new.一、教學(xué)內(nèi)容 Old and new

二、教學(xué)目標(biāo)

1、知識(shí)方面:能聽(tīng)懂、會(huì)說(shuō)并口頭運(yùn)用下列詞匯:old ,new.2、能力方面:① 促進(jìn)學(xué)生思維能力的發(fā)展,提高學(xué)生的語(yǔ)言運(yùn)用能力。② 培養(yǎng)學(xué)生熟練用單詞、流利說(shuō)英語(yǔ)的能力。

三、教學(xué)重難點(diǎn) New and old

四、教具準(zhǔn)備錄音機(jī)

五、教學(xué)步驟 Step 1: Greeting Step 2: Review Review the number from one to twenty.Step3: New Concepts Who remembers what is the opposite of old? Explain the young and old describe living things:people or animals.·When we are talking about things we still use the word old,but instead of young ,we say new.Step 4: Text 1.Open your books.2.Listen to the tape.3.Read after the tape.Step5: Sing a song.Listen to the tape.Read after it.Ask for two volunteers.One of them chooses a colour and the other chooses an item of clothing.Step 6:Use the activity book Page 58Listen and colour.Page 59.Make the new clothes old.Step 7: Ending Lesson 30: Let?s learn the letters.一、教學(xué)內(nèi)容 g ,j,p,q,y

二、教學(xué)目標(biāo)

1、知識(shí)方面:會(huì)拼,讀,寫(xiě)下列字母:g ,j,p,q,y

2、能力方面:① 促進(jìn)學(xué)生思維能力的發(fā)展,提高學(xué)生的語(yǔ)言運(yùn)用能力。② 教給字母表

三、教學(xué)重難點(diǎn) g ,j,p,q,y的拼,讀,寫(xiě)

四、教具準(zhǔn)備課件、錄音機(jī)

五、教學(xué)步驟 Step 1: Greeting Step 2:Review Sing the alphabet song.Step3: New Concepts 1.Tell the class that the words beside the girl describe something that she is wearing.2.Tell the class that they will find out by listening to the audiotape.3.Listen 4.Discuss: Did anyone understand what Danny said? 5.Simply translate the line.6.Listen and discuss,what ?s the same about the letter y in yellow and the letter p in pants? 7.Tell them tio say each letter as you point to it on your chart.Step 4: Text 1.Open your books.2.Listen to the tape again.3.Read after the tape.Step 5: Use the activity book ·Page 60.Write the letters with tails.Students practice writing the new letters they learned today.Step 6 :Game Everyone should have one letter.You will have a complete set.Is this letter tall or short? This letter is a _.Who has a _? The students may do the actions along with the words they speak out.Step 7: Ending Lesson 31: Shapes and clothes

一、教學(xué)內(nèi)容復(fù)習(xí)本單元學(xué)過(guò)的單詞,與顏色。

二、教學(xué)目標(biāo)

1.知識(shí)目標(biāo) : 復(fù)習(xí)本單元學(xué)過(guò)的單詞,與顏色。

2.情感態(tài)度 : 對(duì)所進(jìn)行的英語(yǔ)活動(dòng)感興趣,進(jìn)一步提高學(xué)習(xí)英語(yǔ)的積極性。

三、教學(xué)重難點(diǎn)將顏色與形狀有機(jī)的結(jié)合

四、教具準(zhǔn)備錄音機(jī)

五、教學(xué)步驟 Step 1: Review Review the letters that students learned in the previous lesson(g,j,p,q,y).Review the entire alphabet in the correct order.Step 2: New Concepts 1.Students pointing first to the picture of the appropriate item,then to the words ,and repeat the words with you.2.Who remembers Danny said? Which items of clothing has green circle?How many triangles are in the dress? How many triangles are there all together on page 62? Disscuss briefly,or simply translate ,then move on.3.Hve the class notice how these shapes are used to form articles of clothing.Each time ask the class:Who can tell me what this word says.Craft :encourage your students to make whatever they like using different kinds of shapes.Step 4: Use the activity book Page 62-63.Ask them to guess how many circle there unt circles.Tell the correct answer.Ask the m how many triangles there are.Repeat with the shapes.Step 5: Ending Lesson 32: Again, Please!

一、教學(xué)內(nèi)容 復(fù)習(xí)字母:g,j,p,q,y 復(fù)習(xí)形容詞:tall and short new and old 復(fù)習(xí)名詞:blouse ,shirt,pants,shoes and clothes

二、教學(xué)目標(biāo)

1、知識(shí)方面:①能聽(tīng)懂、會(huì)說(shuō)、會(huì)寫(xiě)、會(huì)運(yùn)用本單元四會(huì)單詞、四會(huì)句型。②能聽(tīng)懂、會(huì)說(shuō)、會(huì)運(yùn)用本單元的教學(xué)內(nèi)容進(jìn)行會(huì)話。

2、能力方面:①根據(jù)知識(shí)目標(biāo),學(xué)生能夠在真實(shí)情景中運(yùn)用單詞、句型表達(dá)情感。②在自主的學(xué)習(xí)、成功的體驗(yàn)中進(jìn)一步提高學(xué)生學(xué)習(xí)英語(yǔ)的積極性和主動(dòng)性。

三、教學(xué)重難點(diǎn)

1.本單元的四會(huì)單詞、四會(huì)句型。2.將所學(xué)的指示聯(lián)系起來(lái)。

四、教具準(zhǔn)備課件、錄音機(jī)

五、教學(xué)步驟 Step 1: Greeting Step 2: Review Today we will rewiew some of the things that that they learned in Unit 4,and have fun.Remember that the list of the words and phrases displayed on page 64.Step 3:Test Games: Am I tall or short? Double circle.Song and charts:The clothes song;New and old;Tall or short.Use the activity book..Page 64.Listen.Write the words.Students write the listed words in the space provided.Page 65.Fill in the words.Students add letters to complete each word with the grid,using the words at the bottom of the page as a guide.Step 4: Ending

三年級(jí)上冊(cè)英語(yǔ)教案 篇14

教學(xué)總目標(biāo):

激發(fā)學(xué)生對(duì)英語(yǔ)的好奇心,使他們喜歡聽(tīng)他人說(shuō)英語(yǔ),能根據(jù)教師簡(jiǎn)單的指令做動(dòng)作、做事情、做游戲。能做簡(jiǎn)單的角色表演。能唱簡(jiǎn)單的英文歌曲,說(shuō)簡(jiǎn)單的英語(yǔ)歌謠。能在圖片的幫助下聽(tīng)懂和讀懂簡(jiǎn)單的小故事。能交流簡(jiǎn)單的個(gè)人信息,表達(dá)簡(jiǎn)單的感覺(jué)和情感。能模仿范例書(shū)寫(xiě)詞句。在學(xué)習(xí)中樂(lè)于模仿,敢于表達(dá),對(duì)英語(yǔ)有一定的感知能力,讀應(yīng)學(xué)習(xí)中接觸的外國(guó)文化習(xí)俗感興趣。

教學(xué)措施:

1.以活動(dòng)為課堂教學(xué)的主要形式,設(shè)計(jì)豐富多彩的教學(xué)活動(dòng),讓學(xué)生在樂(lè)中學(xué)、學(xué)中用,從而保證學(xué)生英語(yǔ)學(xué)習(xí)的可持續(xù)發(fā)展。

2.在教學(xué)過(guò)程中,采用情景教學(xué)法,讓學(xué)生身臨其境,積極主動(dòng)參與到課堂教學(xué)中去,調(diào)動(dòng)學(xué)生的非智力因素,提高學(xué)生實(shí)際運(yùn)用語(yǔ)言的能力。

3.通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)、唱、游、演、畫(huà)、做等形式,進(jìn)行大量的語(yǔ)言操練和練習(xí)。

4.培養(yǎng)學(xué)生拼讀單詞的能力,確保學(xué)生自主學(xué)習(xí)的質(zhì)量。

5.設(shè)計(jì)全面、高效的課外作業(yè),培養(yǎng)學(xué)生良好的書(shū)寫(xiě)習(xí)慣,做到整潔、規(guī)范、正確地書(shū)寫(xiě)。

6.活用教材,根據(jù)學(xué)生的實(shí)際情況,將每個(gè)單元各個(gè)板塊進(jìn)行整合,重組,降低難度。

實(shí)施方案:

1.激發(fā)學(xué)生的學(xué)習(xí)欲望,設(shè)計(jì)真實(shí)的場(chǎng)景,真實(shí)的人物,在學(xué)中學(xué)會(huì)交際。

2.在日常生活中要求學(xué)生多說(shuō)多練。

3.規(guī)范學(xué)生的書(shū)寫(xiě),養(yǎng)成良好的書(shū)寫(xiě)習(xí)慣。

4.引導(dǎo)學(xué)生的各種感官來(lái)學(xué)習(xí)英語(yǔ),如眼、耳、口、鼻、身等。充分利用學(xué)生的各種才能組織安排課堂,如唱歌、跳舞、畫(huà)畫(huà)等。

三年級(jí)上冊(cè)英語(yǔ)教案 篇15

教學(xué)目標(biāo):

1、 技能與知識(shí)目標(biāo)

(1)能聽(tīng)懂并會(huì)說(shuō)、會(huì)讀Good afternoon. 和What’s your name? I’m x x.的句型。

(2)能聽(tīng)懂并會(huì)說(shuō)、會(huì)讀詞匯 your, name, afternoon.

2、運(yùn)用能力目標(biāo)

能在不同時(shí)間段,正確地向他人問(wèn)好。(上午:Good morning! 下午:Good afternoon!)能用What’s your name?來(lái)詢問(wèn)他人姓名。通過(guò)歌曲的學(xué)習(xí)培養(yǎng)孩子的樂(lè)感與美感,增強(qiáng)學(xué)科間的'融合。

教學(xué)重點(diǎn):

能聽(tīng)懂并會(huì)說(shuō)會(huì)讀Good afternoon! What’s your name? I’m… 及詞匯your ,name, afternoon.

教學(xué)難點(diǎn):

name 中的 /m/ 與 afternoon中 /n/的發(fā)音。

教學(xué)過(guò)程:

一、Warm up

1.運(yùn)用所學(xué)問(wèn)候語(yǔ)進(jìn)行師生間,生生間對(duì)話練習(xí)。 “Good morning! I’m …” “How are you? I’m fine. And how are you? I’m fine ,too. Thank you.”

2.同學(xué)們今天表現(xiàn)不錯(cuò),那我們一起來(lái)做個(gè)游戲吧?;顒?dòng)幫助學(xué)生分清“boys與girls”的用法。速度由慢到快,指令可交替進(jìn)行。

二、Lead in

OK!boys and girls ,you’ve done a good job. Look!老師左右手各持一手偶,通過(guò)變換音調(diào)來(lái)演一段對(duì)話,引出本課重點(diǎn):What’s your name ? 手偶1:Hi, I’m Mr.Li . What’s your name? 手偶2: Hello, I’m Sam.

三、Text teaching

1.同學(xué)們現(xiàn)在我是Mr.Li不是Ms.Liu,老師說(shuō)話的聲音變粗。老師將Mr. Li的頭飾帶在頭上與學(xué)生對(duì)話: Mr. Li: Hello! Good morning. Ss: Good morning. Mr. Li: what’s your name? Ss: I’m x x.

2.播放一遍錄音,要求學(xué)生聽(tīng)錄音指圖片。再次播放對(duì)話,要求學(xué)生跟讀2—3遍; 老師糾正學(xué)生的發(fā)音。

3.讓學(xué)生以小組為單位開(kāi)始朗讀對(duì)話內(nèi)容,并對(duì)個(gè)體學(xué)生進(jìn)行抽查。

4.傳話游戲 大家在班里男女生之間要用禮貌的語(yǔ)言互相問(wèn)候,這個(gè)游戲就是看男生與女生誰(shuí)的禮貌用語(yǔ)說(shuō)的。舉例: 老師:Girls whisper. 女孩:(耳語(yǔ))Good morning, boys. 老師:Boys low. 男孩:(低聲說(shuō))Good morning, girls. 用“Good afternoon”做同樣的游戲。

5.歌曲“Good morning,Sam”。同學(xué)們今天我們要學(xué)習(xí)一首好聽(tīng)的英文歌曲,學(xué)完后四人小組把歌詞進(jìn)行改可將“Good morning!”改為“Good afternoon”。由四人小組向大家表演改編后的歌曲,評(píng)出優(yōu)秀小組。

四、Sum upw

We’ve learned a very sweet new song and done some interesting exercise.

五、Homework

Sing the new song to your parents and listen to the tape twice.

九年級(jí)英語(yǔ)上冊(cè)教案6篇


以下內(nèi)容“九年級(jí)英語(yǔ)上冊(cè)教案”是幼兒教師教育網(wǎng)小編從網(wǎng)絡(luò)收集整理的。上課前準(zhǔn)備好課堂用到教案課件很重要,又到了寫(xiě)教案課件的時(shí)候了。做足了教案課件的前期準(zhǔn)備,這樣才能達(dá)到預(yù)期的教學(xué)目標(biāo)。還請(qǐng)多多關(guān)注我們網(wǎng)站!

九年級(jí)英語(yǔ)上冊(cè)教案(篇1)

一、教學(xué)目標(biāo):

1、語(yǔ)言知識(shí)目標(biāo)

基本詞匯:restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground

基本句型:Excuse me, do you know where I can buy some medicine?

Sure. There’s a supermarket down the street.

Could you please tell me how to get to the post office?

Sorry, I’m not sure how to get there.

I wonder where we should go next.

Could you tell us when the band starts playing this evening?

You should try that new ride over there.

2、 技能目標(biāo):

(1)能用賓語(yǔ)從句禮貌的尋求幫助。

(2)能用正確的方法指路。

3、情感目標(biāo):

培養(yǎng)學(xué)生尊重他人,對(duì)人有禮貌,熱愛(ài)生活。

二、教學(xué)重難點(diǎn):

1、教學(xué)重點(diǎn):

(1)禮貌的向他人尋求幫助。

(2)正確使用賓語(yǔ)從句。

2、 教學(xué)難點(diǎn):

運(yùn)用賓語(yǔ)從句禮貌的尋求幫助。

三、教學(xué)步驟:

Section A 1 (1a-2d)

Step 1 Warming –up

Greeting

Step 2 Presentation

(1)Guessing game

Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student say: We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.

(2)Show some stamps to students and present the new sentences:

Could you tell me where I can buy some stamps?

Could you please tell me where I can get a dictionary?

Do you know where I can get some magazines?

 Step 3 Practice

1) Match each thing with a place in the picture in 1a.

2) Read the phrases.

___ get some money

___ get some magazines

___ have dinner

___ get a dictionary

___ get some information about the town

___ buy a newspaper

___ buy some stamps

___ get a pair of shoes

 Step 4 Listening

Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.

 Step 5 Practice

Make conversations using the information in 1a. Then talk about your own city. For example:

A: Excuse me, could you please tell me how to get to the bookstore?

B: Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.

A: Thanks. Do you know when the bookstore closes today?

B: It closes at 7:00 p.m. today.

A: Thank you!

B: You’re welcome.

Step 6 Listening

1. Listen and number the directions in the order that you hear them.

2a You will hear some of the directions below. Number the directions in the order you hear them.

___ Go to the bird floor.

___ Turn left.

___ Go to the second floor.

___ Turn right.

___ The supermarket is between the flower store and the bookstore.

___ Go past the bookstore.

2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.

3. Listen the third time and answer the questions.

1) Excuse me, can you tell me where I can buy some medicine?

2) Do you know how to go there?

3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?

4) OK, thanks a lot.

Step 7 Pairwork

Make conversations about the other places in the picture in 2a.

A: Excuse me. Can you tell me where I can buy some stamps?

B: Yes, there’s a post office in this shopping center.

A: Do you know how to go there?

B: Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.

A: OK, great. Oh, and one more thing. Do you know …

B: I’m not sure, but you …

A: OK, thanks a lot.

B: You’re welcome.

Step 8 Reading

1. Read the conversation in 2d and answer the questions.

2. Role – play the conversation.

3. Explain the language pints in 2d.

(1) Go along Main Street until you pass Center Street.

1) until和 till同義為“直到……” ,till多用于口語(yǔ),until可以放在句首,till則不能放在句首。

2) l“直到……才”,表示直到某一時(shí)間, 某一行為才發(fā)生, 之前該行為并沒(méi)有發(fā)生。

e.g. I did not study English until 9 o'clock last night.

(2) Pardon? Restroom? You already want to rest? But we haven’t even started yet!

1) pardon用作動(dòng)詞,后面既可以跟賓語(yǔ),也可以跟雙賓語(yǔ);pardon sb. for doing sth.意為“原諒/寬恕某人做某事”

e.g. Can you pardon me for not passing the exam, Mom?

2) 在沒(méi)有聽(tīng)懂對(duì)方的話,請(qǐng)對(duì)方重復(fù)一 下時(shí)也可說(shuō) pardon。

e.g. Pardon? I’m sorry I can’t follow you.

(3) I’m excited to try the rides!

excited和 exciting的區(qū)別:

1) excited意為“激動(dòng)的;興奮的”,作表語(yǔ)時(shí),主語(yǔ)通常是人;作定語(yǔ)時(shí),常用來(lái)修飾人,說(shuō)明激動(dòng)的表情。

e.g. All of us were excited when we heard the good news.

The excited child opened his present quickly.

2) exciting意為“激動(dòng)人心的”,作表語(yǔ)時(shí),主語(yǔ)通常是物;作定語(yǔ)時(shí),常用來(lái)修飾物。

e.g. The movie is very exciting.

My father told me an exciting story.

(4) I mean … you know, a washroom or bathroom.

mean作動(dòng)詞有以下含義:

1) 有……的意思,指(多作及物動(dòng)詞),其后可跟名詞或代詞,也可跟從句。

e.g. What does this word mean?

2)意味(著)(及物動(dòng)詞),常跟名詞,有時(shí)可跟動(dòng)詞-ing形式或從句。

e.g. Carl really could not do that — it would mean the end of his career.

3)有……意圖,打算,想,常跟名詞、代詞或動(dòng)詞不定式。跟帶不定式

的復(fù)合結(jié)構(gòu)時(shí),還可用于被動(dòng)語(yǔ)態(tài)。

e.g. I never meant to hurt you.

四、總結(jié)

(略)

九年級(jí)英語(yǔ)上冊(cè)教案(篇2)

 【教材分析】

1、教學(xué)內(nèi)容分析:本模塊的話題是談?wù)摃?shū)、作家、思想家、戲影、詩(shī)歌等,九年級(jí)上冊(cè)教案。語(yǔ)法是一般現(xiàn)在時(shí)被動(dòng)語(yǔ)態(tài)。

2、學(xué)情分析:談?wù)摃?shū)、作家、思想家等是學(xué)生感興趣的話題。本模塊的學(xué)習(xí)是通過(guò)該話題的討論,學(xué)習(xí)并掌握一般現(xiàn)在時(shí)被動(dòng)語(yǔ)態(tài)的肯定句、否定句、一般疑問(wèn)句和特殊疑問(wèn)句。對(duì)于本單元,需要學(xué)生能應(yīng)用所學(xué)知識(shí)點(diǎn)讀懂介紹和評(píng)價(jià)文學(xué)作品的.文章,談?wù)撟约合矚g的文學(xué)作品,寫(xiě)短文介紹和評(píng)價(jià)自己所喜歡的文章。

【學(xué)法指導(dǎo)】

1、虛心向同學(xué)學(xué)習(xí),分工合作完成任務(wù)。

2、將本校的三體五環(huán)多元評(píng)價(jià)的模式與現(xiàn)有科技資源結(jié)合為學(xué)習(xí)和生活服務(wù)。

【學(xué)習(xí)目標(biāo)】

1、knowledgeaims:Keyvocabulary---behaviour,cave,freedom,funeral,social,theme,treasure,clever,dead,pleased,alive,southern,state,runaway,for a time,grow up,talk aboutKeystructures---Passive voice.

2、Abilityaims:To getinformation from the reading passage about The Adventures of TomSawyer;To write ashort passage about your favourite great book.

3、Feelingaims:Reading books is an importantway to get knowledge them to read more books andreadgood books by learning this lesson hemown morewisdom and improvetheirquality by reading books.

 【重點(diǎn)難點(diǎn)】

1、Newwords and phrases.

2、How tointroduce a book.

【課型】

Reading and writing.

 【教具】

cards,tape recorder,a smallblackboard,paper.

【教學(xué)過(guò)程】

Step 1導(dǎo)學(xué)激趣

1、Arousethe Ss’ interest by using some questions:

(1) Have youread novels?

(2)What novels have you read?

(3)What doyou think of it?

2、 Learnnew words(cards )Intentions: To draw attention to this lesson.

Step 2 自主質(zhì)疑

1、listento the tape,pay attention to the pronunciation and try to masterthe main ideas of eachparagraph.

2、read thepassage by yourself and go on thinking the main idea of eachparagraph,and underline the problems you cant solve by e same time ,think about two questions.

Step 3互動(dòng)釋疑

Discussthe problems in groups and try to solve them and summarize thecheckpoints ,write them in the paper they have.

Step 4 知識(shí)梳理

Let thestudents show the checkpoints in front of the class ,the teacherexplain the difficult points.

Step 5 反饋提高

1、Group them discuss whatre themainelements if they want to introduce abook.

2、Think about a good book they read,andintrouduce it to the others,if necessary write them down on theirpaper .

九年級(jí)英語(yǔ)上冊(cè)教案(篇3)

冀教版英語(yǔ)九年級(jí)上冊(cè)說(shuō)課稿 Lesson 1: Higher, Faster, Stronger

作為一位杰出的老師,時(shí)常要開(kāi)展說(shuō)課稿準(zhǔn)備工作,說(shuō)課稿有助于學(xué)生理解并掌握系統(tǒng)的知識(shí)。那么問(wèn)題來(lái)了,說(shuō)課稿應(yīng)該怎么寫(xiě)?以下是小編整理的冀教版英語(yǔ)九年級(jí)上冊(cè)說(shuō)課稿 Lesson 1: Higher, Faster, Stronger,希望能夠幫助到大家。

我說(shuō)課的內(nèi)容是冀教版初中英語(yǔ)第五冊(cè)Unit1 The Olympics Lesson 1: Higher, Faster, Stronger.下面我主要從教材分析、教學(xué)方法、學(xué)法指導(dǎo)和教學(xué)過(guò)程等四個(gè)方面作具體的說(shuō)明。

一、教材分析:

本單元的中心話題是The Olympics,而第29界奧運(yùn)會(huì)去年在北京舉行,學(xué)生對(duì)奧運(yùn)會(huì)很感興趣,這就為學(xué)好本課提供了保障。本課是本單元的第一課時(shí),題目是“更高,更快,更強(qiáng)”,既是奧林匹克的口號(hào),也是國(guó)際奧委會(huì)對(duì)所有參與奧林匹克運(yùn)動(dòng)的人們的號(hào)召,號(hào)召他們本著奧林匹克的精神奮力向上。本課課文圍繞著“奧運(yùn)會(huì)的起源,發(fā)展以及奧運(yùn)選手”而展開(kāi)的。學(xué)生通過(guò)本課學(xué)習(xí)掌握一些與奧運(yùn)會(huì)有關(guān)的單詞、短語(yǔ)和句型。使學(xué)生更加了解有關(guān)奧運(yùn)會(huì)的常識(shí),培養(yǎng)他們?yōu)閲?guó)爭(zhēng)光的愛(ài)國(guó)情感;在學(xué)習(xí)中發(fā)揚(yáng)“更快、更高、更強(qiáng)”的奧運(yùn)精神。

根據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》的要求、教材特點(diǎn)以及我校九年級(jí)學(xué)生的實(shí)際情況,我將本課時(shí)的教學(xué)目標(biāo)及重難點(diǎn)確定如下:

知識(shí)與技能:

1、學(xué)習(xí)并掌握有關(guān)奧運(yùn)的詞匯及短語(yǔ):modern, gold, record, event, twentieth, win a gold medal. ancient, medal, shooting, athlete, silver, bronze, sprint.

2、能聽(tīng)懂、讀懂有關(guān)奧運(yùn)話題的語(yǔ)段。

3、能夠談?wù)搳W運(yùn)會(huì)的起源、運(yùn)動(dòng)項(xiàng)目及自己喜歡的運(yùn)動(dòng)員。

過(guò)程與方法:

1、利用北京奧運(yùn)會(huì)主題歌及精彩的奧運(yùn)圖片導(dǎo)入新課,創(chuàng)設(shè)情境,激發(fā)學(xué)生興趣。

2、通過(guò)分組學(xué)習(xí),使學(xué)生加深對(duì)課文的理解程度,培養(yǎng)學(xué)生自主學(xué)習(xí)、合作探究的能力。

3、通過(guò)學(xué)習(xí)中外著名運(yùn)動(dòng)員的經(jīng)歷,培養(yǎng)學(xué)生的競(jìng)爭(zhēng)意識(shí)。

情感態(tài)度與價(jià)值觀:

在學(xué)習(xí)中,敢于用英語(yǔ)來(lái)表達(dá)自己的'看法,培養(yǎng)學(xué)習(xí)英語(yǔ)的興趣和學(xué)好英語(yǔ)

的勇氣,樂(lè)意了解異地文化。通過(guò)了解著名的奧運(yùn)人物,增強(qiáng)為國(guó)爭(zhēng)光和努力、勤奮、拼搏的意識(shí),培養(yǎng)愛(ài)國(guó)情感,發(fā)揚(yáng)自強(qiáng)不息的精神,為實(shí)現(xiàn)自己的理想而奮斗。

教學(xué)重點(diǎn)和難點(diǎn):

1、正確理解課文,對(duì)奧運(yùn)會(huì)有更充分的了解,并能用英語(yǔ)表達(dá)相關(guān)的單詞,短語(yǔ)和句子。

2、用英語(yǔ)描述奧運(yùn)會(huì)及奧運(yùn)風(fēng)云人物。

二、教學(xué)方法:

為了體現(xiàn)《英語(yǔ)課程標(biāo)準(zhǔn)》的理念,更好地突出重點(diǎn)、突破難點(diǎn)。本節(jié)課主要采用任務(wù)型教學(xué)方法(Task-based Language Teaching),以三個(gè)任務(wù)為核心,引導(dǎo)學(xué)生在做和玩的過(guò)程中學(xué)習(xí)英語(yǔ),體驗(yàn)成功,感受英語(yǔ)學(xué)習(xí)的樂(lè)趣,培養(yǎng)學(xué)生的團(tuán)隊(duì)意識(shí),提高學(xué)生的主動(dòng)性和參與性,使學(xué)生成為課堂的真正主人。同時(shí)、采用多媒體輔助教學(xué),更好地激發(fā)學(xué)生的學(xué)習(xí)興趣。通過(guò)歌曲、圖片等為學(xué)生創(chuàng)設(shè)生動(dòng)活潑的語(yǔ)言環(huán)境,激發(fā)他們學(xué)習(xí)的欲望。

三、學(xué)法指導(dǎo):

美國(guó)著名心理學(xué)家布魯納說(shuō)過(guò):“對(duì)學(xué)生的最好刺激乃是對(duì)所學(xué)教材的興趣?!痹谠O(shè)計(jì)本節(jié)課時(shí)我適當(dāng)整合了部分內(nèi)容,以任務(wù)為核心、以學(xué)生為主體,倡導(dǎo)自主學(xué)習(xí)、合作學(xué)習(xí),在課堂教學(xué)中引導(dǎo)學(xué)生進(jìn)行小組討論、猜測(cè)游戲、競(jìng)賽等與他人合作,鼓勵(lì)學(xué)生通過(guò)感知、體驗(yàn)、實(shí)踐、參與與實(shí)踐等方式,積極思考,實(shí)現(xiàn)任務(wù)的目標(biāo),感受成功的喜悅。

四、教學(xué)過(guò)程:

本節(jié)課以任務(wù)型語(yǔ)言教學(xué)為原則,設(shè)計(jì)了三個(gè)主要任務(wù):一個(gè)是The history of the Olympics.第二個(gè)是Olympic sports.第三個(gè)是Your favourite Olympic ath- lete.

Task One:The history of the Olympics.

在這個(gè)任務(wù)中,首先播放由劉歡、莎拉·布萊曼演唱的北京奧運(yùn)主題歌《我和你》,學(xué)生在老師的帶領(lǐng)下隨著歌聲的旋律,能自然地聯(lián)想到奧運(yùn)場(chǎng)景,通過(guò)三個(gè)問(wèn)題,引出本節(jié)課的課題——Higher, Faster, Stronger、歌曲引入營(yíng)造了熱烈的課堂氣氛,讓學(xué)生在不經(jīng)意中積極發(fā)言、探討問(wèn)題,為后續(xù)活動(dòng)打下基礎(chǔ)。緊

接著分組討論Think about it中的問(wèn)題,然后引導(dǎo)學(xué)生欣賞一組奧運(yùn)會(huì)的圖片并學(xué)習(xí)本課的生詞和短語(yǔ),再聽(tīng)錄音,回答關(guān)于奧運(yùn)會(huì)起源的問(wèn)題,將孤立的單詞和圖片相結(jié)合,便于學(xué)生接受,并創(chuàng)設(shè)問(wèn)題情境,引發(fā)學(xué)生認(rèn)知需要。最后各小組作出匯報(bào)。整個(gè)任務(wù)由易到難,層層深入,充分調(diào)動(dòng)學(xué)生的眼、耳、口、手、腦等各個(gè)器官,學(xué)生在愉快的氛圍中鍛煉了聽(tīng)和說(shuō)的能力。

Task two: Olympic sports.

首先帶領(lǐng)學(xué)生欣賞奧運(yùn)比賽的精彩圖片,把Task One和Task two連接起來(lái)。然后分組討論奧運(yùn)項(xiàng)目,再進(jìn)行競(jìng)賽,說(shuō)出項(xiàng)目最多的小組獲勝,學(xué)生對(duì)于體育項(xiàng)目有著濃厚的興趣,表現(xiàn)欲很強(qiáng),在討論和競(jìng)賽時(shí),不但能踴躍地說(shuō)出圖片中的運(yùn)動(dòng)項(xiàng)目,而且還能說(shuō)出圖片中沒(méi)有的項(xiàng)目。最后做猜測(cè)游戲,教師先做一個(gè)項(xiàng)目的示范,學(xué)生猜測(cè)名稱,再由學(xué)生輪流做動(dòng)作,其余學(xué)生猜。給學(xué)生提供展示才能的舞臺(tái),把整個(gè)課堂推向高潮,學(xué)生感受到學(xué)習(xí)英語(yǔ)的樂(lè)趣,從而有效地培養(yǎng)他們的語(yǔ)言運(yùn)用能力。

Task three: Your favourite Olympic athlete.

為了避免對(duì)課文內(nèi)容的單純講解,充分培養(yǎng)學(xué)生自主學(xué)習(xí)的能力,檢查學(xué)生個(gè)體的閱讀能力,在這個(gè)任務(wù)開(kāi)始時(shí),讓學(xué)生帶著問(wèn)題自己默讀課文并回答,然后引導(dǎo)他們分小組談?wù)撟约鹤钕矚g的奧運(yùn)明星,最后通過(guò)調(diào)查找出哪些同學(xué)喜歡的奧運(yùn)明星相同。同學(xué)間加強(qiáng)了了解,增進(jìn)了友誼。,

在課堂小節(jié)時(shí),先播放全文錄音,讓學(xué)生從整體上回顧本課。之后學(xué)生自己說(shuō)出奧運(yùn)會(huì)的起源、項(xiàng)目以及奧運(yùn)明星,教師點(diǎn)評(píng)補(bǔ)充,布置作業(yè),加深學(xué)生對(duì)課文內(nèi)容的理解,達(dá)到鞏固提高的目的。

九年級(jí)英語(yǔ)上冊(cè)教案(篇4)

 教學(xué)目標(biāo)

1. 能力目標(biāo)

能聽(tīng)、說(shuō)、認(rèn)讀一些常見(jiàn)的動(dòng)物單詞cat,dog, monkey, duck, panda, rabbit, 并能用英語(yǔ)介紹這些小動(dòng)物。

能聽(tīng)懂一些簡(jiǎn)單的指示語(yǔ),并能按照指令模仿動(dòng)物做出相應(yīng)的動(dòng)作。

2. 情感目標(biāo)

培養(yǎng)學(xué)生愛(ài)護(hù)動(dòng)物、保護(hù)動(dòng)物的意識(shí)。

教學(xué)重難點(diǎn)

能聽(tīng)、說(shuō)、認(rèn)讀一些常見(jiàn)的動(dòng)物單詞cat,dog, monkey, duck, panda, rabbit, 并能用英語(yǔ)介紹這些小動(dòng)物。

能聽(tīng)懂一些簡(jiǎn)單的指示語(yǔ),并能按照指令模仿動(dòng)物做出相應(yīng)的動(dòng)作。

 教學(xué)工具

ppt課件。

教學(xué)過(guò)程

1、Warm-up

(1)Free talk(1分鐘)

a. ---- Good afternoon, Fangfang.

---- Good afternoon, Lanlan.

b. ---- Hello, Xiaoling. How are you?

---- Hi, I'm fine, thank you. And you?

---- Very well, thank you.

(2)播放歌曲 Teddy Bear(要求學(xué)生邊拍手邊吟唱,營(yíng)造一個(gè)歡樂(lè)活潑的英語(yǔ)氣氛。)(1分鐘)

(3)大小聲游戲:rabbit, monkey, panda, zoo(1分鐘)

教師輕聲說(shuō)一個(gè)單詞,學(xué)生則需大聲朗讀。教師大聲說(shuō),學(xué)生則輕聲說(shuō)。

(設(shè)計(jì)思路:活躍氣氛,融洽師生情感,激發(fā)學(xué)生參與課堂活動(dòng)的熱情,使學(xué)生迅速進(jìn)入英語(yǔ)學(xué)習(xí)的狀態(tài),并幫助學(xué)生鞏固了上節(jié)課的單詞。)

 2.entation

教師課前在黑板上用彩色粉筆畫(huà)一個(gè)動(dòng)物園的圖案。

(1)教學(xué)duck

a.教師畫(huà)一個(gè)duck的簡(jiǎn)筆畫(huà),微笑著問(wèn)學(xué)生:Hello, boys and girls. What's this? Do you know? 你們認(rèn)識(shí)它嗎?它的叫聲是怎樣的呢?

b.課件出現(xiàn)duck的畫(huà)面及叫聲

T: Look at my mouth. d-u-c-k, d-u-c-k (注意元音字母u的發(fā)音)然后把圖片鴨子貼在黑板上。

(2)教學(xué)rabbit

T: Hello. I'm an animal. I have two long ears, and I have a white body. And, I have two red eyes. Do you know? What am I? 從此謎語(yǔ)中引出單詞 rabbit。

(設(shè)計(jì)思路:懸念式激情導(dǎo)入,激發(fā)學(xué)生的好奇心和興趣,提高學(xué)生的聽(tīng)力水平。)

(3)教學(xué)panda

出示課件。

T: Look, it's a lovely animal. What's this?

引出熊貓單詞panda,出示卡片,領(lǐng)讀,進(jìn)行音標(biāo)滲透。然后說(shuō):Hello! My name is Panda. Nice to meet you.(引導(dǎo)學(xué)生用所學(xué)問(wèn)候語(yǔ)向熊貓打招呼。)

(設(shè)計(jì)思路:在熟知的語(yǔ)言中呈現(xiàn)單詞,在真實(shí)的情境中交際,避免了枯燥無(wú)意義的機(jī)械重復(fù),使課堂生動(dòng)、鮮活、富有生活情趣。)

(4)老師模仿聲音Woof!Woof!引出單詞 dog. I'm a dog. (做小狗的動(dòng)作)Dog, dog, I'm a dog, woof woof woof. 聲音woof 引出單詞dog。

接著出示cat的圖片,引導(dǎo)學(xué)生說(shuō)出Cat, cat, I'm a cat, meow, meow, meow. 同法教學(xué)monkey.

(設(shè)計(jì)思路:在展示單詞的同時(shí),配上相應(yīng)的動(dòng)物動(dòng)作。小學(xué)生的自控力不是很強(qiáng),很難長(zhǎng)時(shí)間保持注意力,所以動(dòng)手,動(dòng)腦,惟妙惟肖的滑稽動(dòng)作,讓學(xué)生體會(huì)到了英語(yǔ)學(xué)習(xí)的樂(lè)趣。)

(5)教師以故事形式出示課件,引導(dǎo)學(xué)生再次認(rèn)讀動(dòng)物單詞。

(設(shè)計(jì)意圖:根據(jù)學(xué)生好表現(xiàn)的心理,一步一步循序漸進(jìn),層層深入,由易到難地從本課單詞遷移到課外內(nèi)容,既激發(fā)了學(xué)生的學(xué)習(xí)興趣,又豐富了課堂內(nèi)容。)

 3.tice

(1)讓學(xué)生拿出準(zhǔn)備的玩具或頭飾,扮演自己喜愛(ài)的動(dòng)物。

(設(shè)計(jì)意圖:小學(xué)生都非常喜愛(ài)小動(dòng)物,每位學(xué)生最喜愛(ài)的動(dòng)物也不同,針對(duì)這一生活實(shí)際,通過(guò)學(xué)生戴上自己最喜愛(ài)的頭飾,介紹自己,提高了學(xué)單詞的趣味性,使每位學(xué)生都躍躍欲“說(shuō)”,即能寓教于樂(lè)。)

(2)教師播放Let's learn部分的課件,讓學(xué)生跟著說(shuō),注意語(yǔ)音語(yǔ)調(diào)。

(3)教師示范表演,學(xué)生模仿。看誰(shuí)表演得最逼真、最生動(dòng)。

4. Consolidation

(1)教師讓學(xué)生手拿自己的玩具,兩至四人一組練習(xí)說(shuō) Look!I have a rabbit / dog ...其他同學(xué)說(shuō)上節(jié)課學(xué)過(guò)的感嘆詞:Cool! Super! Great! Wow!

(2)比一比,看誰(shuí)模仿的動(dòng)物叫聲最逼真。

(3)賽一賽,看誰(shuí)模仿的動(dòng)物形體特征最生動(dòng)。

5. Add-activities

(1)教師將一只大蘿卜放在講臺(tái)臺(tái)上,并戴上rabbit的頭飾,并找若干名學(xué)生,師生同表演“拔蘿卜”故事情節(jié)。

(2)Let'sChant

Cat, cat, I'm a cat, meow, meow, meow.

Dog, dog, I'm a dog, woof, woof, woof.

Duck, duck, I'm a duck, quack, quack, quack.

Monkey, monkey, I'm a monkey, hei, hei, hei.

Rabbit, rabbit, I'm a rabbit, jump, jump, jump.

Panda, panda, I'm a panda, ha, ha, ha.

6. Homework

(1) 把你知道的動(dòng)物單詞說(shuō)給家長(zhǎng)聽(tīng)。

(2) 和同伴一起做模仿動(dòng)物表演。

(3) 小組合作進(jìn)行編對(duì)話或兒歌。

九年級(jí)英語(yǔ)上冊(cè)教案(篇5)

教學(xué)目標(biāo)

1.能聽(tīng)、說(shuō)、認(rèn)讀單詞red、yellow、green、blue并能在實(shí)際情境中運(yùn)用。

2. 通過(guò)用Lets do部分“Show me...”的指令練習(xí)和運(yùn)用有關(guān)顏色的單詞,訓(xùn)練學(xué)生的動(dòng)手能力。

3.通過(guò)學(xué)習(xí),學(xué)生能根據(jù)自己喜歡的顏色設(shè)計(jì)東西,培養(yǎng)其動(dòng)手的能力。

教學(xué)重難點(diǎn)

重點(diǎn):掌握顏色單詞red、yellow、green、blue。

難點(diǎn): 會(huì)用句型I see...描述自己看到的顏色。

教學(xué)工具

PPT課件、人物頭飾、單詞卡片、圖片。

 教學(xué)過(guò)程

1、Warm-up

(1)T:Hello,boys and girls.I’m your newteacher name is you can call me g

g.

T:Today we will learn Unit2 Colours(課件出示Colours單詞,教師領(lǐng)讀),Doyou know colours?

引導(dǎo)學(xué)生也可用漢語(yǔ)回答顏色

T:Let’ssing a song about colours,the song’s name is《colours》,Please stand up,clap your hands.(師生齊唱歌曲)

2.entation

(1)課件出示學(xué)校的平面圖和本課中出現(xiàn)的人物圖,讓生進(jìn)行操練,為本課的學(xué)習(xí)做好鋪墊。

T:Let’s go on,Look,what’s this?(課件出示學(xué)校圖)引導(dǎo)學(xué)生說(shuō)出school,教師領(lǐng)讀(注意升降調(diào))At school,we have many friends,Look,they are coming.(教師逐一介紹四個(gè)人物的名字) Let’s say “hello” tothem.

(2)課件出示公園圖片,引導(dǎo)學(xué)生說(shuō)出在公園里看到的景色,同時(shí)呈現(xiàn)本課的錄音視頻。

T:Today is a very sunny friends are going to the park(呈現(xiàn)公園圖片) 領(lǐng)讀單詞 you want to gothere?Let’s go,Listen(課件播放公園里鳥(niǎo)的叫聲)What do you see in the park?(學(xué)生也可用漢語(yǔ)回答)

T:Yes,it’s a beautiful you see the flowers?Do you see thetrees?Do you see the rainbow?

Ss: Yes/No.

T:What do you see in the park? Let’s go,listen carefully(播放課文錄音,讓學(xué)生仔細(xì)的聽(tīng))

T:What do you see in the park? Do you remember?引導(dǎo)學(xué)生利用句型I see...(板書(shū))進(jìn)行描述。

引導(dǎo)學(xué)生分別說(shuō)出:I see red/yellow/green/blue.(出示四種顏色的圖片貼到黑板上)

T:How many colours do you see in the park?Do you remember?Let’s listenagain,This time pay attention to the words.(再次播放視頻讓學(xué)生跟讀)

T:How many colours do you see in the park?(課件出示四種顏色的圖片,引導(dǎo)學(xué)生說(shuō)出這幾種顏色)Theyare red/yellow/green/blue.(板書(shū)四個(gè)單詞,同時(shí)對(duì)學(xué)生進(jìn)行書(shū)寫(xiě)規(guī)范訓(xùn)練)

播放chant伴奏,讓學(xué)生看黑板跟唱。操練四個(gè)顏色單詞。

T:OK,Ihave these (分別呈現(xiàn)四個(gè)單詞卡片)

教師領(lǐng)讀、齊讀、分組讀

(3)T:OK,now,listen(再次播放chant伴奏,師生看黑板齊唱)

(4)活動(dòng):I say,you do

T:Here are the colours,(出示四種顏色的彩筆)Look,on your desk, you have the crayons,listen,when I say red,youcan take up the red crayon quickly,let’s try.

(5)課件出示四個(gè)句子,讓學(xué)生進(jìn)行操練。

T:Look here,In the park,we see many colours(課件呈現(xiàn)四個(gè)人物說(shuō)的句子,學(xué)生齊讀)OK,showme your finger(讓生手指四個(gè)句子齊讀)

(6)讓生打開(kāi)課本自己讀,然后呈現(xiàn)chant文本,讓生跟唱。

(7)活動(dòng):Colour your park

T:Now you have a new park,colour your park colourful.

學(xué)生開(kāi)始活動(dòng),教師在下面巡視指導(dǎo)。

(8)找學(xué)生匯報(bào)自己的作品,利用句子I see...進(jìn)行描述。

 3、Homework

繪制一個(gè)公園和你的家人一起分享。

九年級(jí)英語(yǔ)上冊(cè)教案(篇6)

一、 說(shuō)教材

(一)教材的作用和地位

"牛津英語(yǔ)"教材把語(yǔ)言結(jié)構(gòu)、 語(yǔ)言功能和主題內(nèi)容有機(jī)地結(jié)合起來(lái), 所以語(yǔ)言的信息輸入量大, 選材廣泛、 主體有序、 內(nèi)容集中, 學(xué)習(xí)內(nèi)容非常貼近學(xué)生的生活實(shí)際和思想實(shí)際。本節(jié)課的內(nèi)容是:Unit 4 的綜合技能訓(xùn)練(Integrated Skills),是將聽(tīng)說(shuō)讀寫(xiě)糅合在一起進(jìn)行綜合訓(xùn)練,以提高學(xué)生綜合應(yīng)用英語(yǔ)的能力。我要求學(xué)生直接借助于網(wǎng)絡(luò)進(jìn)行查閱相關(guān)資料,并在此基礎(chǔ)上進(jìn)行歸納,使學(xué)生的信息量有了大大的增加,由學(xué)生的被動(dòng)的接受變成了主動(dòng)的學(xué)習(xí).

(二)教學(xué)目標(biāo)

1.知識(shí)目標(biāo):學(xué)會(huì)一些表示動(dòng)物名稱的單詞,學(xué)會(huì)運(yùn)用動(dòng)詞smell, understand, believe, remember等。能熟練運(yùn)用所學(xué)句式描述、詢問(wèn)奇聞?shì)W事,并對(duì)別人的描述作出反應(yīng)。

2.技能目標(biāo):通過(guò)真實(shí)的語(yǔ)境,重點(diǎn)培養(yǎng)學(xué)生聽(tīng)、說(shuō)及綜合運(yùn)用語(yǔ)言的能力。

3.情感目標(biāo):培養(yǎng)學(xué)生的參與意識(shí)、競(jìng)爭(zhēng)意識(shí)和合作精神,激發(fā)學(xué)生對(duì)我們所處的世界的熱愛(ài)和不斷探索未知世界的興趣。

 二、說(shuō)教法

(一)教學(xué)設(shè)計(jì)的原則

1.堅(jiān)持"自主學(xué)習(xí),合作學(xué)習(xí)"的教學(xué)原則:

教師打破了以教師為中心, 單項(xiàng)灌輸?shù)年惻f模式, 在課堂教學(xué)中盡可能發(fā)揮學(xué)生的主動(dòng)性和合作精神, 營(yíng)造了良好的學(xué)習(xí)氛圍, 更重要的是在頻繁的交流中, 學(xué)生的語(yǔ)言表達(dá)能力提高了。

2.遵循英語(yǔ)教學(xué)的交際性原則:

交際性原則是英語(yǔ)教學(xué)中的一個(gè)指導(dǎo)性原則, 教學(xué)最終的目的不僅要使學(xué)生掌握知識(shí), 更重要的是使學(xué)生在理解的基礎(chǔ)上, 在交際性練習(xí)中培養(yǎng)交際能力, 而培養(yǎng)這種交際能力, 就是反映在課堂教學(xué)中學(xué)生以主人翁態(tài)度, 積極、 主動(dòng)、 大膽地參與英語(yǔ)課堂練習(xí)活動(dòng)的主體意識(shí)上。

3.追求和諧的課堂活動(dòng):

學(xué)生主體性的發(fā)揮, 要在民主, 平等的氛圍中體現(xiàn), 更要在科學(xué), 和諧的教學(xué)活動(dòng)中進(jìn)行. 課堂教學(xué)不僅要處理好老師、學(xué)生、教材等關(guān)系, 還要盡可能地發(fā)揮三者各自的特長(zhǎng), 這就是教學(xué)的化。在課堂教學(xué)中, 既要有意識(shí)的讓學(xué)生去感知、理解,又要讓學(xué)生不斷地感悟。

4.拓寬學(xué)生的視野:

現(xiàn)代外語(yǔ)教學(xué)理論認(rèn)為, 一定量的語(yǔ)言輸入是語(yǔ)言輸出的基礎(chǔ), 即語(yǔ)言的輸出有賴于語(yǔ)言的輸入。只有在大量吸收的基礎(chǔ)上才能提高表達(dá)的技能, 也只有在吸收信息和表達(dá)自己意愿的過(guò)程中才能培養(yǎng)語(yǔ)言交際的能力。因此,教師根據(jù)教材做了很大的擴(kuò)展, 要求學(xué)生盡可能用英語(yǔ)向同學(xué)展示你學(xué)習(xí)后的成果, 你的愛(ài)好及緣由等, 使教學(xué)更趨向真實(shí)。

(二)教學(xué)手段

1、教法:運(yùn)用情景、聽(tīng)說(shuō)、直觀、游戲等方法,展開(kāi)以教師為主導(dǎo),以學(xué)生為主體的師生、生生多邊的交互式活動(dòng)。

2、學(xué)法:自主、合作學(xué)習(xí)。創(chuàng)設(shè)教學(xué)情景,使學(xué)生好學(xué)、會(huì)學(xué)、樂(lè)學(xué)。

3、主要以現(xiàn)代化電教手段--多媒體輔助教學(xué),貫穿整個(gè)教學(xué)過(guò)程。以此期望增加直觀性和趣味性,加大課堂密度,提高教學(xué)效果。

三、說(shuō)教學(xué)程序 (Teaching procedures)

第一部分:聽(tīng)

Step 1:聽(tīng)前:(Pre-listening)

1. 熱身(warming up): 以游戲"which is missing"讓學(xué)生迅速根據(jù)圖片說(shuō)出動(dòng)物的名稱,將學(xué)生的熱情調(diào)動(dòng)起來(lái),并了解了本課的主題與動(dòng)物用關(guān)。

2. 呈現(xiàn)生詞,為下一步聽(tīng)掃除障礙。

a. 通過(guò)free talk, 引出生詞bone, smell.

b. 通過(guò)英文釋義,圖片連線的形式呈現(xiàn)表示動(dòng)物的4個(gè)單詞,同時(shí)鏈接了giraffe、tortoise和camel相關(guān)的信息,掃除聽(tīng)的過(guò)程中的障礙。

 Step 2 聽(tīng)中。(while-listening)

1. 聽(tīng)整段對(duì)話,完成P66的notes。聽(tīng)前要求學(xué)生先閱讀notes,讓學(xué)生了解所缺信息,以便學(xué)生聽(tīng)時(shí)有重點(diǎn)的聽(tīng)。

2. 對(duì)話鞏固。學(xué)生獲取所缺信息后,大聲朗讀完整的句子,并進(jìn)行一分鐘的快讀競(jìng)賽。然后通過(guò)對(duì)話形式進(jìn)行pair work, 再次進(jìn)行鞏固。同時(shí),在對(duì)話中自然呈現(xiàn)remember, believe, words等詞,并且使他們?cè)谇榫持械玫搅瞬倬殹?/p>

3. 精聽(tīng)。截取整段對(duì)話中的一個(gè)段落,提供給學(xué)生進(jìn)行精聽(tīng)。聽(tīng)前先設(shè)疑:What's the use of camels' eyelids, do you understand?激發(fā)學(xué)生聽(tīng)的興趣,培養(yǎng)學(xué)生通過(guò)聽(tīng)獲得細(xì)節(jié)信息的能力。

Step 3 聽(tīng)后。(post-listening)

1. 運(yùn)用所聽(tīng)信息完成書(shū)上短文,并熟練朗讀。

2. 就短文中的細(xì)節(jié)展開(kāi)討論:

If you see ants on your dinner table,

what will you do?

How can you keep ants away?

并留以足夠的時(shí)間讓學(xué)生就這個(gè)開(kāi)放型的問(wèn)題發(fā)表自己不同的見(jiàn)解。

第二部分:說(shuō)

Step 1 Present.

運(yùn)用書(shū)上的對(duì)話先設(shè)計(jì)了一個(gè)聽(tīng)的任務(wù):Listen and do T or F。并且在核對(duì)答案之后通過(guò)圖片巧妙生動(dòng)的呈現(xiàn)對(duì)話中的生詞weight。

Step 2 Practise.

1. 開(kāi)書(shū)跟讀,訓(xùn)練語(yǔ)音語(yǔ)調(diào)。

2. 運(yùn)用對(duì)話中的結(jié)構(gòu):

Is there anything about...?

Yes, it says that....

That's ...

來(lái)談?wù)摫菊n所出現(xiàn)過(guò)的amazing things.這樣,既復(fù)習(xí)了本單元前一階段的所學(xué)的奇聞趣事,又在情境中操練了上述新授句式。

Step 3 Produce.

1. 由書(shū)內(nèi)延伸到書(shū)外,為學(xué)生提供一些useful expressions,并引導(dǎo)學(xué)生借助這些習(xí)慣表達(dá)談?wù)撟约簭碾娨?、廣播、因特網(wǎng)上所了解到的各種各樣的奇聞趣事,這樣,就為學(xué)生創(chuàng)造了真實(shí)的交際環(huán)境,并讓學(xué)生通過(guò)自主的交流,享受了合作學(xué)習(xí)的樂(lè)趣。

2. 在學(xué)生小組自由交流并在全班匯報(bào)之后,讓學(xué)生用信的形式描述自己了解的奇聞趣事。這時(shí)候,學(xué)生在前面的學(xué)習(xí)步驟中大量輸入的基礎(chǔ)上在進(jìn)行筆頭的輸出,就是輕而易舉、水到渠成了。

 Step 4 Homework.

1.完成信,并展覽。

2. 在"講英語(yǔ)時(shí)間"與學(xué)習(xí)伙伴交流更多的奇聞趣事。通過(guò)這樣的作業(yè),旨在培養(yǎng)學(xué)生的競(jìng)爭(zhēng)意識(shí)、合作精神及探索精神,為學(xué)生的終生學(xué)習(xí)打下基礎(chǔ)。

7B Unit 4 Integrated skills

課堂教學(xué)評(píng)析要點(diǎn)

每一個(gè)教學(xué)環(huán)節(jié)的設(shè)計(jì)都從學(xué)生的興趣出發(fā),符合初中生的心理需求,貼近他們的生活,從而使他們整節(jié)課至始至終都興趣盎然。學(xué)生和老師在整節(jié)課中都保持了學(xué)習(xí)的激情。對(duì)于學(xué)生的回答和表述,老師及時(shí)給以后續(xù)性的評(píng)價(jià),拉近的師生間的距離,學(xué)生在獲取知識(shí)技能的同時(shí),也享受了用英語(yǔ)交流和被老師賞識(shí)的快樂(lè)。課堂活動(dòng)豐富,通過(guò)生生互動(dòng)、師生互動(dòng),學(xué)生合作、探究學(xué)習(xí),達(dá)到了本課預(yù)定的知識(shí)、技能和情感目標(biāo)。提高了學(xué)生的人文素養(yǎng),培養(yǎng)了終身學(xué)習(xí)的能力。

本堂課采用任務(wù)型教學(xué)策略,讓學(xué)生在完成任務(wù)的過(guò)程中體驗(yàn)、實(shí)踐、參與、交流與合作,實(shí)現(xiàn)任務(wù)目標(biāo),主要呈現(xiàn)以下亮點(diǎn):

1.注重發(fā)展學(xué)生學(xué)習(xí)策略,培養(yǎng)和提高學(xué)生的創(chuàng)新精神和語(yǔ)言運(yùn)用能力。讓學(xué)生走出課堂,從網(wǎng)上、報(bào)上尋找相關(guān)資料,直接接觸地道語(yǔ)言,使他們有足夠的空間和自由度,進(jìn)行自主學(xué)習(xí),促使學(xué)生個(gè)性發(fā)展。

2.利用小組討論交流形式,使學(xué)生在活動(dòng)過(guò)程中,互相學(xué)習(xí),互相交流,培養(yǎng)他們團(tuán)結(jié)合作精神。

3.這堂課注重學(xué)生聽(tīng)、說(shuō)能力的培養(yǎng),尤其能通過(guò)填表格回答問(wèn)題形式讓學(xué)生對(duì)自尋資料進(jìn)行歸納,提高他們的語(yǔ)言理解能力。

4.教師本身教態(tài)自然大方,素養(yǎng)較好,整堂課結(jié)構(gòu)合理,各環(huán)節(jié)目標(biāo)明確,以學(xué)生為主體進(jìn)行教學(xué),體現(xiàn)了二期課改精神,是一堂較為成功的課。

九年級(jí)英語(yǔ)上冊(cè)教案15篇


教案課件是老師上課做的提前準(zhǔn)備,因此想要隨便寫(xiě)的話老師們就要注意了。?學(xué)生的反應(yīng)可以反映教學(xué)質(zhì)量,什么樣的教學(xué)課件才是好的?今天幼兒教師教育網(wǎng)編輯為大家推薦了一篇與“九年級(jí)英語(yǔ)上冊(cè)教案”相關(guān)的好文閱讀,所列舉信息僅供參考請(qǐng)依據(jù)實(shí)際情況做出判斷!

九年級(jí)英語(yǔ)上冊(cè)教案【篇1】

Unit 1 The Changing Word

Topic 1 My hometown has become more and more beautiful.

SectionA

【學(xué)習(xí)目標(biāo)】

1.掌握現(xiàn)在完成時(shí)的構(gòu)成,初步了解其用法,并學(xué)會(huì)運(yùn)用have/has been to 和have/ has gone to 結(jié)構(gòu):

2.比較并找出一般過(guò)去時(shí)與現(xiàn)在完成時(shí)的不同用法;

3.學(xué)會(huì)描述假期生活。

【預(yù)習(xí)案】

一、讀1a,完成1b的表格所缺的地點(diǎn)

二、 在文中找到,劃出并背誦下面的短語(yǔ)和句子

1.變化的世界________________________________ 9.一個(gè)合適的地方________________10.拍照________

2.長(zhǎng)假過(guò)后__________________________________ 11.提高我的英語(yǔ)水平__________________________

3.度過(guò)一個(gè)愉快的暑假________________________ 12.順便問(wèn)一下___________13.根據(jù)1a的內(nèi)容________

4.從…回來(lái)__________________________________ 14.孩子們的假期經(jīng)歷__________________________

5.巨大的變化_________________6.發(fā)生____________ 15.查出…和…的不同__________________________

7.越來(lái)越漂亮________________________________ 16.填空_____________________17.感覺(jué)舒服________

8.如此(那么)多的人___________________________ 18.患感冒______________19.很長(zhǎng)時(shí)間_____________

【探究案】

一、 語(yǔ)法重點(diǎn)導(dǎo)入--- (根據(jù)句意在橫線上填入謂語(yǔ)動(dòng)詞的適當(dāng)形式)

1. He ______________ (play) soccer on the playground now.

2. He ______________ (play) soccer on the playground yesterday.

3. He ______________ (play) soccer on the playground when I saw him yesterday.

4. He ______________ (play) soccer on the playground every day.

5. He ______________ (play) soccer on the playground tomorrow afternoon.

6. He ______________ (play) soccer on the playground 注意(6)句中的時(shí)間狀語(yǔ),看P118現(xiàn)在完成時(shí)講解, 總結(jié)現(xiàn)在完成時(shí)用法

總結(jié):

(1) 現(xiàn)在完成時(shí)中謂語(yǔ)動(dòng)詞的形式是---________________________ 看P140-142過(guò)去分詞表,做P3---1b

(2) 經(jīng)常搭配的時(shí)間副詞有: just, already, yet, ever, never, before…

(3) 現(xiàn)在完成時(shí)句型轉(zhuǎn)換

寫(xiě)出(6)句的否定句:___________________________________________________________________ 寫(xiě)出(6)句的一般疑問(wèn)句并肯定回答:_____________________________________________________ 寫(xiě)出(6)句的劃線提問(wèn)句:_______________________________________________________________ 寫(xiě)出(6)句的反意疑問(wèn)句:_______________________

(4) 觀察1a中出現(xiàn)的現(xiàn)在完成時(shí)的句子并翻譯理解

1. You have just come back from your hometown. 譯:_________________________________________________

2. Great changes have taken place there. 譯:_________________________________________________________

3. My hometown has become more and more beautiful. 譯:_____________________________________________

4. Where have you been? I have been to Mount Huang with my parents. 譯:________________________________

5. Where’s Maria? She has gone to Cuba to be a volunteer. 譯:___________________________________________

(5) 現(xiàn)在完成時(shí)考點(diǎn):have / has been to --- have / has gone to

練習(xí):參看P118現(xiàn)在完成時(shí)講解,完成P2(2)

區(qū)別:have / has been to表示曾經(jīng)______________,現(xiàn)在_____________;

have / has gone to表示已經(jīng)______________,現(xiàn)在______________.

二、在文中劃出下面的句子并分析

注意: taken是take的______________形式

點(diǎn)撥:change有名詞/動(dòng)詞兩種詞性,名詞詞意是_________/__________等; 動(dòng)詞詞意是_________

1take place --- 發(fā)生、舉辦,指非偶然性事件的―發(fā)生‖,即這種事件的發(fā)生一定有某種原因或事先的安排 區(qū)別:happen --- 發(fā)生、碰巧,一般用于偶然或突發(fā)性事件

注意:take the place of…--- 取代某人的`位置

練習(xí):a. Jason ___________________________ Miss Li to teach us French next term.

b. The Olympic Games of 2008 ________________________ successfully in Beijing.

c. What ___________________________ to you yesterday?

’思考:so…that…意思是__________,引導(dǎo)_______狀語(yǔ)從句 區(qū)別:so that…意思是_______,引導(dǎo)_______狀語(yǔ)從句 練習(xí):a.為了拍照,他爬得很高。____________________________________________________________________ b.他他爬得那么高,以至于能拍照。____________________________________________________________

3. There goes the bell. 譯:_____________________________ 思考:這是個(gè)there提前引起的__________句 回憶:副詞here, there 提前到句首要引起主謂倒裝,但是當(dāng)主語(yǔ)為人稱代詞時(shí)不倒裝。

練習(xí):a. Here comes the No.31 Bus. 譯:________________________b. There they are. 譯:___________________

c. Jim跑過(guò)來(lái)了。譯:___________________________ d.他跑過(guò)來(lái)了。 譯:____________________________ 拓展:看課本P105注解寫(xiě)出(3)句的同義句a.__________________________ b.____________________________

【歸納】

一、 根據(jù)首字母提示完成單詞,使句子完整通順。

1. The b______ is ringing. Let’s begin our class.

2. She has made great p______ in English with the help of her teacher.

3. Miss Lin decided to help Mary as she f______ sorry for her.

4. By the w______, where’s your library?

5. I have been to an English training school to i______ my English.

二、 根據(jù)句意及漢語(yǔ)提示完成單詞或短語(yǔ)。

1. We have just ______ (回來(lái)) from London.

2. They were very tired. I ______ (同情) for them.

3. We haven’t seen our English teacher ______ (很長(zhǎng)一段時(shí)間).

4. Where is Lin Mei? I have ______ (告訴……一些事) her.

5. He ______ (已經(jīng)去) New York, in the USA.

三、 用所給詞的適當(dāng)形式填空。

1. —Why is the room so clean?

—Because I ______ just ______ (clean) it.

2. Wang Hai spent a whole night ______ (work) on the computer.

3. They have no house ______ (live) in.

4. My father ______ (be) to the People’s Park many times, so he knows it very well.

5. I heard Lin Hong ______ (sing) a song when I went past.

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SectionB

【學(xué)習(xí)目標(biāo)】

1.繼續(xù)學(xué)習(xí)現(xiàn)在完成時(shí)的用法;

2.比較新舊社會(huì)青少年的生活狀況,啟發(fā)同學(xué)們珍惜新社會(huì)的幸福生活。

【預(yù)習(xí)案】

一、讀1a,回答下面的問(wèn)題

1. Has Maria taken part in some volunteer activities during the summer holidays? __________________________

2. What has she done? _____________________________________________________________________________

3. What does she think of it? ________________________________________________________________________

二、 讀2a, 完成2b

三、 在文中找到并劃出下面的短語(yǔ)

1.參加…_______________________ 20.過(guò)著艱苦的生活______________________________

2.志愿者活動(dòng)________________________________ 21.詳細(xì)地描述…__________________________

3.在暑假期間________________________________ 22.支付他們孩子的教育經(jīng)費(fèi)______________________

4.殘疾兒童__________________________________ 23.度過(guò)他們的童年______________________________

5.為…打掃房間______________________________ 24.為了…__________25.support their families________

6.喂他們吃飯____________7.為他們做飯___________ 26.做童工_________________________

8.一段美好的經(jīng)歷_______________________________ 27.日日夜夜_______________________

9.從…學(xué)到很多_________________________________ 28.足夠的吃的__________________________________

10.the different forms of the verbs___________________ 29.現(xiàn)在的青少年________________________________

11.做一個(gè)關(guān)于…的調(diào)查_(kāi)_________________________ 30.飛速地發(fā)展__________________________________

12.make conversations_____________ 31.為貧困家庭提供幫助__________________________

13.跳繩______________14.網(wǎng)上聊天_______________ 32.受到很好的教育______________________________

15.暑假補(bǔ)課_________________________ 33.隨著中國(guó)的發(fā)展______________________________

34.leisure activity___________35.a balanced diet______ 16.做農(nóng)活___________________________

36.play musical instruments_____________ 17.一篇有關(guān)青少年的文章________________________

37.some other training__________________18.世界各地__________________19.過(guò)去___________

【探究案】

一、在文中劃出下面的句子并分析

1. You have taken part in some volunteer activities during the summer holidays, haven’t you?

譯:___________________________________________________________________

思考:haven’t you? 構(gòu)成了句子的_____________部分

練習(xí):根據(jù)時(shí)間狀語(yǔ)的變化寫(xiě)出謂語(yǔ)動(dòng)詞的不同形式并完成后面的反意疑問(wèn)句

a. He ____________(take) part in some volunteer activities during the last summer holidays, ________________? b. He ____________(take) part in some volunteer activities during the next summer holidays, ______________?

c. He ___________(take) part in some volunteer activities during the summer holidays every year, ________________? d. He must ________(take) part in some volunteer activities during the summer holidays every year, ______________?

2. What a wonderful experience! 譯:________________________ 同義句:How _______________________ 感嘆句轉(zhuǎn)換練習(xí):(根據(jù)P5---1a的圖下提示詞用what和how寫(xiě)感嘆句)

a. 多么狹窄的公路??!What______________________________! / How___________________________________! b. 多么艱苦的生活條件??!What___________________________! / How__________________________________! 注意:如果對(duì)行為動(dòng)詞感嘆,只能用How引導(dǎo)! c. 看!他跑得是多么快??!_________________________________!

3. Though I had no time to travel, I still felt very happy. 譯:_______________________________________________ 思考:你能將上句改為用but的形式嗎?______________________________________________________________ 看課本P105注解并總結(jié):though和__________引導(dǎo)______________從句,語(yǔ)氣較弱,不與__________連用; ___________________和___________________也用于引導(dǎo)______________從句,帶有強(qiáng)調(diào)的意味,語(yǔ)氣較強(qiáng)。

4. Is that so? 譯:________________________ 區(qū)別:Is that all? 譯:________________________

鏈接:a. Do you think it’ll rain soon? I think so. 譯:_____________________________________________________ b. Do you believe China will become No.1 in the world one day? I believe so. 譯:________________________ 拓展:我希望如此___________________ 我猜是這樣的____________________

注意:I hop not. _____________________ I don’t think so.____________________

5. In order to help support their families, they had to be child laborers.

思考:你能將上句改為…so that…形式嗎?____________________________________________________________ 總結(jié):in order to + 動(dòng)詞原形,在句子中做目的狀語(yǔ);so that 后面引導(dǎo)的是目的狀語(yǔ)從句

練習(xí):為了趕上早班車(chē),他們起得很早。a.____________________________________________________________ b._________________________________________________________________________________________

【歸納】

一、 根據(jù)漢語(yǔ)提示完成句子,每空一詞。

1. His parents couldn’t afford his ______ (教育).

2. The government gives ______ (幫助;贊助) to poor families.

3. With the ______ (發(fā)展) of China, many more children live a happy life.

4. I think we can ______ much ______ (向……學(xué)習(xí)) the farmers.

5. To make us understand what has happened, he told us about the accident ______ ______ (詳細(xì)地).

二、 用所給詞語(yǔ)的適當(dāng)形式填空。其中一項(xiàng)是多余的。

describe, feed, though, article, education, develop

1. Li Ming failed in the exam again ______ he tried really hard.

2. China is the largest ______ country in the world.

3. The police asked her ______ the two men.

4. Mike, you come from the countryside. Have you ever ______ sheep?

5. In the past, many children couldn’t get a good ______.

三、單項(xiàng)選擇。

1. —Have you ever been ______? —Yes. I have been to Australia.

A. abroad B. alone C. here D. healthy

2. —The radio says it’s going to rain. —______ Bad luck! We can’t go for our picnic.

A. Is that so? B. Thank you. C. Don’t worry. D. Pardon?

3. ______ it rains heavily, ______ farmers are still working in the fields.

A. Though; but B. Though; still C. Though; / D. Although; but

4. Athletes from more than 200 countries ______ the 2008 Olympic Games in Beijing.

A. took part in B. attended C. joined D. held

5. China is still a ______ country at the present time.

A. developed B. more developed C. highly developed D. developing

SectionC

【學(xué)習(xí)目標(biāo)】

1.繼續(xù)學(xué)習(xí)現(xiàn)在完成時(shí);;

2.對(duì)比新舊北京,了解中國(guó)發(fā)生的重大變化;

3.同學(xué)們要珍惜現(xiàn)在的美好生活。

【預(yù)習(xí)案】

一、先看圖,再讀1a,完成1b(寫(xiě)出每段的段意)

二、 在文中找到并劃出下面的短語(yǔ)

1. infer the main idea________________________ 18.接受良好的教育_____________________________

2. the key words______________3. at present_________ 19.與…保持聯(lián)系_________________________(P105)

4. compare your idea with Kangkang’s_______________ 20.遠(yuǎn)方的親戚_________________________________

5.狹窄的公路___________________________________ 21.通過(guò)書(shū)信和電報(bào)的方式________________________

6.又小又黑的房子_______________________________ 22.改革開(kāi)放_(tái)___________________________________

7.艱苦的生活條件_______________________________ 23.變得更加高大明亮____________________________

8.簡(jiǎn)潔而緩慢地通訊_____________________________ 24.改善很多____________________________________

9.寬闊的環(huán)形公路_______________________________ 25.享受更加多樣的業(yè)余活動(dòng)______________________

10.高大而明亮的樓房____________________________ 26.不但…而且…_______________________

11.舒適的生活條件______________________________ 27.在互聯(lián)網(wǎng)上______________28.另外還有_________

12.more kinds, quick and easy communications 29.變得更加簡(jiǎn)單而快捷__________________________

___________________________________________ 30.傳真機(jī)_________________31.等等…____________

13.my report on Beijing___________________________ 32.取得飛速的進(jìn)步______________________________

14.四十多年____________________________________ 33.成功地舉辦奧運(yùn)會(huì)_____________________

15.(她)親眼目睹北京的變化______________________ 34.記住過(guò)去_________________________

16.在20世紀(jì)60年代____________________________ 35.立足現(xiàn)在_________________________

17.有機(jī)會(huì)干…__________________________________ 36.展望未來(lái)_________________________

【探究案】

一、在文中劃出下面的句子并分析

1. Usually, a big family were crowed in a small house.

譯:________________________________________________

點(diǎn)撥:crowd --- 擁擠, 擠,聚集(動(dòng)詞);人群,群眾;一群(名詞) crowded --- 擁擠的(形容詞)

練習(xí):a. There is a crowd of people in the hall.

譯:________________________________________________

b. He succeeded in crowding into the train.

譯:______________________________________________

c. Look! A crowd of ants are crowded in the hole.

譯:_________________________________________

注意:擁擠的交通不能直譯為 crowded traffic, 而是__________ /___________traffic

2. Life was so hard that people had no time or money to enjoy leisure activities.

思考:你能將上句改為too…to形式嗎?

Life was _______ ______ ______ people ______ ______ time _______ money to enjoy leisure activities.

提高:The bed is so small that Tom can’t sleep well on it.

_____________________________________________

3. China has developed rapidly since the reform and opening-up.

譯:_________________________________________

九年級(jí)英語(yǔ)上冊(cè)教案【篇2】

新課程標(biāo)準(zhǔn)感知

知識(shí)要點(diǎn) 本單元用虛擬句談?wù)撘恍┘僭O(shè)的情況

本單元要點(diǎn)如下

1. 學(xué)會(huì)談?wù)撘恍┘僭O(shè)的、虛幻的情況;

2. 達(dá)到如何使用虛擬句提出建議的目標(biāo);

3. 學(xué)會(huì)表示與現(xiàn)在的情況相反的虛擬語(yǔ)氣的結(jié)構(gòu);

4. 學(xué)會(huì)用虛擬語(yǔ)氣表述自己的還沒(méi)有實(shí)現(xiàn)的愿望

一.重點(diǎn)詞匯

million、pimple、energetic、confident、shirt、tie、medical、research lottery、million、

trouble、energetic、confident、in public、social

二.重點(diǎn)短語(yǔ)

1. won the lottery 贏得抽獎(jiǎng) 2. in public 公共的、公眾的

2. in the slightest 一點(diǎn)也;根本 4. plenty of 很多的、足夠的

get along with 與…相處 6. let …down 使…失望、沮喪

7. come up with 提出、想出(問(wèn)題) 8. medical research 醫(yī)學(xué)研究

9. what if 如果…怎么辦 10. be late for 遲到…

11. be nervous 緊張的 12. get nervous (變得)緊張的

13. take a long walk 散步 14. ask one’s permission 征求某人的許可

15. without permission 沒(méi)得到許可 16. introduce oneself 自我介紹

17. rather than 而不是 18. a circle of good friends 朋友圈子

三.交際用語(yǔ)

1. If I were you , I’d wear a shirt and tie. 如果我是你,我就會(huì)穿襯衫打領(lǐng)帶。

2. If I were you , I’d take an umbrella. 如果我是你,我就帶把傘。

3. What would you do if you won a million dollars ? 如果你賺了一百萬(wàn)美元,你會(huì)做什么?

4. What if I don’t know anyone ? 如果我一個(gè)人也不認(rèn)識(shí)怎么辦?

5. You should eat lots of fruits and vegetable and drink lots of water.你應(yīng)該吃大量水果、蔬菜,大量喝水。

6. What are you like ? I think I’m outgoing. 你的性格如何?我想我很外向。

四.語(yǔ)法聚焦

What would you do if you won a million dollars ?

I’d give it to medical research .

I can’t sleep the night before an exam .What should I do ?

If I were you , I’d take a long walk before going to bed .

第一課時(shí)

Section A

Step 1 Free Talk

Talk about good habits of the students. Say, “ Wd all have some good habits. Can you tell the other students what good habits you have.” For example, getting up early, reading, helping others, not wasting money, etc.

When they talk, write some on the blackboard. Get the students to think about if they don’t hav have these good habits what will happen.

Step2 Talking and writing

Say, “Please imagine, what would you do if you had a lot of money?” The students discuss with the partners. Then get them to write some other situations in the list and share the answers. Point out: The sentences here are imaginary situations. They may not come true, just imaginary. So we often use the past tense and “would ” to express this kind of situation.

Step 3 Listening and talking

1b. First talk about some information in the picture. Say, “ We are going to listen to a conversation about their ideas about how to spend a million dollars.”

Students listen to the tape and number the pictures.

Then help the students practice the similar dialogue simply in 1c.

Step 4 Listening

First ask “ What would you do if you went to a party? What would you wear? What would you bring? What would you feel if you don’t know anyone at the party?”

After talking about the questions, come up with the question in 2a “ Why is Larry nervous?” Then listen.

2b. Listen again. Check the four things Larry’s sister says to him. Then check the students’ answers.

Step 5 Pairwork

According to the listening Text above, get the students to practice the conversation by looking at the instruction in 2c.

Ask some pairs to act out their own dialogues.

第二課時(shí)

Step 1 Free talk

Say “Imagine, what would you do if you were very old?”

“What would you do if you were teachers?”

“ What would you do if you had a lot of money?”

Get the students to talk about the questions. Collect their answers and write some on the blackboard.

Step 2 Grammar Focus

Point out the sentences on the blackboard all belong to imaginary situations. Ask the students to find out the rules in the sentences. Then look at the sentences in Grammar Focus. Comprehend them. Talk about some information about imaginary situations.

Step 3 Reading and watching

Ask “ Do you have some trouble during your daily life?” The students talk about their trouble and ask the other students to give advice. Then 3a, ask the students match each problem with the correct advice. Check the answers. Then comprehend the sentences.

Step 4 Game

Ask the students to write their problems on a piece of paper. Ask one student to choose some paper with problems on and read the problems. After he / she reads one problem, the other students try to give advice by using “ You should…” or “ If I were you…”.

Exercises:

完成句子:

1. He doesn’t know ______________( 穿什么) at the party.

2. _____________ (如果我是你), I would buy a small present.

3. What would you do ______________ (如果你獲得了第一名)?

4. You’d take a long walk ______________ (在吃過(guò)晚餐之后).

5. I ______________(變得緊張) before big exams.

第三課時(shí)

Section B

Step 1 Word competition

Say “ We usually use adjectives to describe a person. Do you know those words? Let’s have a competition.”

Get representatives of boys and girls to come to the front and write the words about description on the blackboard as many as they can.

Step 2 Giving definitions

Say “ Just now we had the word competition. Then let’s try to give definitions of these words in English.” Discuss with partners and give definitions.

Step 3 Writing and competition

Get the students to understand the instructions in 1a. Understand the meaning of every word. Then fill in the blanks with the words. Check the answers.

After students write the words, have a competition of making up sentences. Say, “ Please make up sentences by using these words. Let’s see who can make up more sentences , boys or girls?”. Then do it.

Step 4 Listening

2a. At first help the students understand the instruction. Look at the personality survey. Explain “ give a speech, without permission, introduce oneself to sb.” Then listen. Check the questions Celia asks.

Some points:

1. give a speech = make a speech, give a talk 演講

2. without permission (未經(jīng)允許) with permission (經(jīng)過(guò)允許)

permission n. “允許” permit v. “允許”

permit sb to do sth 相當(dāng)于allow sb to do sth 意思是“允許某人做某事”

例:The teacher didn’t permit us to swim in this river.

= We can’t swim in this river without the teacher’s permission.

3. introduce oneself to sb. 意思是“向某人自我介紹”

例:Let me introduce myself to you. I am Jim.

2b. Listen again. Circle Bill’s responses. Then check the answers.

Step 5 Practice

Get the students to practice the similar conversation in 2c by looking at the personality survey.

Exercises:

翻譯句子:

1. 他害怕在公眾場(chǎng)合講話。

2. 這個(gè)女孩很善交際。她有許多朋友。

3. 莫扎特是個(gè)很有創(chuàng)造力的音樂(lè)家。

4. 男孩們總是精力旺盛。他們幾乎從不感覺(jué)到累。

第四課時(shí)

Step 1 Free talk

Ask questions like “What would you do if the teacher asked you to give a speech in front of the whole school? What would you do if someone took away your things without permission? What would you do if someone asked you to be in a movie? What would you do if you wanted to be friends with a new student?”

Get the students to talk about them.

Step 2 Reading

Ask the students to read the passage in 3a and fill in the blanks in the results with “a”, “b” or “c” according to the survey in 2a. Then help the students comprehend the whole passage.

Some points:

1. pretty ① 相當(dāng),非常 相當(dāng)于very, quite

② 漂亮 相當(dāng)于beautiful

2. in the slightest 意思是“根本,一點(diǎn)也”

not….in the slightest 意思是“根本不,一點(diǎn)也不”,相當(dāng)于not…. at all.

slight 是adj. 表示“輕微的,不重要的”

例:I have a slight cold. 我有點(diǎn)輕微的感冒。

3. company ① 陪伴 (不可數(shù)n.)

② 公司 (可數(shù)n.)

例:I feel at home in your company. 和你在一起令我輕松自在。

He is a driver in a bus company. 他是一家汽車(chē)公司的司機(jī)。

4. rather than, would rather…than 意思是“與其……倒不如”,“寧愿…...而不愿”

例:I want to stay at home rather than go to school.

I would rather stay at home than go to school.

這兩個(gè)短語(yǔ)前后都連接兩個(gè)相同的成分。

After explaining the points, ask the students to read the passage.

Step 3 Groupwork

Divide the students into several groups with four students in each. Design a personality survey according to the example in 3b. The survey must include at least two questions. Then discuss about the questions with the group members.

At last share the students’ answers and make a conclusion, such as “Student….. is very outgoing. Student … is very friendly” and so on.

Homework:

Recite the passage in 3a.

第五課時(shí)

Step 1 Warming up

Ask the students make examples about good or bad personality. Discuss about the personality the students like.

Step 2 Self check

For Ex 1, fill in each bland with the correct word given. Understand the Chinese meaning of every sentence.

For Ex 2, read the e-mail and comprehend it.

Then read the passage. Write a reply according to this email. Ask some students to read their replies.

Step3 Just for fun

Students read the funny cartoons at last.

第六課時(shí)

Step 1 Warming up

Talk about the questions “ Do you often surf the Internet? Do you have a net friend? What would you do if the net friend wanted to meet you?”

Step 2 Reading

Say “ In our daily life, we would meet lots of situations. And what would you do if something happened? Then let’s study the passage.”

Give a reading task to the task to the students. “ Find out all the accidents and problems in the reading text.” After the students finish the task, help them comprehend the passage.

Some points:

1. If I were you, I’d have a first-aid…..

此句使用了虛擬語(yǔ)氣,對(duì)現(xiàn)在的事情進(jìn)行假設(shè),表示與現(xiàn)在事實(shí)相反的一種假設(shè)。此時(shí),主句中謂語(yǔ)動(dòng)詞使用“should / would + v原形”的結(jié)構(gòu)。If從句中謂語(yǔ)動(dòng)詞使用一般過(guò)去時(shí)態(tài),如果該動(dòng)詞是be動(dòng)詞,則一律用were.

例:If I knew this, I would tell you.

2. burn-burned – burned 或burn – burnt – burnt 意思是“燒傷,燒壞”

例:The house is burning.

如果表示“被燒死”,則常用be killed by fire / in the fire, 也可用be burnt to death.

3. injure “傷害,損傷”,指事故中肉體上受到傷害,也指精神上的損傷,常用人作主語(yǔ)。

例:She was badly injured in an accident.

4. hurt “疼痛”,可用疼痛的具體部位作主語(yǔ),也可用人作主語(yǔ)。

例:My head hurts.

She hurt herself yesterday.

Read the passage, and finish 3b.

九年級(jí)英語(yǔ)上冊(cè)教案【篇3】

1. Where have you been, Jane? 你去過(guò)哪里,簡(jiǎn)?

2. She has gone to Cuba to be a volunteer.她去古巴當(dāng)志愿者了。

3. There goes the bell. 鈴響了。

4. Though I had no time to travel, I still felt very happy.雖然我沒(méi)有時(shí)間去旅行,但是我仍然感到很開(kāi)心。

5. Now our country has developed rapidly.現(xiàn)在我們國(guó)家發(fā)展迅速。

e.g. You have just come back from your hometown.

2. 現(xiàn)在完成時(shí)態(tài)的句式:

e.g. (1) I have been to Mount Huang with my parents.

(2) I haven’t seen him for a long time.

(3) Where have you been?

(4) ——Have you ever cleaned a room? ——Yes, I have. / No, I haven’t.

3. have/ has been與 have/has gone 的區(qū)別

have/has been to sp.表示曾經(jīng)到過(guò)某地—— have/has gone to sp.表示已經(jīng)去了某地

e.g. (1) I have been to Mount Huang with my parents. (2) She has gone to Cuba to be a volunteer.

九年級(jí)英語(yǔ)上冊(cè)教案【篇4】

Unit 2.

plain to …… about …… 向 ……抱怨……

74.post sth. for sb. 替某人寄某物

ok/make dinner 做晚飯

76.do the laundry 做洗衣服的活

77.make the bed 整理床鋪

78.iron the shirts 熨燙襯衫

79.sweep the floor 掃地

80.explore dangerous places 探測(cè)危險(xiǎn)的地方

81.own a robot 擁有機(jī)器人

82.change one's life a lot 改變某人的生活許多

83.buy … from … 從…… 買(mǎi)……

84.sell … to … 把……賣(mài)給……

85.do housework 做家務(wù)活

86.do homework 做家庭作業(yè)

87.stay in bed 呆在床上

88.return home from work /school 下班回家/ 放學(xué)回家

89.be happy / pleased / satisfied with 對(duì)……滿意

90.be ready for sth. 為……做好了準(zhǔn)備

91.be ready to do sth. 為做某事做好了準(zhǔn)備

92.get ready for sth. 為……做準(zhǔn)備

93.get ready to do sth. 為做某事做準(zhǔn)備

94.go wrong 出毛病, 走錯(cuò)路

95.catch a virus 染上病毒

96.cause a lot of problems 引起許多麻煩

97.wake sb. up 叫醒某人

98.wake up 醒來(lái)

99.knock sth. over 碰翻

100.knock on /at sth. 敲(門(mén)……)

101.do with(what) 處理 ,對(duì)付

102.deal with (how) 處理,對(duì)付

103.return sth. to sb. = give back sth. to sb .把……還給……

104.return to sp.=go / come back to sp. 回到某地

105.fall to the ground 掉到地上

106.eat sth. for sb. 替某人吃某物

107.make a mess 搞成一團(tuán)糟

108.throw sth. into sp.along with sth. 把……和……一道扔進(jìn)……里

109.use sth. to do sth. 用……做某事

110.keep my flat as clean as new 保持我的公寓和新的一樣干凈

111.pay for 支付

112.That sounds good. 那聽(tīng)起來(lái)很好。

113.get tired = be tired 疲憊

114.last for= go on for 持續(xù) ……

115.sth. needs doing/ to be done 某事需要被做

116.expect to do sth. 期盼做某事

117.expect sb. to do sth. 期盼某人做某事

118.expect that 從句 期盼……

119.get sth. back = have sth. back 取回,拿回

120.You are welcome to do sth. 歡迎你做某事

121.reply to 回復(fù),答復(fù)

122.look forward to doing sth. 盼望做某事

123.hear from sb. =get a letter from sb.

=receive a letter from sb. 收到某人來(lái)信

124.clear up sth. 清理 , 整理

九年級(jí)英語(yǔ)上冊(cè)教案【篇5】

UNIT1:

詞組,短語(yǔ)

1, it is nice of you to do sth

2, bring me the newspaper

3, have lots to eat

4, worry about (not)dong sth

5, be familiar with

6, the 12 animals signs of the Chinese horoscope

7, people in the west

8, learn more about western culture

9, be divided into

10, people born under the same star

11,at times

12,like to be the leader

13,give up easily

14,take care of others

15save money

16,buy sb sth/ buy sth for sb

17,worry too much

18,pay attention to details

19,argue with others

20,love peace

21,keep secrets

22,forgive sb for one’s faults

23,have a good sence of humour

24,travel to different places

25,make and plan things

26,wait without getting angry

27,agree with each other

28,care only about oneself

29,treat everyone equally

30,feel sure about one’s ability

31,spend time /money doing sth

32,explain things to sb

33,show off

34,make such a mess

35,give each of us two gifts

36,the whole birthday cake

37,organize this party for us

38,be patient enough to do sth

39,be on the phone

40,have success at school or work

41,around the middle of the month

42,call Mr zhang on 84166488

43,have a mixture of good luck and bad luck

44,spend money wisely

45,have problems with my bike

46,get lots of rest

47,get sick

48,the same as

49,be suitable for

50,come up with=think of

51,be able to=can

52,have fun in doing sth

53,recommend sb as the new chairperson

54,try to be funny

55,finish all the summer homework

56,get full/good marks

57,forget to do sth

58,be afaid of doing sth

59,make a speech in assembly

60,show sb how to use the libriary

61,try one’s best

62,do extra work

63,get more organized

64,use sth to do

九年級(jí)英語(yǔ)上冊(cè)教案【篇6】

教學(xué)目標(biāo):

知識(shí)與技能

1.Words and phrases: stomachache, cold, headache, fever,

fall off, fell off.

2.Sentences: Sam had lots of chocolate biscuits yesterday.

So today he’s got a stomachache.

3.Grammar: Talking about illnesses.

教學(xué)重點(diǎn):

Words and phrases: stomachache, cold, headache, fever,

fall off, fell off.

教學(xué)難點(diǎn):

Sentences: Sam had lots of chocolate biscuits yesterday.

So today he’s got a stomachache.

Grammar: Talking about illnesses.

教學(xué)方法:

講授、過(guò)去時(shí)

教學(xué)過(guò)程:

(一)導(dǎo)入:Step 1 Warm-up

T: Hi, boys and girls.

T: Let’s sing a song, ok?

Ss: Ok.

T: Ok! London Bridge is falling down…。 (Ss sing the song)

T: You are clever boys and girls. Now let’s have a Free Talk “What I did yesterday”, Ok?

Ss introduce what they did yesterday

(二)探究新知Step 2 Presentation and leading

T: Who can tell me what happen to Daming in last Unit.

Ss: Daming’s head was bumped.

T: Let’s play this story, ok?

Ss: Ok.

(Two students play in roles of “Daming” and “Sam”, others describe the story, the two students do the actions)

The teacher writes the word “today” on the blackboard. What happened to Daming, Sam, Amy and Lingling? Lead the students to use “to” and “and” to connect the two sentences.

Step 3 Text Teaching

T: Now, this class we are going to learn Module 10 Unit 2 Sam had lots of chocolate biscuits .First, listen to the tape and underline the new words.

(Teach the new words’ cards)

T: Now listen to the tape and repeat it. Are you clear?

(The teacher writes these sentences on the blackboard)

Sam had lots of chocolate biscuits yesterday.

So today he’s got a stomachache.

T: Now listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.

T: Look at these words: had, ate

(三)鞏固新知Step 4 Task-Fulfilling

T: Let’s play a game, ok? Ss: Ok.

T: Let’s play “I do you say”。 I’ll ask four students to come to the front of the class, one student performs Daming eating chocolate biscuits and then having a stomachache, and others describe it, and so on.

Step 5 Text Learning

T: Look at Part 4, answer these questions:

What is wrong with Little Tommy?

What’s wrong with Little Lingling?

What’s wrong with Little Ben?

T: Listen to the tape and repeat it.

T: Let’s read the poem together and do the actions, ok?

Ss: Ok.

(四)作業(yè)布置Homework

(五)小結(jié):過(guò)去時(shí)的用法

板書(shū)設(shè)計(jì):

Unit 2 Sam had lots of chocolate

Sam had lots of chocolate biscuits yesterday.

So today he’s got a stomachache.

四年級(jí)英語(yǔ)教案范文二:過(guò)去式

教學(xué)目標(biāo):

知識(shí)目標(biāo)

A、能聽(tīng)、 說(shuō) 、讀、寫(xiě)并正確使用單詞

“happen, ride, thirsty, watermelon, carry, bump,

fell/fall off, went/go, bought/buy ”。

B、能理解并靈活掌握句型

We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. 。

能力目標(biāo)

在知識(shí)目標(biāo)的基礎(chǔ)上,要求學(xué)生在實(shí)際生活中運(yùn)用動(dòng)詞過(guò)去時(shí)態(tài)句型We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried….來(lái)談?wù)摶蛎枋鲞^(guò)去發(fā)生的事情,同時(shí)在課文的教學(xué)中培養(yǎng)學(xué)生的閱讀能力,從而提高他們的綜合語(yǔ)言運(yùn)用能力

情感目標(biāo)

讓學(xué)生通過(guò)運(yùn)用語(yǔ)言來(lái)完成學(xué)習(xí)任務(wù),感受成功,從而引發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的內(nèi)在動(dòng)機(jī),最終使他們形成英語(yǔ)學(xué)習(xí)的積極態(tài)度。

教學(xué)重點(diǎn):

能理解并靈活使用句型We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. ,掌握過(guò)去時(shí)態(tài)的表達(dá)方式。

教學(xué)難點(diǎn):

過(guò)去時(shí)態(tài)的運(yùn)用及利用教師設(shè)計(jì)的各種閱讀訓(xùn)練活動(dòng),通過(guò)輸入和輸出的方式,使得學(xué)生感知并理解教學(xué)內(nèi)容,并以此話題展開(kāi)“說(shuō)”與“寫(xiě)”的訓(xùn)練,培養(yǎng)學(xué)生的綜合運(yùn)用語(yǔ)言的技能。

教學(xué)過(guò)程:

一、Warm up

1.Greetings.

T:Hello,boys and girls.

Ss:Hello,Ms Wang.

T: How are you?

Ss: Fine ,thank you ! And you ?

T: I’m fine , too. Thank you !

2. Sing a song.

T: Let’s sing a song. 《We walked and walked》Ok?

Ss: Ok!

3. Free talk.

T: I went to the supermarket. And I bought some apples, bananas and a big watermelon.(Teacher shows pictures and new words.)Who can introduce : What did you do yesterday?( Teacher shows the questions.)

師生互相問(wèn)候、聽(tīng)唱歌曲,營(yíng)造活躍輕松的學(xué)習(xí)氛圍。由于歌曲和所做動(dòng)作在內(nèi)容上有一定的聯(lián)系,所以學(xué)生在邊唱邊跳中很自然地進(jìn)入一種語(yǔ)言狀態(tài),同時(shí)也為以下的學(xué)習(xí)做了鋪墊。

師生自由對(duì)話,創(chuàng)設(shè)寬松的學(xué)習(xí)氛圍,這樣既復(fù)習(xí)了舊知,又讓學(xué)生感知新知,為學(xué)習(xí)新內(nèi)容打下基礎(chǔ),從而使知識(shí)連成線,織成網(wǎng),滾成球。

二、Presentation

活動(dòng)1)

巧設(shè)情景,引入新課。

1.(師事先與一位學(xué)生S1共同創(chuàng)設(shè)情景:在老師與學(xué)生Free talk時(shí),突然S1坐在座位不小心摔倒了,這時(shí)老師與他進(jìn)行對(duì)話并通過(guò)表情動(dòng)作)

T:“What happened to you ?

Ss: I fell off my chair.

T: Oh,it is an accident.(教學(xué))

2.(同時(shí),借助多媒體展示Sam 從自行車(chē)上摔倒的圖片)

引出課題T: Today we’ll learn Module10 Accidents Unit 1“Sam fell off his bike.”

(Ss read the sentence.)

3.提出任務(wù):教師告訴學(xué)生通過(guò)本節(jié)課的學(xué)習(xí)過(guò)后,同學(xué)們來(lái)談?wù)撆及l(fā)事件,小組合作自編自演故事。

從創(chuàng)設(shè)情景引出課文的情景,從而引出課題,學(xué)生很自然地理解課題。

使學(xué)生帶著任務(wù)有目的的學(xué)習(xí),并激發(fā)學(xué)習(xí)興趣。

活動(dòng)2)

三、自主探索,學(xué)習(xí)課文。

1.首先出現(xiàn)Sam和Daming 兩個(gè)人物的頭飾,T告訴學(xué)生:Let’s listen and find the answer “what did Sam and Daming go yesterday?”

Listen and point,then choose the right answer.

A.went for a bike ride

B.went to school

引出went for a bike ride 的教學(xué)。(手勢(shì)及動(dòng)作)

T:What is the difference between these sentences?

A.Yesterday I went to a park.

B.I go to school by bike every day.

Ss:( 找出不同點(diǎn))

(分小組進(jìn)行操練)

2.Listen ,point and repeat,then answer“Why did Sam fell off his bike?”

1)Listen and repeat.

2) Discuss in groups then answer.

3)學(xué)生回答中引出新詞的教學(xué):carried, bumped, hungry, thirsty, bought, watermelon, fell off方法同“went”的教學(xué)。(運(yùn)用肢體語(yǔ)言及圖片展示進(jìn)行教學(xué),Drill line by line)

4)Drill the sentences row by row.

3.最后,再次聽(tīng)音跟讀的情況下圍繞“What happened to Daming?的問(wèn)題引導(dǎo)學(xué)生小組分角色復(fù)述課文的主要內(nèi)容。(強(qiáng)調(diào)先后順序,并用“then….,and then…..進(jìn)行復(fù)述。)

在學(xué)習(xí)故事的過(guò)程中,讓學(xué)生說(shuō)一說(shuō)其中的人物情節(jié)安徽教師招考網(wǎng)()既幫助其理解故事,更主要的是能使學(xué)生體會(huì)英語(yǔ)故事的豐富多彩,這是閱讀教學(xué)興趣培養(yǎng)的補(bǔ)充環(huán)節(jié)。

培養(yǎng)學(xué)生積極交流新知的能力,培養(yǎng)學(xué)生自主發(fā)現(xiàn)、總結(jié)規(guī)律的能力

Read the dialogues according to the pictures . Then play a guessing game “Which picture is missing?

培養(yǎng)學(xué)生的獨(dú)立認(rèn)讀能力并在游戲中進(jìn)一步鞏固新知。

活動(dòng)3)

Play a memory game(利用多媒體呈現(xiàn)所學(xué)過(guò)的動(dòng)詞及其過(guò)去式,一分鐘后,點(diǎn)擊一部分詞的原形或過(guò)去式不見(jiàn)了,讓小組比賽搶答。

將游戲與練習(xí)有機(jī)結(jié)合,融為一體,讓學(xué)生邊做游戲邊練習(xí),寓教于樂(lè),極大地激發(fā)了學(xué)生的學(xué)習(xí)興趣。

活動(dòng)4)

AB Ex3看圖填動(dòng)詞的過(guò)去式,并小組分角色表演這意外事件。比比哪組表演得好。

在聽(tīng)說(shuō)讀的基礎(chǔ)上,進(jìn)一步落實(shí)寫(xiě)的目標(biāo)。培養(yǎng)學(xué)生的書(shū)面表達(dá)能力。

四、Production:

Tell interesting stories.(practice in group)

Eg: Yesterday, Tom went for a bike ride with his friends. He___________. Then he________, and then he __________,and then he________.......(went,bought,carried,bumped,fell off,was,walked…)

So he was _______(happy,sad悲傷的,hungry,thirsty,excitied興奮地….)

1. Practise in groups.

2. Tell and act it out.

即培養(yǎng)了合作交流的意識(shí),且開(kāi)拓思維,借此練習(xí)動(dòng)詞過(guò)去式的句型。

五、Homework

1、抄寫(xiě)課文P46 M10U1的單詞兩遍。

(1)分角色朗讀對(duì)話。

(2)分角色表演對(duì)話。

四年級(jí)英語(yǔ)教案范文三:過(guò)去的動(dòng)作

目標(biāo)與重難點(diǎn);

教學(xué)目標(biāo):

1、能夠運(yùn)用Did Dad cook lunch?這類(lèi)語(yǔ)句詢問(wèn)他人過(guò)去的動(dòng)作,并用Yes,he did./No, he didn’t.來(lái)回答。

2、學(xué)習(xí)并學(xué)會(huì)運(yùn)用詞匯phone。

3、學(xué)習(xí)一首歌謠,這項(xiàng)內(nèi)容不作要求,讓學(xué)生根據(jù)自己的情況選擇學(xué)習(xí)與掌握。

二、教學(xué)重點(diǎn):

能夠運(yùn)用Did Dad cook lunch?這類(lèi)語(yǔ)句詢問(wèn)他人過(guò)去的動(dòng)作,并用Yes,he did./No, he didn’t.來(lái)回答。

教學(xué)過(guò)程:

一、1、復(fù)習(xí)動(dòng)詞的過(guò)去式,教師把一些動(dòng)詞及其過(guò)去式寫(xiě)在黑板上,讓學(xué)生連線。如cook, play,walk,watch,phone 和它們的過(guò)去式cooked, played,walked,watched,phoned ,其中只有phone-- phoned這個(gè)詞學(xué)生沒(méi)學(xué),當(dāng)他們把其他詞對(duì)應(yīng)起來(lái)之后,很容易地就掌握了phoned這個(gè)過(guò)去式。

2、練習(xí),如引導(dǎo)學(xué)生依次說(shuō)出下列內(nèi)容:phone—phoned—phoned Grandma—Mum phoned Grandma—Yesterday,Mum phoned Grandma.

二、學(xué)習(xí)課文。

1教師用多媒體展示課文中的圖片或讓學(xué)生直接觀察課文插圖,通過(guò)仔細(xì)觀察回答老師的問(wèn)題:Did Dad cook lunch? 并且指導(dǎo)學(xué)生用Yes,he did.做回答。

2.聽(tīng)錄音,學(xué)生討論回答活動(dòng)2中的問(wèn)題。

3、再聽(tīng)錄音,跟讀課文。

4、在熟讀課文的基礎(chǔ)上讓學(xué)生描述課文內(nèi)容。

三、韻句學(xué)習(xí):

1、學(xué)生自己讀韻句,找出自己不會(huì)讀的單詞。

2、教師領(lǐng)讀韻句內(nèi)容。

3、聽(tīng)錄音跟讀。

4、學(xué)生邊說(shuō)韻句邊表演出韻句內(nèi)容。

四、課本,活動(dòng)4.

Play the game: Last wekend.

六、 總結(jié)評(píng)價(jià)

1、這節(jié)課我的表現(xiàn):A 優(yōu)秀 B 良好 C不是很好,我要繼續(xù)努力。

2、下列句子我會(huì)讀。用“∨”標(biāo)出會(huì)讀的句子。

(1)Yesterday,Mr Smart cooked noodles for lunch.

(2)Tom helped him.

(3)Mum phoned Grandma.

(4)Sam and Amy watched TV.

(5)Did Dad cook lunch? Yes,he did./No, he didn’t

七、Homework:

認(rèn)真聽(tīng)課文錄音并跟讀三遍。

九年級(jí)英語(yǔ)上冊(cè)教案【篇7】

hear from sb.=receive/ get a letter from sb.

work well in doing sth.做某事方面很有功效

be short of 缺乏……

one of the greatest problems 最大問(wèn)題之一

1.We got lost and couldn’t find each other. 我們走失了,互相找不到對(duì)方。

2.It seems that their living conditions were not very good. 似乎他們的生活條件不是很好。

3.It is possible that Kangkang’s father was the only child in his family.

康康的父親有可能是他家中的獨(dú)生子。

4.One answer is known as the one-child policy. 其中一項(xiàng)眾所周知的措施是獨(dú)生子女政策.

5.And even though we have made a lot of progress, we have big pollution problems in the

city. 雖然我們已經(jīng)取得了很大的進(jìn)步,但是仍存在嚴(yán)重的城市污染問(wèn)題。

already “已經(jīng)”(多用于肯定陳述句)。

如:He has already gone home. 他已經(jīng)回家了。

yet “已經(jīng); 還”(用于否定句或疑問(wèn)句)。

如:Have you found him yet? 你已經(jīng)找到他了嗎?

I haven’t finished my homework yet. 我還沒(méi)完成作業(yè)。

※ already 也可用于疑問(wèn)句,表“出乎意料或驚奇”

Have you finished your homework already? 難道你已經(jīng)完成作業(yè)了?

ever “曾經(jīng)”(多用于疑問(wèn)句,問(wèn)初次經(jīng)歷)。

如:I have ever been abroad. 我曾出過(guò)國(guó)。

never“從未;從來(lái)不”(多用于否定陳述句),?;卮餰ver的句型。

如:I have never seen him before.

----Has he ever been abroad? 他曾出過(guò)國(guó)嗎?

----No, never. 不,從來(lái)不。

just “剛剛”(多用于肯定句,位于謂語(yǔ)動(dòng)詞之前)。

如: I have just tried to call you. 我剛剛打電話給你。

before “之前”(一般位于句末;常與never呼應(yīng))。

如:He says he has never seen such beautiful scenery before.

1.---- I really hate to go shopping. 我真討厭去購(gòu)物。

---- So do I . 我也是。

So do I .為倒裝句,表示前面提到的肯定情況也同樣適合另外一個(gè)主體,表“某某也一樣”,結(jié)構(gòu)為“so + be /情態(tài)動(dòng)詞/ 助動(dòng)詞 + 主語(yǔ)”。

如:Jim is a student, so is Tom. 吉姆是一名學(xué)生,湯姆也是。

Jim can swim, so can Tom. 吉姆會(huì)游泳,湯姆也會(huì)。

Jim likes sports, so does Tom. 吉姆喜歡運(yùn)動(dòng),湯姆也喜歡。

如表前面不怎樣,后面“也不”怎樣時(shí),其結(jié)構(gòu)為“ neither/ nor + be /情態(tài)動(dòng)詞/ 助動(dòng)詞 + 主語(yǔ)”。

如:Jim wasn’t Chinese, neither/ nor were they. 吉姆不中國(guó)人,他們也不是。

Jim can’t speak Japanese, neither can I . 吉姆不會(huì)說(shuō)日語(yǔ),我也不會(huì)。

Jim didn’t go there, neither did I . 吉姆沒(méi)去那兒,我也沒(méi)去。

如前后兩句表達(dá)的是同一個(gè)主體,則不能倒裝,表“的確如此”。

如:Jim is a good student. So he is. 吉姆是一名好學(xué)生,的確如此。

Jim swims well. So he does. 吉姆游泳很好,的確如此。

2.At that time, China was the country with the largest population in the world.

那時(shí),中國(guó)是世界上人口最多的國(guó)家。

population為不可數(shù)名詞,表示人口的多少只能用 “l(fā)arge”或 “small”修飾,提問(wèn)人口用“what”.

如:The population of Shanghai is larger than that of Beijing. 上海的人口比北京多。

What’s the population of China?= How many people are there in China?

中國(guó)的人口有多少?

3. Great changes have taken place in China. 中國(guó)發(fā)生了巨大變化。

take place 指必然性的“發(fā)生”或有計(jì)劃、安排之內(nèi)的“舉行”。

如:The meeting will take place next Friday. 會(huì)議將在下周五舉行。

happen 指偶然的、沒(méi)有預(yù)料的“發(fā)生“,其結(jié)果往往給人帶來(lái)不幸或麻煩。

如:The accident happened yesterday. 事故發(fā)生在昨天。

※兩者都不用于被動(dòng)語(yǔ)態(tài)。

如:The population has increased a lot. 人口增長(zhǎng)發(fā)很多。

4.increase 可作及物動(dòng)詞也可作不及物動(dòng)詞。其含義是“增長(zhǎng),增加,加強(qiáng)”等。

increase by… 指“增加了……”; increase to…指 “增加到……”

5. and about one fifth of the people in the world live in China.

而且世界上大約五分之一的人口生活在中國(guó)。

one fifth 是分?jǐn)?shù)表達(dá)法。英文分?jǐn)?shù)表達(dá)法:分子為基數(shù)詞,分母為序數(shù)詞,先讀分子后讀分母。當(dāng)分子大于1時(shí),分母的序數(shù)詞則變?yōu)閺?fù)數(shù),直接在詞尾加“s”。

如:one fourth四分之一three fourths 四分之三one second二分之一two thirds三分之二

6.It has worked well in controlling China’s population.

它在控制人口數(shù)量方面取得了顯著的功效。

work well in doing sth. 表“在……方面很有功效”, 如:

如:Doing eye exercises works well in protecting our eyesight.

做眼保健操在保護(hù)視力方面很有功效。

7. Because of our large population, we are short of energy and water.

be short of… 表 “缺乏……”

如:She is always short of money at the end of every month. 每個(gè)月底她總是缺錢(qián)。

be short for… 表“是……的縮寫(xiě)”.

如:TV is short for television. TV是television的縮寫(xiě)形式.

8. Can all Chinese families offer their children a good education?

所有的中國(guó)家庭都能給他們的的孩子提供良好的教育嗎?

offer 表“(主動(dòng))給予, 提供”

offer sb. sth. “提供某人某物”.

如:I offered him a glass of wine. 我敬了他一杯酒。

offer to do sth. “(主動(dòng))提出做某事”

如:She offered to cook for her mother. 她提出幫她媽媽煮飯。

I can’t go shopping in big stores unless I travel for a couple of hours.

我得花幾個(gè)小時(shí),才能到大的商場(chǎng)購(gòu)物。

9. unless = if not 表“除非…; 如果不”,引導(dǎo)條件狀語(yǔ)從句。

如:I won’t go unless I hear from you. = I won’t go if I don’t hear from you.

如果你不通知我,我就不去。

Unless Bill studies hard, he’ll fail in the exam. 如果比爾不努力, 他不會(huì)通過(guò)考試的.

10. a couple of… 表 “幾個(gè)人或幾件事”.

如:a couple of years ago 幾年前; a couple of students 幾個(gè)學(xué)生

如: a couple of watches 兩只手表; five couples of cats 五對(duì)貓

11.pair 指兩件不可分開(kāi)使用的東西,它們可指兩件互不相連的東西(鞋子、襪子等),也可指

兩部分構(gòu)成的一件東西(褲子、剪刀等)。

如:a pair of shoes 一雙鞋子a pair of pants 一條褲子

( )1.-They have been to Australia.

-So _____ I.

A. do B. have been C. did D. have

分析:D 此句為so引導(dǎo)的完全倒裝句。其含義為“A如此,B也如此?!逼浣Y(jié)構(gòu)是so+be/助動(dòng)詞/情態(tài)動(dòng)詞+主語(yǔ)。本句為完成時(shí)態(tài),其助動(dòng)詞是have。故選D。

( )2.The population of Shanghai is larger than _____ of Shenyang.

分析:A 此句要用相同成分即上海的人口和沈陽(yáng)的人口做比較。因?yàn)閜opulation是不可數(shù)名詞,所以用that代替。如果是復(fù)數(shù)名詞則要用those來(lái)代替。

( )3.-_____ the population of the U.S.A. in ?

-It _____ about 296 million.

C. How many is; was D. How many was; is

分析:B 問(wèn)人口的多少用what而不用how many。本題問(wèn)的是的人口, 故為過(guò)去時(shí)態(tài)。

( )4._____ of the teachers are women in our school.

A. Two third B. Two threes C. Two thirds D. Second three

分析:C分?jǐn)?shù)的表達(dá)法是基數(shù)詞在前表示分子,序數(shù)詞在后表示分母;當(dāng)分子大于1時(shí),表示分母的序數(shù)詞要加s。

( )5.He’s read this book before, _____?

A. hasn’t he B. doesn’t he C .isn’t he D. wasn’t he

分析:A 本題考查反義疑問(wèn)句反問(wèn)部分的時(shí)態(tài)與人稱的單復(fù)數(shù)要與陳述部分一致的用法。

( )6.The _____ population may be the greatest challenge of the world today.

A. increase B. increased C. increasing D. increases

分析:C 本題考查increase的現(xiàn)在分詞作定語(yǔ)的情況,表示“正在增長(zhǎng)的”。increased是它的過(guò)去分詞也可作定語(yǔ),但表示的是“已增長(zhǎng)過(guò)的”。

( )7.The little girl has _____ finished reading the book you lent her.

A .already B. yet C. still D. once

分析:A already“已經(jīng)”,常用覨t now.

分析:C 上句為否定情況,應(yīng)用neither/nor+助動(dòng)詞+主語(yǔ),表示“我也未參觀過(guò)造紙廠”。

1. ---No one likes “Little Emperors.” ---N___________ do my parents.

2. The cars in the cities are i____________ rapidly these days, so traffic jam comes into being.

3. People couldn’t live long because of poor medical t________________.

4. In China, some people in less developed areas p__________ boys to girls.DA被動(dòng)語(yǔ)態(tài)。根據(jù)題中changes是復(fù)數(shù),答句用完成時(shí)態(tài)。故選B。

( )9.Students today have a lot of pressure(壓力) _____ they have to learn too much knowledge at school.

A. in order to B .unless C. because D .because of

分析:C in order to和because of后面不能接從句,unless不符合題意。故選C,用because。

( )10.-I have never visited a paper factory.

A. So have I. B. So I have. C. Neither have I. D.I haven’t now.

分析:C 上句為否定情況,應(yīng)用neither/nor+助動(dòng)詞+主語(yǔ),表示“我也未參觀過(guò)造紙廠”。

1. ---No one likes “Little Emperors.” ---N___________ do my parents.

2. The cars in the cities are i____________ rapidly these days, so traffic jam comes into being.

3. People couldn’t live long because of poor medical t________________.

4. In China, some people in less developed areas p__________ boys to girls.

5. His mother told him that the sun r__________ in the east and sets in the west.

1.We must ___________ ___________ (采取措施) to control the population.

2. Doing eye exercises ____________ __________ (起明顯作用) in protecting our eyesight.

3. In 1960s, we were ________ _________ (缺乏) food and money .

4. He wouldn’t leave the TV set, __________ ___________ (既使) he was going to have an important exam the next day.

5.Her daughter __________ __________ (迷路) in the shopping center yesterday.

1.中國(guó)人口有多少? 中國(guó)有大約13億人口。

_______ the _________ _______ China ? China ______ a population of ______1.3 billion.

2. 為什么中國(guó)要實(shí)施獨(dú)生子女政策? 雖然跟以前比,中國(guó)人口增長(zhǎng)放慢了,但人口問(wèn)題依然嚴(yán)峻。

---Why does China _________ __________ with its __________ policy ?

---___________ its population is __________ _________ slowly than before, its population problem _________ ___________ quite ___________.

3. 這所學(xué)校里老師的數(shù)量是300人,其中四分之一是女教師。

_________ ___________ of the teachers in the school __________ 300, _________ ___________ of them ___________ women teachers.

4. 上周石油的價(jià)格增長(zhǎng)了百分之二。 的確如些。

The price of oil ___________ ___________ 2% last week.

__________ _________ _____________.

5. 你生活在哪種家庭,是大家庭,還是小家庭?

_________ _________ of family are you ________, ________ family or _______ family ?

( ) 1. Two thirds of the surface of the earth ____ covered with water.

( ) 2. The number of workers in this factory _____ increasing.

( ) 3. ---It seems to me that you are very hard-working, Maria.

---I have to. I have a lot of _____ from my family and society.

A. time B. efforts C. pressure

( ) 4. ---______ have you done with the waste ?

---I have thrown it away.

( ) 5. ---Which country has a ____ population, England or Germany ?

( ) 6. About one fifth of the people in the world _____ in China.

A. live B. is living C. has lived

( ) 7. ---Excuse me, is Joan in ?

---Sorry, she isn’t here. She ___ to the airport to see her parents off half an hour ago.

A. went B. has gone C. has been

( ) 8. ---Who will go to the airport to meet Jenny ?

---I will. I _____ her several times. I can find her easily.

A. met B. have met C. will meet

( ) 9. We are tired. We have studies for ____ hours.

A. a couple B. couple C. a couple of

( ) 10. The more excellent our public transportation is, _____ our life will be.

A. the happier B. the more happy C. the more happily

( ) 11. ---What did Jeff say about the lost girl ?

---He said that he had seen her _______.

A. three days agoB. three days before C. for three days

( ) 12. ---Dad, my teacher said I had made a lot of progress recently.

---I’m glad to hear that. But I think you still _______.

A. have a long way to go B. have a rest C. live in the present

( ) 13. ---I went swimming last Sunday.

---_________. I like it very much.

A. So I do B. So I did C. So did I

( ) 14. ---We haven’t been to the Great Wall. ---_________.

A. So has she B. Nor she has C. Neither has she

( ) 15. ---Did you know _______?

---They had a quarrel about the answer to the question.

A. what did they happen B. what happened to them C. what they happened

1. Neither 2. increasing 3. treatment 4.prefer 5. rises

1. take measures 2. works well 3. short of 4. even though 5. got lost

1 What’s the population of, has, about / around

2. carry on, one-child, Though, growing more, still seems , serious

3. The number, is, a quarter, are

5. What kind/ sort / type, in, extended, nuclear

1----5 ABCBA 6----10 AABCA 11----15 BACCB

九年級(jí)英語(yǔ)上冊(cè)教案【篇8】

9A Unit 1 Star Signs

1. It is nice of you to bring me the newspaper. (It’s nice of sb. to do sth. 某人做某事真是太好了,形容詞表示人的品質(zhì)特征時(shí),介詞用of)

2. It says I’ll have lots to eat and drink today. (報(bào)紙、雜志、牌子、廣告等上寫(xiě)著用 says)

3. You shouldn’t worry about not having breakfast. (擔(dān)心沒(méi)有早飯吃) (worry about (not) doing sth. 擔(dān)心(不)做某事,動(dòng)名詞的否定形式是在動(dòng)名詞前面加not)

4. A year is divided into (被分成)12 different star signs.

5. The time of your birthday decides your star sign.

6. People born under the same star sign (出生在同一星座下的人)share similar characteristics.

(be similar to = be the same as 和……相同,與…….相似)

7. take an active part in 積極參加 be impatient with sb. 對(duì)某人沒(méi)有耐心

be patient with sb. 對(duì)某人有耐心 give up easily 輕易放棄

be curious about… 對(duì)……感到好奇 be kind / friendly / nice to sb. 對(duì)某人友好

be confident of sth. 對(duì)……有信心/把握 pay attention to details 注重細(xì)節(jié)

buy your friends nice gifts = buy nice gifts for your friends 給朋友買(mǎi)漂亮的禮物

have lots of energy = energetic 精力充沛 keep secrets 保守秘密

enjoy life 熱愛(ài)生活 have a good sense of humour 有幽默感

be successful in doing sth. 成功地做某事 dream about everything 夢(mèng)想一切

8. You love peace(熱愛(ài)和平) and do not like to argue with others.(和別人爭(zhēng)吵)

( argue with sb. about sth. 因某事和某人爭(zhēng)吵)

9. It is silly of you not to forgive others for their faults.

(原諒別人的過(guò)失) (forgive sb. for sth. 原諒某人某事)

(動(dòng)詞不定式的否定放在不定式前面 not to do sth.)

10. You are patient enough(enough 修飾形容詞放在形容詞后面,patient 是形容詞,前面要用be動(dòng)詞)to wait without getting angry. (介詞后面用動(dòng)詞ing 形式)

11. You hate to be like anyone else( else修飾特殊疑問(wèn)詞、不定代詞,放在它們后面) and try everything just to be different.

12. A fair person treats everyone equally.(平等地對(duì)待每個(gè)人,一視同仁)

13. A confident person feels sure about his own abilities.

( be / feel sure /certain of / about sth. 對(duì)感到自信/ 有把握)

14. make friends with him 和他交朋友 tell jokes 講笑話

take care of = look after 照顧,照料 share food with others和別人分享食物

15. 反義詞: active---inactive, modest---proud, patient---impatient, fair---unfair,

correct---incorrect, polite---impolite, selfish---generous,

16. It is thoughtful of Andy to play his CDs for us. (Andy為我們播放CD,他考慮得真周到)

17. It is typical of Simon to make such a mess. (把事情搞得亂七八糟是Simon的典型特征。)(make a mess 把……搞得亂七八糟)

18. each of us 我們每個(gè)人 at all times 一直,始終

travel around the world 周游世界 travel to different places 去不同的地方旅行

pass the football to Peter = pass Peter the football 把足球傳給Peter

plan to go out 計(jì)劃外出 pack one’s bag整理行李

19. Sandy has been on the phone for hours. (Sandy已經(jīng)打了好幾個(gè)小時(shí)的電話了。)

20. This month(這個(gè)月,不用介詞) you will have a lot to celebrate.

21. You will have success at school or work(學(xué)業(yè)有成,事業(yè)有成) around the middle of the month.(大約在本月中旬)

22. You will be given some money.

23. For more details, please call Master Zhang on 5556 0678.

(call+人+on + 號(hào)碼, 表示按….. 號(hào)碼給……打電話)

24. a mixture of good luck and bad luck (好運(yùn)和厄運(yùn)的混合體)

25. go to a party 去參加聚會(huì) have problems with my health 健康有問(wèn)題

be suitable for the post 適合這個(gè)職位 run for the post 競(jìng)爭(zhēng)這個(gè)職位

26. I don’t think he would be able to(=can) organize things well.

27. He is imaginative enough to come up with new ideas. 他富有充分的想象力來(lái)產(chǎn)生一些新的觀點(diǎn)。(imaginative是形容詞,前面要用be 動(dòng)詞,enough放在形容詞之后)

(come up with =think of 想出)

28. Who else would be suitable (for the post)? 還有誰(shuí)合適(這個(gè)職位)呢?

29. recommend David for the post / job 推薦David 擔(dān)任這個(gè)職位/做這項(xiàng)工作(for +職位)

recommend David as the new chairperson of the Students’ Union

推薦David 當(dāng)學(xué)生會(huì)的新任主席(as+人,既指職位也指人)

recommend a good dictionary to me (recommend sth. to sb. 向某人推薦某物)

recommend us to read this book (recommend sb. to do sth. 推薦某人做某事)

30. He is a Gemini. = His star sign is Gemini. 他是雙子座。

31. The only thing is that David has much more hair than my uncle.

32. We think he will be an excellent chairperson because he has many good personal qualities.

33. He thinks he can do anything if he tries his best.

34. He is never afraid of making a speech(發(fā)言) in assembly(在晨會(huì)上).

(be afraid of doing sth. 害怕做某事) (他在晨會(huì)上發(fā)言從未害怕過(guò)/ 拘束過(guò))

35. He will / would not mind doing extra work for the Students’ Union.

(不介意為學(xué)生會(huì)做額外的工作)(mind doing sth. 介意做某事)

36. He always gets good marks in tests. ( 在測(cè)試中成績(jī)一直名列前茅)

37. He even got full marks(得滿分) once in an English test.

38. He never forgets to do the things he needs to do. (從不忘記去做他需要做的事)

39. He has joined the Computer Club(參加電腦俱樂(lè)部) this year because he wants to learn to use the computer to help himself get more organized.(幫助自己工作起來(lái)更有效率)

40. We think that David has all the qualities to be a good chairperson.(具備了一個(gè)優(yōu)秀學(xué)生會(huì) 主席應(yīng)該具備的各項(xiàng)素質(zhì))

41. We hope that you agree with us.

42. ---It was kind of you to recommend me as the new chairperson.

= Thank you for recommending me as the new chairperson. (謝謝你們推薦我當(dāng)新任主席)

---It’s our pleasure. = Not at all. = You are welcome. 不用謝。

43. You are the most suitable person.

44. Mr Wu spends a lot of time explaining things to us.

(spend ….doing sth.花時(shí)間做某事) (explain sth. to sb. 向某人解釋某事)

45. Daniel is very clever, but he never shows off.(買(mǎi)弄,炫耀)

九年級(jí)英語(yǔ)上冊(cè)教案【篇9】

I. 重點(diǎn)詞組

1. get lost 迷路

2. each other 彼此

3.at least 至少

4take place發(fā)生

5because of 因?yàn)?/p>

6.be strict with sb. 對(duì)某人嚴(yán)格要求

7.carry out 實(shí)行

8.be short of 缺乏

9.take measures to do sth.采取措施做某事

10.be known as… 作為……而著名

well in doing…在……方面起作用

12.a couple of 一些

13keep up with趕上,跟上

II.重點(diǎn)句型

1. Have you found him yet? 你已經(jīng)找到他了嗎?

2. ——I really hate to go shopping. 我的確討厭購(gòu)物?!猄o do I.我也如此。

3. But it seems that their living conditions were not very good.但是似乎他們的生活條件不太好。

4. But great changes have already taken place in China recently.但是近來(lái)中國(guó)已發(fā)生了巨大的變化。

5. Because of the one-child policy, now most families have only one child.

由于我國(guó)獨(dú)生子女政策的實(shí)行,現(xiàn)在大部分家庭只有一個(gè)孩子。

6. What’s the population of the U.S.A.?美國(guó)的人口是多少?

7. ——What’s more, the population in developing countries is growing faster. ——So it is.

而且,發(fā)展中國(guó)家的人口在更快地發(fā)展。 的確如此。

8. Our government has taken many measures to control the population.

我們的政府已采取了許多控制人口的措施。

III.語(yǔ)法:

常用于現(xiàn)在完成時(shí)的時(shí)間狀語(yǔ):already, just , yet, ever, never, recently.

e.g. 1. I have just called you.

2. ——Have you ever been to France? ——No, I’ve never been to any European countries.

3. ——Have you seen him yet? ——Yes, I have seen him already.

九年級(jí)英語(yǔ)上冊(cè)教案【篇10】

Module3 unit2 language

Welcome

1. in a broad sense從廣義上講

2. transmit information傳播信息

3. various forms of language語(yǔ)言的各種形式

4. stand for a beaming smile代表燦爛的微笑

5. all over the world/ throughout the world全世界

6. fly in circles 繞圈飛行

7. inform sb of/ about sth.通知某人某事

keep sb informed of sth使某人被通知

8. including sth/ sth included包括某事

9. share sth with sb與某人分享某物

10. make a special Internet language構(gòu)成一種特殊的因特網(wǎng)語(yǔ)言

11. have some effective methods for studying the English language

有一些學(xué)習(xí)英語(yǔ)的特殊方法

Reading

1. throughout history貫穿歷史;throughout the world/ all over the world

2. be made up of/consist of由…組成

3. a language with some confusing rules 一種帶有令人迷惑規(guī)則的語(yǔ)言

4. bring sth with sb to sp將某物待在身邊帶到某地

5. at the end of the 9th Century 在九世紀(jì)晚期

6. a language called Celtic一種叫做凱爾特的語(yǔ)言

7. be different from與……不同

8. It’s certain that… …是確定的

9. the official language of England英國(guó)官方語(yǔ)

10. sb find it hard to do sth覺(jué)得做某事很難

11. This is because…/ That is why…表語(yǔ)從句句型

12. have similar meaning in …有類(lèi)似的意思

13. contribute to / result in/ lead to/cause the development of……導(dǎo)致……的發(fā)展

14. sb take control of控制

15. sb lose control of失去控制

16. be replaced by/ with;設(shè)備sb take the place of sb 被…代替

17. despite the fact/ in spite of the fact盡管事實(shí)如此

18. have an impact on(the English language)對(duì)…巨大沖擊

19. at this point在此期間

20. raise animals 飼養(yǎng)動(dòng)物

21. the upper/lower class上(下)層階級(jí)

22. common people普通人(地位相對(duì)低的)

23. by the latter half of the 24th century到24世紀(jì)下半葉

24. be adopted by被…采用

25. one’s mother tongue/ one’s native language母語(yǔ)

26. undergo huge changes(underwent, undergone)經(jīng)歷巨大變化/ undergo treatment接受治療

27. continue doing/ continue to do sth繼續(xù)做某事

28. a sequence of events一系列事件

29. relate… to…與…相關(guān)

30. official occasions官方正式場(chǎng)合

31. modern English/life/science and technology現(xiàn)代英語(yǔ)/生活/科技

32. make a promise; keep /break one’s promise做許諾;遵守諾言/食言

33. promise to do sth許諾做某事

34. a promising boy一個(gè)有前途的男孩

35. disagree with what =everything that =all that sb say

1.The English language is made up of/consists of the rules and vocabulary each group of people brought to Britain with them.

英語(yǔ)是由每個(gè)進(jìn)入不列顛的人群所說(shuō)語(yǔ)言中的規(guī)則和詞匯構(gòu)成的。

2.They brought with them their languages, which also mixed with Anglo-Saxon.

他們帶來(lái)了自己的語(yǔ)言,與盎格魯薩克森語(yǔ)混合起來(lái)

3.The language they created is what we now call Old English.

他們創(chuàng)造的語(yǔ)言就是我們現(xiàn)在所說(shuō)的古英語(yǔ)。

4.Middle English is the name given to the English used from around the 12th to the 16th century.中古英語(yǔ)這個(gè)名詞是指大約12世紀(jì)至16世紀(jì)期間所使用的英語(yǔ)

5.However, the Norman conquest did not have the same result that the Germanic invasion had had about 600 years earlier.

然而,諾曼征服并沒(méi)有給英語(yǔ)帶來(lái)大約6前日耳曼入侵所帶來(lái)的相同后果。

6.The question of English will continue changing in the future is easy to answer.

英語(yǔ)在未來(lái)是否會(huì)繼續(xù)變化這個(gè)問(wèn)題其實(shí)很容易回答

7.Where a person comes from will affect their style of speech.

一個(gè)人來(lái)自哪里會(huì)影響他們說(shuō)話的風(fēng)格

8.There are many different dialects of English depending on where people live.

根據(jù)人們居住的地方(的不同)有許多不同英語(yǔ)方言。

9. We sometimes find it hard to decide which words or phrases to use

我們有時(shí)發(fā)現(xiàn)很難決定用何詞和短語(yǔ)。

10.This is where I disagree.

This is what I disagree to.這就是我不贊同的地方。

Word power & Grammar & Task

1. spoken English/written English口語(yǔ)、書(shū)面語(yǔ)

2. a large amount of / a great deal of+不可數(shù)n

3. a large number of/ a great(good) many+可數(shù)n復(fù)

4. a large quantity of/plenty of+可數(shù)/不可數(shù)n

5. sort out=arrange安排

6. discard=throw away丟棄

7. I regret to inform you我遺憾地通知你

8. in addition=plus除此之外

9. have a word with=speak to與某人談話

10. have words with sb與某人吵架

11. take sth into consideration考慮某事

12. five permanent members of the UN Security Council五個(gè)聯(lián)合國(guó)安理會(huì)常任理事國(guó)

13. take action/measures to do sth采取行動(dòng)做某事

14. set high standards for設(shè)一個(gè)標(biāo)準(zhǔn)

15. below standard在標(biāo)準(zhǔn)以下

16. up to the required standard超過(guò)被要求的標(biāo)準(zhǔn)

17. make a decision做決定

18. at one time曾經(jīng)(at times 有時(shí)候)

19. at a time一次

20. keep … pure使…純化

21. due to/because of/thanks to/ as a result of/owing to由于

22. ban sb from doing sth阻止某人做某事

23. easily accessed television programs容易接受的電視節(jié)目have access to

24. get along/on with sb與某人相處

25. There is no need to do sth沒(méi)有必要做某事

26. waste time doing sth浪費(fèi)時(shí)間做某事

27. It’s a waste of time to do/doing sth

28. shorten the distance縮短距離

29. embarrass sb into doing sth做某事使某人尷尬

30. refuse to accept an idea拒絕接受一個(gè)主意

31. from across the world從全世界

32. adopt one’s suggestion/a new teaching method

采納某人的建議/一種新的教學(xué)方法

project

1. A differ greatly from B in size and shape

A與B 在尺寸及形狀方面大大不同

2. the very first Chinese characters真正第一批簡(jiǎn)體中文

3. change over time隨著時(shí)間改變

4. as a whole作為整體

5. on the whole(常用于句首)

6. combine two or more elements together把兩種及更多種元素結(jié)合起來(lái)

7. the symbol for a man代表人類(lèi)

8. be the opposite of sth是…的相反

9. Opposite our school are two shops.(倒裝句)

10. Opposite our school is a shop.

11. be highly complex非常復(fù)雜

12. reflect one’s thought反應(yīng)某人的思想

13. simplified Chinese characters簡(jiǎn)體中文

14. be widely used in mainland China在中國(guó)大陸廣泛使用

15. The way a written language developed can tell us just as much about a culture as the history of a spoken language.書(shū)面語(yǔ)發(fā)展方式表示出來(lái)的文化就像口語(yǔ)的歷史表示出來(lái)的文化一樣。

16. The Chinese language differs from many Western languages in that it uses characters which have meanings and can stand alone as words.

漢語(yǔ)和許多西方語(yǔ)言不同,區(qū)別在于漢語(yǔ)使用本身就有意義,可以獨(dú)立成字的漢字。

17. Not all characters are used to describe objects.=

All characters are not used to describe objects.=并非所有漢字都用來(lái)描述事物的。

九年級(jí)英語(yǔ)上冊(cè)教案【篇11】

2. pour… into… 把……排放到……

5. do harm to … / be harmful to… 對(duì)……有害

1. Look, there are several chemical factories pouring waste water into the streams.

看, 有幾家化工廠正往河里排放廢水.

2. Everything has changed.一切已發(fā)生了變化.

3. How long have you been like this? 你像這樣多長(zhǎng)時(shí)間了?

4. I’m always in a bad mood because I can’t stand the environment here.

我的情緒總是很差因?yàn)槲沂懿涣诉@里的環(huán)境.

5. However, not all people know that noise is also a kind of pollution and is harmful to humans’ health.

然而,并非所有的人都知道噪音也是一種污染, 而且有害于人類(lèi)健康.

1. Granny said, “I’m feeling even worse.”

Granny said that she was feeling even worse.

2. “ Do you still want to live here, Granny?” the journalist asked.

The journalist asked Granny if she still wanted to live there.

3. “ How is the environment around this place?” the journalist asked.

The journalist asked how the environment around that place was.

九年級(jí)英語(yǔ)上冊(cè)教案【篇12】

一、學(xué)習(xí)目標(biāo):

知識(shí)目標(biāo):能正確使用Mdule 12中的單詞和短語(yǔ);

能力目標(biāo):能表述某一課程的情況;正確掌握主謂一致。

情感目標(biāo):通過(guò)了解其他國(guó)家暑期培訓(xùn)班、夏令營(yíng)等相關(guān)信息,拓展視野。

二、重點(diǎn)、難點(diǎn):

重點(diǎn):

1. 應(yīng)用本模塊交際用語(yǔ),如:Welce t…; Please give a ” I std up and englishcurse-suer.c.

試題答案

一、1. A 2. B 3. C

4. A 解析:the rest在此處指“其余的錢(qián)”,ne為不可數(shù)名詞,因此the rest所指為單數(shù)意義,謂語(yǔ)動(dòng)詞要用單數(shù)。此外,“give sth. t sb.”的`被動(dòng)形式為“sth. be given t sb.”,故選A。

5. B 6. D 7. B 8. C

9. D 解析:該題考查主謂一致。由nt nl…but als連接兩個(gè)并列主語(yǔ),其謂語(yǔ)動(dòng)詞的單復(fù)數(shù)形式同與其最靠近的主語(yǔ)保持一致,故謂語(yǔ)動(dòng)詞應(yīng)用單數(shù)形式。又據(jù)句意“他們都還沒(méi)有回來(lái)”,可知用has gne而不用has been。

10. A 解析:該題考查主謂一致。neither…nr是一組連詞,可連接兩個(gè)并列主語(yǔ),其謂語(yǔ)動(dòng)詞應(yīng)同最靠近它的主語(yǔ)I保持一致,因此選A。

11. A 解析:該題考查主謂一致。這個(gè)句子的主語(yǔ)是a nuber f deer,是一個(gè)復(fù)數(shù)概念,因此謂語(yǔ)動(dòng)詞應(yīng)用復(fù)數(shù)形式。(deer的單復(fù)數(shù)同形)

12. B

13. D 解析:“分?jǐn)?shù)或百分?jǐn)?shù)+f+名詞”構(gòu)成的短語(yǔ)作主語(yǔ)時(shí),其謂語(yǔ)動(dòng)詞的單復(fù)數(shù)形式要由f后的名詞而定。One third f the是指“三分之一的學(xué)生”,f后的the是指學(xué)生,為可數(shù)名詞的復(fù)數(shù),故謂語(yǔ)動(dòng)詞要用復(fù)數(shù)。

14. B

15. C 解析:此句意為“當(dāng)我來(lái)訪時(shí),他們?nèi)胰苏诔酝盹垺?,fail是指家里的每一個(gè)人,故謂語(yǔ)動(dòng)詞要用復(fù)數(shù)。

二、1~5 DABCD 6~10 AAABD

三、(A) CDADB (B) ABDBC

四、1. sunglasses 2. curse 3. bed 4. rest 5. prgress 6. experienced

7. Mer 8. relatinships 9. applicatin 10. activities

五、1. have taen place 2 give a 5

九年級(jí)英語(yǔ)上冊(cè)教案【篇13】

Unit 4 What would you do?

Part 1: Teaching design (第一部分:教學(xué)設(shè)計(jì))

Structures: Second conditional, Should for advice

Target language:

What would you do if you won a million dollars?

I’d give it to medical research.

I can’t sleep the night before an exam. What should I do?

If I were you, I’d take a long walk before going to bed.

Vocabulary: million, charity, pimple, confident, shirt, tie, medical research

Learning strategies: Matching, Listening for key words

SECTION A

Goals

●To learn to use Second conditional and Should for advice

●To listen and talk about imagined life

Procedures

Warming up by learning about Second conditional and Should for advice

The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.

The structure of a second conditional sentence

Like a first conditional, a second conditional sentence consists of two clauses, an “if” clause and a main clause:

if clause main clause

If I had a million dollars, I would buy a big house.

If the “if” clause comes first, a comma is usually used. If the “if” clause comes second, there is no need for a comma:

main clause if clause

I would buy a big house if I had a million dollars.

We use different verb forms in each part of a second conditional:

if clause if + subject + simple past verb*

main clause subject + would + verb

1a Talking about imaginary situations

What would you do if you had a lot of money?

If I had a lot of money, I would give it to charity.

If I had a lot of money, I would buy snacks.

If I had a lot of money, I would give it to Hope Project.

If I had a lot of money, I would buy books for the poor.

1b Listening and numbering

Now you are going to listen and number the pictures 1 to 3 in the order you hear them.

Tapescript

Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity.

Boy1: Wow, what a nice man!

Girl1: What would you do if you had a million dollars?

Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas.

Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family.

Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow!

Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.

Now listen again and write down the sentences with Second conditional and Should for advice

1c Doing pairwork

Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.

Look. This old man had a million dollars, and he gave it to charity.

Wow! What would you do if you won a million dollars?

I’d give it to medical research.

I’d take a chance to achieve my dream of flying to the moon.

If I won a million dollars, I’d stop working and become a professional runner.

I’d go to an old people’s home to help them.

I’d volunteer at the hospital twice every week.

2a Listening and circling

Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.

Tapescript

Girl1: Where are you going, Larry?

Boy1: To Tom’s party.

Girl1: Lucky you! I’d love to go to that party!

Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear.

Girl1: If I were you, I’d wear a shirt and tie.

Boy1: And I don’t have a present. What if everyone brings a present?

Girl1: If I were you, I’d take a small present-a pen or

something. Keep it in your pocket and if everyone has a present,

you can give him yours. If not, you can keep it.

Boy1: OK. But what if I don’t know anyone?

Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.

Boy1: I guess I can do that.

Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave.

Now listen again and write down all the expressions onto your phrase book.

go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun

2b Listening and checking

Listen to the tape again and check on page 27 the four things Larry’s sister says to him.

2c Doing pairwork

Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.

X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie.

X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present-a pen or something.

X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.

… …

3a Reading and matching

Go to page 28. Read the problems in the boxes and match them with the correct advice.

And now write down all the expressions into your phrase book.

be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy

3b Thinking and role playing

Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.

A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.

A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.

A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.

4. Doing group work

You are put into pairs and find out each other’s problems at school and at home. Then give each other advice.

I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way.

I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time.

My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first.

I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too.

I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes.

… …

Closing down by taking a test on Second conditional

Match up the parts of the sentence

1. If I lost my job,

a) we'd both benefit.

b) I'd have a lot of problems getting another one.

c) you'd be more aware of what people really felt.

d) we wouldn't be so behind technologically.

2. If I were in your position,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) you'd be more aware of what people really felt.

d) we wouldn't be so behind technologically.

3. If I spoke Japanese as well as you do,

a) I'd resign rather than wait to be sacked.

b) I'd try to find a job with one of the Japanese banks.

c) we'd both benefit.

d) we wouldn't be so behind technologically.

4. If we spent more on Research and Development,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) I'd try to find a job with one of the Japanese banks.

d) we wouldn't be so behind technologically.

5. If you spoke less and listened more,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) I'd try to find a job with one of the Japanese banks.

d) you'd be more aware of what people really felt.

6. If you spent more time on your own problems and a bit less on mine,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) we'd both benefit.

d) I'd try to find a job with one of the Japanese banks.

7. If we controlled our expenses a bit better,

a) I'd resign rather than wait to be sacked.

b) I'd have a lot of problems getting another one.

c) we'd save a lot of money.

d) I'd try to find a job with one of the Japanese banks.

8. If you invested some time into learning how the Internet works,

a) you'd find that it could really help you in your job.

b) I'd have a lot of problems getting another one.

c) we wouldn't be so behind technologically.

d) I'd try to find a job with one of the Japanese banks.

9. If we opened an office in Tokyo,

a) we wouldn't be so behind technologically.

b) you'd be more aware of what people really felt.

c) I'd be interested in working there.

d) we'd both benefit.

10. If you didn't take the job,

a) you'd regret it later.

b) you'd be more aware of what people really felt.

c) we wouldn't be so behind technologically.

d) I'd try to find a job with one of the Japanese banks.

SECTION B

Goals

●To find out about people’s personalities

●To learn to communicate by Second conditional and Should for advice

Procedures

Warming up by learning about personality

What is personality? What is your personality?

In psychology, personality describes the character of emotion, thought, and behavior patterns unique to a person. There are several theoretical perspectives on personality in psychology, which involve different ideas about the relationship between personality and other psychological constructs, as well as different theories about the way personality develops.

1a Describing and filling

Turn to page 29 and fill in the blanks with words given.

1b Which words in activity 1a describe you? Tell your partner.

What are you like? I think I am creative and outgoing.

Words used to describe people

Adventurous, superstitious, dependant (on), unfriendly, aggressive, active, old-fashioned, anxious, adaptable, decent, moral, annoyed, irritated, arrogant, very irritating, enlightened, well-informed, upset, excited, open, open-minded, sincere, honest, crazy, flipped-out, well-balanced, stable, shy, timid, talented, gifted, excited, enthusiastic, crazy, mad, persevering, persistent; dogged, helpful, well-known/famous, crazy, loopy, mad, zany, popular, modest, humble, self-effacing, demented, crazy, possessive, spellbinding, fascinating, silly, ignorant, stupid, spiteful, evil, angry, mean, spiteful, well-behaved, good, chaotic, disorganized, charming, cool, thankful, grateful, dumb, self-centred, ambitious, honest, jealous, selfish, simple, plain, simply, arrogant, smug, vain, unique, matchless, lonely, lonesome, vain, very mean, detestable, disgusting, elegant, classy, touchy, sensitive (to), sensitive, feeling, energetic; assertive, committed, dedicated, narrow-minded, successful

serious, first-class, fair, fantastic, fascinating, lazy, cowardly, fainthearted, refined, unchanging, solid, fit, feeling good, hard-working, industrious, progress-minded, cheeky, kind, friendly, happy, cheerful, merry, thoughtful, considerate, hospitable, generous, educated, cultured; well informed, patient, dangerous, full-of-feeling, sentimental, brilliant, stingy, cheap, tight, rude, low, ignorant, pleasant, brilliant, genius, just; fair; impartial, valued, dear, appreciated, clever, skillful, skillful, clever (at), closed, reserved, talkative, chatty, talkative, sociable, healthy, conscientious, greedy, reliable, trustworthy, pathetic (towards); unconcerned (about), indifferent (to), happy, lucky, rude, generous, well-dressed, good-humoured, well informed (on), good-natured, stubborn, hard-headed, stubborn, domestic, home-loving, cheerful, bright, clear-headed, uninhibited, unworried, wonderful, magnificent, heartless, helpful, cooperative, helpful, deceitful, tricky, naughty, proud, snobby, stuck-up, polite, hungry, realistic

2a Listening and checking

Cella is asking Bill questions from a personality survey. Check the questions Cella asks.

Tapescript

Girl1: I just did a personality survey in Teen Time magazine. It tells you how confident you are.

Boy1: Oh? How did you do, Celia?

Girl1: I don’t know yet. But it’s a really interesting test. You should try it, Bill.

Boy1: OK.

Girl1: How about question 1? What would you do if the teacher asked you to give a speech in front of the whole school?

Boy1: I’d say I had a cold and couldn’t speak. I would be afraid to make a speech in front of the whole school.

Girl1: How about this movie question? What would you do if someone asked you to be in a movie?

Boy1: Oh, I’d say no. I’d be too nervous. What’s the next question?

Girl1: Let’s see…

2b Listening and circling

You shall listen again to the recording and circle Bill’s responses. Copy the phrases from the listening script.

do a personality survey, in Teen Time magazine, a really interesting test, give a speech, in front of the whole school, have a cold, be afraid to make a speech, in front of the whole school, in a movie

2c Doing pairwork

In pairs ask and answer the questions in the personality survey on page 29.

3a Reading and filling

Look at the survey in 2a and read the personality survey result below on page 30. Fill in the balnks with a, b or c.

3b Looking and writing

Next you are to write your own personality survey based on the that in 2a.

4 Doing groupwork

Ask students in your group the questions from your survey. Discuss the results.

Closing down by taking a personality survey

Read each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly Disagree” as a description of you.

Questions Strongly Agree Agree Disagree Strongly Disagree

Waste my time?

Often feel blue?

Seldom feel blue?

Have little to say?

Do not like art?

Believe in the importance of art?

Dislike myself?

Have a good word for everyone?

Feel comfortable with myself?

Feel comfortable around people?

Am not interested in abstract ideas?

Have a sharp tongue?

Are always prepared?

Keep in the background?

Pay attention to details?

Rarely get irritated?

Respect others?

Make friends easily?

Have a vivid imagination?

Find it difficult to get down to work?

Am not easily bothered by things?

Know how to captivate people?

Avoid philosophical discussions?

Accept people as they are?

Get chores done right away?

skilled in handling social situations?

Cut others to pieces?

Carry out my plans?

Am very pleased with myself?

Would describe my experiences as somewhat dull?

Do not enjoy going to art museums?

Suspect hidden motives in others?

Do just enough work to get by?

often down in the dumps?

Tend to vote for liberal political candidates?

Tend to vote for conservative political candidates?

Make people feel at ease?

Make plans and stick to them?

Have frequent mood swings?

Don't like to draw attention to myself?

Carry the conversation to a higher level?

Get back at others?

Don't see things through?

Panic easily?

Don't talk a lot?

Enjoy hearing new ideas?

Insult people?

Shirk my duties.

Believe that others have good intentions?

SELF CHECK

1.Filling the blanks

On page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary.

2.Reading an e-mail

Read the e-mail from Fran and copy all the expressions.

Subject: Can you help? From: Fran

Dear Knowledgeable,

My best friend, Mei, has a problem. There is a really important English speech contest for our whole city next month. Our classmates want her to represent the class in the school contest. Everyone is sure she will win. It’s probably true. Mei is very clever, and can speak English really well. In fact, she always comes top in the school exams. The problem is that she’s very shy. She doesn’t want to let her friends down, but she’s terrified of speaking in front of other people. She’s my friend, so she can tell me that she’s shy. But she can’t tell everyone that. I don’t think they would believe her. I can’t think of any good advice to give her, but you always come up with good solutions to people’s problems. What do you think I should tell Mei? What do you think I should tell the rest of the students? Fran

Just for fun

To end this period let’s do something fun-to find the animals.

Reading: What would you do if …?

Before you read, go to page 148 to learn the words for this reading passage first.

While you read, put the sentences into thought groups and underline all the useful phrases to be copied later after class.

Martin Robinson is a famous doctor/ who has a lot of experience/ dealing with teenagers. His new book/ What Would You Do/ If…? came out/ last month. It gives advice/ on what to do/ in lots of different situations. Here are two pages/ from the book.

ACCIDENTS

Question 1: What would you do/ if you cut yourself/ by accident?

Doctor: You should cover the cut/ with a clean cloth /and press it/ hard. If it’s a deep cut, you should see a doctor.

Question 2: If my grandmother fell downstairs, and wasn’t moving, I’d hurry/ to call the hospital/ first. Is that/ correct?

Doctor: Yes, speed is very important. Get the medical help/ first, then make her comfortable/ and stay/ with her.

Question 3: What would you do/ if you burned yourself/ by accident?

Doctor: Well, first find out/ how bad/ it is. Then/ put the burned area/ under cold running water.

Question 4: What would you do/ if you injured your knee /while running?

Doctor: If I felt some pain, I’d stop exercising. And/ if it hurt/ for more than a few days, I’d see a doctor.

PROBLEMS

Problem 1: A friend offers you cigarettes/ at a party.

Advice: Of course/ you should refuse!If I were you, I’d also talk to your friend/ about the dangers of smoking.

Problem 2: Children often think/ medicine is candy/ and eat it.

Advice: You must always hide medicine/ from children, and/ you should tell children/ to ask their parents/ before they eat “candy”/ they find.

Problem 3: An “internet friend” has asked/ if you could meet.

Advice: You should tell your parents/ about it, agree to meet/ in a public place, and you shouldn’t go alone.

Problem 4: You get pimples/ when you are nervous.

Advice: You should drink lots of water/ and ask your doctor for advice.

Part 2: Teaching Resources (第二部分:教學(xué)資源)

A Personality survey

In School

1. I like teachers who set routines and have organized ways of conducting classes.

2. I like classes to be “hands on,” I like to play games, compete, and solve problems.

3. I like my teachers, especially those who are friendly.

4. I learn best by working by myself.

5. I prefer teachers who stay on one topic at a time.

6. I like classes that have contests, changes of pace, and variety.

7. My favorite subjects are about people, such as language, drama, and literature.

8. I am easily bored if the subject holds no interest to me.

9. I like subjects that are useful and traditional, such as history and government.

10. My favorite subjects are music, art, and crafts.

11. I am social and work best in a group setting.

12. Sometimes, it is hard for me to decide what's important, because so many things are interesting to me.

With Friends

13. I prefer friends who are careful with their money and who make plans ahead of time.

14. Planning ahead bores me because I never know what I want to do until the moment arrives.

15. I am sensitive to rejection and need to know that a person cares about me.

16. I may seem distant and without emotions.

17. I like my friends to be loyal, dependable, and on time.

18. I like to excite my friends with new and different things.

19. I appreciate real, human feedback and like to receive notes and gifts.

20. I am uneasy about showing my emotions.

With Family

21. I like stability and security and enjoy traditions and celebrations.

22. I need a lot of space and freedom.

23. I like to be happy and loving.

24. I am probably seen as a loner because I like a lot of private time to think.

25. I like to spend holidays with family members and plan on such gatherings for months and months.

26. It is hard for me to follow rules and I feel we all should just enjoy one another.

27. I am very sensitive to rejection from my family and to family conflicts.

28. Sometimes, I find activities boring and have difficulty following family rules that don't make sense to me.

九年級(jí)英語(yǔ)上冊(cè)教案【篇14】

Unit 4 what would you do? 教案示例(1)

I. Analysis of the Teaching Material

1. Status and Function

In this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.

All the students are active in such activities.

(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.

(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.

(3)All the activities in the third period are designed to give students a rein forced practice in the use of the target language.

(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.

(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.

(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.

2. Teaching Aims and Demands

(1)Knowledge Objects

To make students grasp how to talk about imaginary situations.

To make students grasp how to give advice using the target language.

(2) Ability Objects

To train students’ listening, speaking, reading and writing skills.

To train students’ communicative competence.

(3) Moral Objects

Imaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.

Two heads are better than one. Be ready to help others.

In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.

3. Teaching Key Points

To learn the key vocabulary words and the target language.

To make students use the target language to give advice.

4. Teaching Difficult Point

To train students’ listening, speaking, reading and writing skills by many different kinds of activities.

5. Studying Ways

Teach students how to communicate with others.

Teach students how to give advice when someone is in trouble.

Ⅱ. Language Function

Talk about imaginary situations.

Ⅲ. Target Language

1. What would you do if you won a million dollars?

I’d give it to medical research.

2.I can’t sleep the night before an exam.

What should I do?

If I were you, I’d take a long walk before going to bed.

Ⅳ.Structures

1. Second conditional

2. Should for advice

Ⅴ. Vocabulary

lottery, million, pimple, energetic, confident, shirt, tie, medical research

Ⅵ. Recycling

charity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,

late, tired

Ⅶ. Learning Strategies

1. Matching

9. Listening for key words

Ⅷ. Teaching Time

Seven periods

The First Period

Ⅰ. Teaching Aims and Demands

1.Knowledge Object

(1) Key Vocabulary

lottery, million, medical, research

(2) Target Language

Look. This girl won a million dollars in the lottery.

Wow! What would you do if you won a million dollars?

I’d give it to medical research.

(3)Structure

I would/I’d do

2. Ability Objects

(1) Train students’ listening skill.

(2) Train students’ communicative competence.

3. Moral Object

If you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.

Ⅱ.Teaching Key Points

1. Target language

2. The structure: I would/I’d do

Ⅲ. Teaching Difficult Point

The structure: I would/I’d do

Ⅳ. Teaching Methods

1. Scene teaching Method

2. Teaching by induction

3. Pairwork

Ⅴ. Teaching Aid

A tape recorder

Ⅳ. Teaching Procedures

Step Ⅰ Revision

Review the structure “should be allowed to” by asking students to make sentences about school rules.

Step Ⅱ 1a

This activity focuses on vocabulary and structures introduced in the unit.

Read the instructions to the class.

Call students’ attention to the words in the box. Ask a student to read them to the class.

Say, What would you do if you had a lot of money? Add more ideas to the list.

Then share your answers with other students.

Get students to complete the task. First individually, then in groups.

As they work, walk around the room checking progress and offering any help they may need.

Collect answers from students on the blackboard.

Answers will vary but should include a mixture of ideas for helping themselves and others.

Step Ⅲ 1b

This activity gives students practice understanding the target language in spoken conversation.

Read the instructions to the class.

Read the question in the speech bubble.

Explain the word lottery to students.

Say, You will hear teenagers talking about what they would do if they won the lottery.

Point to the pictures. Ask students to describe them one by one.

For example, for Picture One, a student might say, “If I won the lottery, I’d buy a big house.”

Point out the sample answer. Say, The first picture you will hear about has the number one on it.

Play the recording for the first time.

Students only listen.

Play the recording again. This time students listen and number the pictures in the order they hear them.

Check the answers.

Answers

2,1,4,3

Tapescript

Girl 1: Hey, did you see this newspaper article? A girl won a million dollars in the lottery. She was only 14.

Boy 1: Wow, how luck!

Girl 1: What would you do if you won the lottery?

Boy 1:If I won the lottery, I’d give the money to the 200. I want to help the pandas.

Girl 1:That’s a good idea! I know what I’d do. If I won the lottery, I’d buy a big house for my family.

Girl 2: Really? I’d put the money in the bank. Then I’d just watch it grow!

Boy 2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.

Step Ⅳ 1c

This activity provides oral practice using the target language.

Read the instructions to the class.

Call students’ attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.

SA :Look! This girl won a million dollars in the lottery.

SB: Wow ! What would you do if you won a million dollars?

SA: I’d give it to medical research.

Write it on the blackboard.

Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.

Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.

After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.

Step Ⅴ Summary

In this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery? I’d give it to medical research.

Step Ⅵ Homework

If you had a large amount of money, e, g. ¥100,000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow.

Step Ⅶ Blackboard Design

Unit 4 What would you do?

Section A

The First Period

Target language:

A: Look. This girl won a million dollars in the lottery.

B: Wow! What would you do if you won a million dollars?

A: I’d give it to medical research.

Unit 4 what would you do 教案示例(2)

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary tie

(2) Target Language

What would you do if you won a million dollars?

I’d give it to charities.

If I were you, I’d wear a shirt and tie.

If I were you, I’d take an umbrella.

2. Ability Objects

(1)Train students’ listening skill.

(2) Train students’ communicative competence.

3. Moral Object

Two heads are better than one. Give some direction to those who are in trouble.

Ⅱ. Teaching Key Points

1.Listening Practice

2.Target language

Ⅲ. Teaching Difficult Point

Train students’ ability to use the target language.

Ⅳ. Teaching Methods

1.Listening to cassettes

2.Pairwork

3.Teaching by induction

Ⅴ. Teaching Aids

1.A tape recorder

2.A picture of a person in a lion’s cage

3.A projector

Ⅵ. Teaching Procedures

Step Ⅰ Revision

Check homework. Students talk about how to spend a large amount of money.

Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.

Step Ⅱ 2a

This activity provides practice understanding the target language in spoken conversation.

Focus attention on the picture. Ask students to describe it. Help students say that the boy is going to somewhere, but he doesn’t know what to wear. The girl is helping him to pick out clothes.

Point to the list of reasons. Invite a student to read them to the class.

Say, You are to listen to a conversation between Larry and the girl and circle the reasons. Play the recording the first time. Students only listen. Play the recording a second time. This time students listen and circle the reasons.

Check the answers.

Answers

Circle items:2,3,5

Tapescript

Girl 1:Where are you going, Larry?

Boy 1:To Tom’s party.

Girl 1:Lucky you! I’d love to go to that party !

Boy 1: Yeah, well, I’m a little nervous. I don’t know what to wear.

Girl 1: If I were you, I’d wear a shirt and tie.

Boy 1: What if everybody else is wearing jeans and T-shirts?

Girl 1: Oh, you shouldn’t worry about what other people are wearing.

Boy 1: And I don’t have a present. What if everyone brings a present?

Girl 1: If I were you, I’d take a small present-a pen or something.

Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it.

Boy 1:OK. But what if I don’t know anyone?

Girl 1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.

Boy 1 : I guess I can do that.

Girl 1: Look! You’re sure to have fun.

But if you’re still nervous, you can leave.

Step Ⅲ 2b

This activity provides listening practice using the target language.

Read the instructions to the class.

Point to the list of sentences. Invite a student to read them to the class.

Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.

Play the recording again. Students listen and check the things.

Check the answers.

Answers

Checked items: 1,2,4,5

Step Ⅳ 2c

This activity provides oral practice using the target language.

Point to the list of Larry’s worries in the box. Invite a student to read them to the class.

Ask students to look back at the list of checked sentences.

Read the instructions to the class. Say,

Please make conversations using information from Activities 2b and 2c.

Ask a pair of students to demonstrate a conversation to the class.

SA: I don’t know what to wear.

SB: If I were you, I’d wear a shirt and tie.

Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.

After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.

Optional activity

Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.

Step Ⅴ Grammar Focus

Ask different students to read the question and answer and the statements to the

class.

S1:What would you do if you won a million dollars?

S2:I’d give it to charities.

S3:If I were you, I’d wear a shirt and tie.

S4:If I were you, I’d take an umbrella.

Write them on the blackboard.

Show a picture of someone in a lion’s cage on the screen by a projector. Ask students

questions pointing to the picture.

T: Have you ever been in a lion’s cage?

Ss: No.

T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)

S1:I’d call for help. (Write the sentence on the blackboard.)

T: What about you?

S1:I’d get out fast. (Write the sentence on the blackboard. )

Get several more examples from other students.

Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would ( underline the abbreviation ‘d in the answers).

Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.

Pronunciation note

When saying the words would you in phrases such as what would you do…,

English speakers often run the words together and pronounce these words as if they were spelled wudjuh.

Step Ⅵ Summary

Say, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.

Step Ⅶ Homework

Say, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.

StepⅧ Blackboard Design

Unit 4 What would you do?

Section A

The Second Period

Target language:

A: What would you do if you won a million dollars?

B: I’d give it to charities.

A: If I were you, I’d wear a shirt and tie.

B: If I were you, I’d take an umbrella.

A: What would you do if you were in a lion’s cage?

B: I’d call for help.

C. I’d get out fast.

Unit 4 what would you do 教案示例(3)

Ⅰ. Teaching Aims and Demands

1.Knowledge Objects

(1) Key Vocabulary

pimple, trouble

(2) Target Language

I can’t sleep the night before an exam.

Then I’m too tired to do well. What should I do?

If I were you, I’d take a long walk before going to bed.

I really want a dog, but my parents won’t let me have one.

Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.

That’s a good idea.

2. Ability Objects

(1) Train students’ reading skills.

(2) Train students’ integrating skills.

3. Moral Object

Everyone may have some trouble. Don’t worry.

Ⅱ. Teaching Key Point

1. Reading

2. Target language

Ⅲ. Teaching Difficult Point

Give advice using the target language.

Ⅳ. Teaching Methods

1. Reading Practice

2. Pairwork

Ⅴ. Teaching Aid

The blackboard

Ⅵ. Teaching Procedures

Step Ⅰ Revision

Check homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.

Step Ⅱ 3a

This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.

Point out the pieces of advice on the right. Get different students to read them to the class.

Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.

SA: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.

Ss: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.

Say, Please match each problem on the left with the correct advice on the right.

Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.

Check the answers.

Answers

1. c 2. a 3. b

Step Ⅲ 3b

This activity provides oral practice using the target language.

Read the instructions to the class. Invite a pair of students to read the sample conversation.

SA:I can’t sleep the night before an exam. Then I’m too tired to do well.

What should I do?

SB: If I were you, I’d take a long walk before going to bed. That should help you relax.

Say, Please think of different advice for the problems in Activity 3a.

Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.

Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.

After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.

Step Ⅳ Part 4

This activity provides writing, listening and speaking practice using the target

language.

Read the instructions to the class. Get a pair of students to say the sample conversation to the class.

SA:I really want a dog, but my parents won’t let me have one.

SB:Well, dogs can be a lot of trouble.

Maybe you should get a small pet, like a goldfish.

SA:That’s a good idea.

Write the conversation on the blackboard.

Point out the sample answers in the chart.

Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.

Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.

Check the answers by asking different pairs of students to say their conversations to the class.

Answers will vary.

Optional activity

Ask, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.

Step Ⅴ Summary

Say, In this class, we’ve done a lot of reading, speaking and writing practice using the target language.

Step Ⅵ Homework

(1) Review the target language by reading the conversations in Activity 3a.

(2)Finish off the exercises on pages 11~12 of the workbook.

Step Ⅶ Blackboard Design

Unit 4 What would you do?

Section A

The Third Period

Target language:

A:I can’t sleep the night before an exam. Then I’m too tired to do well.

What should I do?

B: If I were you, I’d take a long walk before going to bed. That should help you relax

A:I really want a dog, but my parents won’t let me have one.

B: Well, dogs can be a lot of trouble.

Maybe you should get a small pet, like a goldfish.

A: That’s a good idea.

九年級(jí)英語(yǔ)上冊(cè)教案【篇15】

一、重點(diǎn)短語(yǔ)

1. 處于困境 in trouble

2. 比如 for example3. 和……比較 compare... with...4. 吵鬧;喧嘩 make a noise5. 隔壁;相鄰 next to6. 用……填充…… fill...with7. 期待 look forward to8. 不僅……而且 as well as 9. 注意 pay attention to10. 發(fā)現(xiàn);查明 find out11. 得知 learn about 12. 所有年齡段的 of all ages13. 全世界 in the whole world

二、重點(diǎn)句型1. It’s against ... 這是違反……

2. That’s no good. 那樣不好。3. No wonder ... 難怪……

三、重點(diǎn)語(yǔ)法if 從句 1:if 從句 + 祈使句

1. 結(jié)構(gòu):“if 從句 + 祈使句”意為“如果……,就 / 要……”。

2. 用法:① “if從句+祈使句”結(jié)構(gòu)中,if引導(dǎo)的從句可以放在主句之前,也可以放在主句之后。② if 從句在前時(shí),主從句之間必須用逗號(hào)隔開(kāi)。③ 主句是祈使句,if 從句要用一般現(xiàn)在時(shí)。例如:If you want to leave, drive slowly. 如果你想走,慢點(diǎn)開(kāi)車(chē)。Stay at home if it rains. = If it rains, stay athome. 如果下雨,你就待在家。

表示禁止的結(jié)構(gòu)1. “No + 名詞 / 動(dòng)名詞!”句型常用于公共場(chǎng)合的提示語(yǔ),意為“禁止……,不準(zhǔn)……”。例如:No smoking! 禁止吸煙!No burning!禁止煙火!2. Don’t + 動(dòng)詞原形.例如:Don’t jump. 不準(zhǔn)蹦跳。

人教版五年級(jí)英語(yǔ)上冊(cè)課件十五篇


老師會(huì)對(duì)課本中的主要教學(xué)內(nèi)容整理到教案課件中,所以老師寫(xiě)教案可不能隨便對(duì)待。教案是評(píng)估學(xué)生學(xué)習(xí)效果的有效依據(jù),好的教案課件是怎么寫(xiě)成的?我們聽(tīng)了一場(chǎng)關(guān)于“人教版五年級(jí)英語(yǔ)上冊(cè)課件”的演講讓我們思考了很多,經(jīng)過(guò)閱讀本頁(yè)你的認(rèn)識(shí)會(huì)更加全面!

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇1

一.教學(xué)內(nèi)容 A. Let’sspell B. Let’s wrap it up

二.課時(shí)目標(biāo)

1. 通過(guò)大量的聽(tīng)讀操練,掌握雙元音/??/和/au/在單詞中的發(fā)音,能讀準(zhǔn)“Let’s spell”部分的例詞,并完成本部分的聽(tīng)力任務(wù)。

2. 簡(jiǎn)單了解單數(shù)可數(shù)名詞變成復(fù)數(shù)的規(guī)則。

3. 糾正學(xué)生錯(cuò)誤的發(fā)音,引導(dǎo)學(xué)生自主總結(jié)發(fā)音規(guī)律。

4. 逐步培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)語(yǔ)音知識(shí)的興趣,提高學(xué)生的聽(tīng)力能力。

5. 創(chuàng)設(shè)良好的英語(yǔ)學(xué)習(xí)氛圍,激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的熱情。

三.教學(xué)重難點(diǎn)

重點(diǎn):

1. 通過(guò)大量的聽(tīng)讀操練,掌握雙元音/??/和/au/在單詞中的發(fā)音,能讀準(zhǔn)“Let’s spell”部分的例詞,并完成本部分的聽(tīng)力任務(wù)。

2. 簡(jiǎn)單了解單數(shù)可數(shù)名詞變成復(fù)數(shù)的規(guī)則。

難點(diǎn):

1. 引導(dǎo)學(xué)生自主總結(jié)發(fā)音規(guī)律,激發(fā)學(xué)習(xí)英語(yǔ)語(yǔ)音知識(shí)的興趣。

2. 雙元音/??/和/au/的發(fā)音對(duì)比。

四.教學(xué)準(zhǔn)備

錄音機(jī)、錄音帶、詞卡。

五.教學(xué)過(guò)程

Step.1.Warm-up

1. Free talk

T: Good morning,everyone.

Ss: Good morning,teacher.

T: How are youtoday?

Ss: Fine, thankyou. And you?

T: I’m fine, too.

2. 先讓學(xué)生在四人小組內(nèi)介紹自己家人最喜歡的食物,如“My father’sfavourite food is fish and his favourite drink is tea. What’s my mother’sfavourite food and drink? Noodles and orange.”,然后教師請(qǐng)三位小組代表向全班同學(xué)介紹。

Step.2.Preview

玩游戲:剪刀、石頭、布(Rock, Scissors and Cloth)

規(guī)則:學(xué)生小組合作,玩“剪刀、石頭、布”游戲,要求輸?shù)囊环秸f(shuō)出一種食物的英文名稱,說(shuō)不出的人被淘汰,最后剩下的一位同學(xué)是獲勝者。

Step.3.Presentation

A. Let’s spell

1. Read, listenand chant

(1) 教師在黑板上用簡(jiǎn)筆畫(huà)畫(huà)出一只奶牛,說(shuō):“Look, this is a cow.”,然后在奶牛旁邊畫(huà)出一些花,說(shuō):“There are some flowers. Wow! They’re so beautiful.”,最后在旁邊畫(huà)一個(gè)坐著的小男孩,說(shuō):“The boy loves to see the cow and the flowers. He sitsdown and enjoys them.”

(2) 教師畫(huà)一間房子,墻面上有一扇開(kāi)著的窗戶,房子外面有一棵樹(shù),樹(shù)上沒(méi)有樹(shù)葉,樹(shù)下面堆積著黃色的樹(shù)葉,樹(shù)干上趴著一只蝸牛,天上飄著雪花,然后教師說(shuō):“Look at the blackboard. Some leaves are onthe ground. The snow is falling down. It’s cold.Close the window, please. Oh, the snail is slow. When can it go home?”。

(3) 教師把本部分的兩組例詞寫(xiě)在黑板上。

cow flower wow down

slow snow yellow window

(4) 教師帶領(lǐng)全班學(xué)生讀幾遍,引導(dǎo)學(xué)生發(fā)現(xiàn),第一組單詞中的字母組合ow都發(fā)/au/,第二組單詞中的字母組合ow都發(fā)/??/。

(5) 播放本部分的教學(xué)錄音,全班跟著錄音讀,提醒學(xué)生在跟讀時(shí)要注意模仿錄音中的發(fā)音,盡量做到讀準(zhǔn)元音字母的發(fā)音。

2. Listen, numberand say

(1) 學(xué)生自己讀一讀本部分的四組單詞。

(2) 播放本部分的教學(xué)錄音,學(xué)生根據(jù)錄音內(nèi)容圈出答案。

(3) 再次播放教學(xué)錄音,師生一起核對(duì)答案。

(4) 第三次播放錄音,全班學(xué)生跟著錄音讀。

3. Listen, writeand say

(1) 教師先讓學(xué)生觀察圖片,然后播放教學(xué)錄音,全班學(xué)生根據(jù)錄音內(nèi)容填空。

(2) 再次播放教學(xué)錄音,師生一起核對(duì)答案。

(3) 讓學(xué)生選擇自己喜歡的一句話,并把其在四線三格中抄寫(xiě)兩遍。

Step.nsolidation

1. B. Let’s wrap it up

(1) 教師用多媒體課件出示一只香蕉的圖片,說(shuō):“This is one banana.”,再出示兩只香蕉的圖片,說(shuō):“They’re twobananas.”。

(2) 教師用多媒體課件出示一個(gè)三文治的圖片,說(shuō):“This is one sandwich.”,再出示兩個(gè)三文治的圖片,說(shuō):“They’re two sandwiches.”。

(3) 教師將上面四個(gè)句子寫(xiě)在黑板上。

This is onebanana. They’re two bananas.

This is one sandwich. They’re two sandwiches.

(4) 教師講解:把可數(shù)名詞單數(shù)變成復(fù)數(shù)是,一般來(lái)說(shuō)是直接在單詞后記加“-s”,如果單詞以-s, -sh, -ch, -x結(jié)尾,則在單詞后面加“-es”。(可數(shù)名詞單數(shù)變復(fù)數(shù)的規(guī)則不止這兩項(xiàng),此處如果把所有規(guī)則都呈現(xiàn)出來(lái)的話,學(xué)生不容易記住,學(xué)習(xí)興趣也會(huì)大打折扣)

(5) 學(xué)生填寫(xiě)表格,師生一起核對(duì)答案。

2. 課堂練習(xí)——把下列句子重新排序,組成意思完整的對(duì)話:

( ) We havetofu, fish and rice.

( ) Yourschool meals are yummy.

( ) Look atour school menu.

( ) What doyou have for lunch on Mondays?

( ) Thankyou.

3. Check the answer: 3 4 2 1 5

Step.5.Summary

1. 師生一起總結(jié)本節(jié)課學(xué)習(xí)的詞匯和句型。

2. 鼓勵(lì)學(xué)生在日常英語(yǔ)學(xué)習(xí)中注意單詞的發(fā)音,要發(fā)準(zhǔn)音、多模仿。

Step.6.Homework

1. 聽(tīng)錄音,跟讀Let’s spell部分內(nèi)容。

2. 預(yù)習(xí)下節(jié)課的內(nèi)容。

六.板書(shū)設(shè)計(jì)

Unit three What would you like?

This is one banana. They’retwo bananas.

This is one sandwich. They’retwo sandwiches.

七.教學(xué)反思

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇2

一、教材簡(jiǎn)況

本套英語(yǔ)教材由陜西旅游出版社出版,是教育部審定的義務(wù)教育教科書(shū)。根據(jù)教育部頒布的《全日制義務(wù)教育普通高級(jí)中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》規(guī)定的小學(xué)畢業(yè)應(yīng)達(dá)到二級(jí)水平的要求精心編寫(xiě)的。本教材供五年級(jí)使用。

本套教材吸取了最先進(jìn)的外語(yǔ)教學(xué)理念和經(jīng)驗(yàn),從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā),通過(guò)體驗(yàn)、實(shí)踐、參與、合作與交流等學(xué)習(xí)方式,發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力,具有較強(qiáng)的科學(xué)性。教材圍繞最常用、最基本的英語(yǔ)詞匯、句型和會(huì)話等編寫(xiě),好教易學(xué),具有較強(qiáng)的活動(dòng)性和趣味性。

本教材根據(jù)小學(xué)生的年齡、心理特點(diǎn)和生活實(shí)踐編寫(xiě),同時(shí)注重激發(fā)和培養(yǎng)學(xué)生的學(xué)習(xí)語(yǔ)言的興趣和信心。有了興趣和信心,學(xué)生們就有了積極進(jìn)取的學(xué)習(xí)態(tài)度。在本套教材中,提供了大量的生活情景,目的就是同學(xué)們可以在聽(tīng)聽(tīng),做做,說(shuō)說(shuō),玩玩,演演中學(xué)習(xí)單詞,說(shuō)句子,然后再將所學(xué)知識(shí)積極地運(yùn)用到生活中去。通過(guò)本教材的學(xué)習(xí),一定能為將來(lái)的學(xué)習(xí)打下良好的基礎(chǔ)。

本套教材中,我們?cè)O(shè)計(jì)了很多很實(shí)用的會(huì)話、有趣的游戲活動(dòng)和故事、好聽(tīng)的歌曲和歌謠,并配上了精美的圖畫(huà)。還有調(diào)皮的小精靈們會(huì)為大家的英語(yǔ)學(xué)習(xí)帶來(lái)更多歡樂(lè)。這些都會(huì)有利于培養(yǎng)學(xué)生的學(xué)習(xí)興趣。 二、學(xué)生狀況

1.少數(shù)學(xué)生對(duì)英語(yǔ)有興趣,口語(yǔ)運(yùn)用自如、熟練。 2.大部分學(xué)生對(duì)英語(yǔ)學(xué)習(xí)有很大的自信心。

3.由于社會(huì)因素和家庭條件的影響,學(xué)生學(xué)習(xí)英語(yǔ)的環(huán)境不夠理想。 三、教學(xué)重點(diǎn)

1.教材共有8單元,每單元中都有要求學(xué)生熟記的單詞和句型操練,力求在教學(xué)中熟練掌握。

2.聽(tīng)、說(shuō)練習(xí)貫穿了整個(gè)教材,激發(fā)了孩子們?cè)谕嬷新?tīng)、說(shuō)英語(yǔ),是教材與教者共同始終追求的目標(biāo)。 四、教學(xué)難度

1.對(duì)單詞和短語(yǔ)的熟記和完全掌握。 2.每個(gè)單元中出現(xiàn)的重點(diǎn)句型會(huì)說(shuō)會(huì)用。

3.在學(xué)習(xí)過(guò)程中了解中西方文化的差異,大膽運(yùn)用英語(yǔ)相互交流,進(jìn)行簡(jiǎn)單對(duì)話。

4.激發(fā)學(xué)生的學(xué)習(xí)興趣,加強(qiáng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)等基本技能。

1 / 28

教學(xué)總目標(biāo)及任務(wù)

第一單元

How Are You Feeling Now? 學(xué)習(xí)“四會(huì)”單詞:feel happy, feel sad, feel tried, feel angry, go out to play, make a snowman.并用所學(xué)單詞和句型描述自己或他人的感受。

第二單元Spring is Coming! 學(xué)習(xí)“四會(huì)”單詞:spring, summer, autumn, winter, season, plant trees, ride a bike.重點(diǎn)句型:What do you do in spring? I often .... Sometimes we ....

第三單元 Spring Begins from March.學(xué)習(xí)“四會(huì)”單詞:January, February, June, July, August, September, October, November, December, 并用這些單詞描述每個(gè)月份。

第四單元 He Lives in a Village.學(xué)習(xí)“四會(huì)”單詞:bird, snake, potato, tomato, river, lake, village, 并用這些單詞描述鄉(xiāng)村的特色。

第五單元What’s the Weather Like Today? 學(xué)習(xí)“四會(huì)”單詞:weather report, sunny, windy, cloudy, rainy, snowy, moon, star.并用所學(xué)單詞描述天氣。

第六單元 My Holiday.學(xué)習(xí)“四會(huì)”單詞:travel, enjoy the visit, place of interest, the Palace Museum, the Great Wall, the West Lake.用所學(xué)單詞描述在假期中旅行的各地的名勝古跡。

第七單元 I Have a Headache.學(xué)習(xí)“四會(huì)”單詞:have a cold, have a cough, have a fever, have a headache, hace a toothache, have a stomachache, see a docotr.用所學(xué)短語(yǔ)描述自己的身體狀況。

第八單元 Have a Good Habit! 學(xué)習(xí)“四會(huì)”單詞:litter on the floor, talk loudly in cla, speak with mouth full, make a noise, keep quiet, wait in line.并用所學(xué)單詞描述自己平時(shí)習(xí)慣。

2 / 28 Unit1 How Are You Feeling Now?

第一課時(shí)

教學(xué)目標(biāo):學(xué)習(xí)“四會(huì)”單詞:feel happy, feel sad, feel tried, feel angry, go out to play, make a snowman.用所學(xué)單詞和句型描述自己或他人的感受。 教學(xué)重點(diǎn):能聽(tīng)懂、會(huì)寫(xiě)、會(huì)讀、會(huì)說(shuō)feel happy, feel sad, feel tried, feel angry, go out to play, make a snowman。

教學(xué)難點(diǎn):通過(guò)學(xué)習(xí),能夠用英語(yǔ)指出自己的感受。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流 教具準(zhǔn)備:小黑板

單詞卡片 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

(一)出示學(xué)習(xí)目標(biāo):學(xué)習(xí)“四會(huì)”單詞:feel happy, feel sad, feel tried, feel angry, go out to play, make a snowman.用所學(xué)單詞和句型描述自己或他人的感受。

(二)學(xué)習(xí) How are you feeling now? I’m ...句型并學(xué)會(huì)如何表達(dá)。 ? 自主學(xué)習(xí)

(一) 溫故知新

同桌討論并寫(xiě)出學(xué)過(guò)的表示感受的形容詞。 (二)閱讀方法

對(duì)照課本第二頁(yè),邊看邊練習(xí)拼寫(xiě)描述感受的單詞。 (三)互助釋疑

同桌間一邊做出各種表情,一邊讀出單詞,交流不會(huì)讀的單詞。 (四)探究出招

同桌間練習(xí)書(shū)寫(xiě),可以互相檢查拼寫(xiě)。 展示交流

(一)小組展示

小組內(nèi)練習(xí)用英語(yǔ)描述感受 (二)班級(jí)展示

指名小組上講臺(tái)做游戲,用英語(yǔ)描述自己或者他人的感受。

第二課時(shí)

教學(xué)目標(biāo):

1、學(xué)習(xí)主系表結(jié)構(gòu)的句型:

主+系+表,即:人稱+am/is/are+形容詞

2、句型學(xué)習(xí) How are you feeling now? I’m ... 教學(xué)重點(diǎn):熟練掌握句型,并進(jìn)行簡(jiǎn)單的對(duì)話。

教學(xué)難點(diǎn):學(xué)會(huì)句型替換,靈活運(yùn)用主系表結(jié)構(gòu)的句型進(jìn)行對(duì)話。

3 / 28 ?

教法:高效課堂教學(xué)模式

學(xué)法:自主探究

合作交流 教具準(zhǔn)備:小黑板

單詞卡片 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo) ? (一)學(xué)習(xí)本課句型,并進(jìn)行替換練習(xí)。

(二)進(jìn)行重讀練習(xí)。 ? 自主學(xué)習(xí) ? (一)溫故知新

Look and write (二)閱讀方法

自主讀句子,理解句子意思。 (三)互助釋疑

同桌間交流句子意思。

(四)探究出招

模仿例句造句,小組內(nèi)交流,糾正錯(cuò)誤。 展示交流 班級(jí)展示

指名學(xué)生上臺(tái)讀句子,全班交流。

第三課時(shí)

教學(xué)目標(biāo):

一.學(xué)習(xí)重點(diǎn)句型 It makes me/her/him/them/us ...二.Are you tried/Is he sad?

教學(xué)重點(diǎn):能熟練掌握句型:It makes me/her/him/them/us ...

Are you tried/Is he sad? 教學(xué)難點(diǎn):對(duì)所學(xué)句型的靈活應(yīng)用 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流 教具準(zhǔn)備:小黑板

錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

一.學(xué)習(xí)重點(diǎn)句型 It makes me/her/him/them/us ...二.Are you tried/Is he sad? ? 自主學(xué)習(xí) ? (一)溫故知新

完成Let’s learn more 學(xué)習(xí)。 (二)閱讀方法

4 / 28 ? 對(duì)照課本第4頁(yè),練習(xí)主系表結(jié)構(gòu)的句型,并讀懂對(duì)話。 (三)互助釋疑

同桌間讀對(duì)話,理解對(duì)話內(nèi)容并掌握句型,This makes ...(四)探究出招

小組合作用It makes me/her/him/them/us ...造句。 展示交流

(一)小組展示

小組內(nèi)練習(xí)本課重點(diǎn)句型。 (二)班級(jí)展示

自主閱讀 Read a story 的對(duì)話并在講臺(tái)上展示對(duì)話。

第四課時(shí)

教學(xué)目標(biāo):

能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ar, er 的發(fā)音。 教學(xué)重點(diǎn):

學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ar, er 的發(fā)音。 教學(xué)難點(diǎn):能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ar, er 的讀音規(guī)則。 教學(xué)方法:高效課堂模式。

學(xué)習(xí)方法:自主學(xué)習(xí),合作探究 教學(xué)準(zhǔn)備:

1.教師準(zhǔn)備: (1) 錄音磁帶。 (2)單詞卡片。

2、學(xué)生準(zhǔn)備

單詞卡片 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ar, ? er 的發(fā)音。 自主學(xué)習(xí)

(一)溫故知新 Part B Let’s play (二) 閱讀方法

同桌相互讀單詞,并找出ar 和er 在單詞中的發(fā)音。 (三)互助釋疑

小組內(nèi)交流單詞的發(fā)音。

5 / 28 ? ? 展示交流

班級(jí)展示

1.請(qǐng)同學(xué)上臺(tái)表演Let’s play 。

2.開(kāi)火車(chē)讀 Read the words 當(dāng)中的單詞。

Unit2 Spring is coming!

第一課時(shí)

教學(xué)目標(biāo):

學(xué)習(xí)四季的單詞:spring,summer,autumn,winter,season以及動(dòng)詞短語(yǔ)plant trees,ride a bike,并用簡(jiǎn)單句型描述四季。 教學(xué)重點(diǎn):

能聽(tīng)懂、會(huì)寫(xiě)、會(huì)讀、會(huì)說(shuō):spring,summer, autumn, winter, season 以及動(dòng)詞短語(yǔ)plant trees,ride a bike, 教學(xué)難點(diǎn):通過(guò)學(xué)習(xí),能夠簡(jiǎn)單句型描述四季。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

一) 出示學(xué)習(xí)目標(biāo):學(xué)習(xí)“四會(huì)”單詞:spring,summer,autumn,winter,season以及動(dòng)詞短語(yǔ)plant trees,ride a bike ,二)并用簡(jiǎn)單句型描述四季。 ? 自主學(xué)習(xí)

一)溫故知新

復(fù)習(xí)以前學(xué)過(guò)的描述天氣單詞以及句型 二)閱讀方法

自學(xué)單詞,做到會(huì)讀,會(huì)拼,會(huì)寫(xiě),不會(huì)的畫(huà)出來(lái)。 三)互助釋疑

同桌間或小組內(nèi)輪流讀單詞,探討單詞的讀音和寫(xiě)法。 四)探究出招

同桌間練習(xí)書(shū)寫(xiě),可以互相檢查拼寫(xiě)。 ? 展示交流 一)小組展示

小組內(nèi)練習(xí)用以前學(xué)過(guò)的描述天氣的單詞和句型描述四季。 二)班級(jí)展示

小組上講臺(tái)做表演,通過(guò)表演練習(xí)介紹單詞,并用描述四季天氣。

6 / 28

第二課時(shí)

教學(xué)目標(biāo): 學(xué)習(xí)句型:What do you do in spring?I often ...\Sometime we ...并靈活應(yīng)用句型。熟悉對(duì)話內(nèi)容。

教學(xué)重點(diǎn):能用問(wèn)答句型Who is he/she? He/she is my … 進(jìn)行簡(jiǎn)單對(duì)話。 教學(xué)難點(diǎn):靈活應(yīng)用所學(xué)句型,表演對(duì)話。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

一)What do you do in spring?I often ...\Sometime we ...二)學(xué)習(xí) Part A Let’s talk 部分的對(duì)話,并且熟練掌握。 ? 自主學(xué)習(xí) 一)溫故知新

Part C Listen and number.

聽(tīng)寫(xiě)上節(jié)課所學(xué)單詞。 二)閱讀方法

What do you do in spring?I often ...\Sometime we ...句型做對(duì)話。 三)互助釋疑

同桌間相互交流,一問(wèn)一答,練習(xí)所造句型。 四)探究出招

自主學(xué)習(xí)對(duì)話,了解對(duì)話內(nèi)容。 ? 展示交流

班級(jí)展示

指名兩人一問(wèn)一答練習(xí)句型,用所學(xué)句型介紹自己或他人經(jīng)常干的事情。

第三課時(shí)

教學(xué)目標(biāo):1.學(xué)習(xí)用簡(jiǎn)單的句型描述四季,體會(huì)一般現(xiàn)在時(shí)。

2.Part B Let’s learn more 的四個(gè)季節(jié)的描述,并完成Read again and answer the questions.

教學(xué)重點(diǎn):學(xué)習(xí)用簡(jiǎn)單的句型描述四季,體會(huì)一般現(xiàn)在時(shí)。

教學(xué)難點(diǎn):Part B Let’s learn more 的四個(gè)季節(jié)的描述,并完成Read again and answer the questions.教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流 教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

7 / 28 1.學(xué)習(xí)用簡(jiǎn)單的句型描述四季,體會(huì)一般現(xiàn)在時(shí)。

2.Part B Let’s learn more 的四個(gè)季節(jié)的描述,并完成Read again and answer the questions. ? 自主學(xué)習(xí) 一)溫故知新

Part C Look and answer.

利用上節(jié)課所學(xué)句型同桌相互問(wèn)答。 二)閱讀方法

Part B Let’s learn more 的四個(gè)季節(jié)的描述,并完成Read again and answer the questions. 三)互助釋疑

同桌間相互交流,讀懂四段話,并把不會(huì)的用橫線畫(huà)出。 四)探究出招

自主學(xué)習(xí)對(duì)話,了解對(duì)話內(nèi)容。

第四課時(shí)

教學(xué)目標(biāo):

能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ir, or 以及ur的發(fā)音。 教學(xué)重點(diǎn):

學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ir, or 以及ur 的發(fā)音。

教學(xué)難點(diǎn):能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ir, or 以及ur 的讀音規(guī)則。 教學(xué)方法:高效課堂模式。

學(xué)習(xí)方法:自主學(xué)習(xí),合作探究 教學(xué)準(zhǔn)備:

1.教師準(zhǔn)備: (1) 錄音磁帶。 (2)單詞卡片。

2、學(xué)生準(zhǔn)備

單詞卡片 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ir, ? or 以及ur的發(fā)音。 自主學(xué)習(xí)

(一)溫故知新

8 / 28 Part B Let’s play (三) 閱讀方法

同桌相互讀單詞,并找出ir, or 以及ur在單詞中的發(fā)音。 (三)互助釋疑

小組內(nèi)交流單詞的發(fā)音。

Unit3 Spring begin from march!

第一課時(shí)

教學(xué)目標(biāo):

學(xué)習(xí)月份的單詞:January, February, June, July, August, September, October, November, December, 并用這些單詞描述每個(gè)月份。 教學(xué)重點(diǎn):

能聽(tīng)懂、會(huì)寫(xiě)、會(huì)讀、會(huì)說(shuō):January, February, June, July, August, September, October, November, December。 教學(xué)難點(diǎn):通過(guò)學(xué)習(xí),能夠用簡(jiǎn)單句型描述每個(gè)月份。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié):

? ? 學(xué)習(xí)目標(biāo)

出示學(xué)習(xí)目標(biāo):學(xué)習(xí)“四會(huì)”單詞:January, February, June, July, August, September, October, November, December 二)并用簡(jiǎn)單句型描述每個(gè)月份。 ? 自主學(xué)習(xí)

一)溫故知新

復(fù)習(xí)以前學(xué)過(guò)的描述季節(jié)的單詞以及句型。 二)閱讀方法

自學(xué)單詞,做到會(huì)讀,會(huì)拼,會(huì)寫(xiě),不會(huì)的畫(huà)出來(lái)。 三)互助釋疑

同桌間或小組內(nèi)輪流讀單詞,探討單詞的讀音和寫(xiě)法。 四)探究出招

同桌間練習(xí)書(shū)寫(xiě),可以互相檢查拼寫(xiě)。 ? 展示交流

一)Part A Read and answer How many months are there in a year?

How many months are in a season? Which months are in spring?

二)Part A Circle your birthday and the birthdays of your family.

9 / 28

第二課時(shí)

教學(xué)目標(biāo):(一) 用序數(shù)詞表示每個(gè)月份的日期。 (二)學(xué)習(xí)句型:

1.Which is your favorite season/month ? My favorite season/month is ...2. Autumn begins from semtember here. 3. The treen become red. 4. Children’s day is on ...并靈活應(yīng)用句型。熟悉對(duì)話內(nèi)容。 教學(xué)重點(diǎn):

(一) 用序數(shù)詞表示每個(gè)月份的日期。 (二) 能用以下句型

1.Which is your favorite season/month ? My favorite season/month is ...2. Autumn begins from semtember here. 3. The treen become red.

4. Children’s day is on ...進(jìn)行簡(jiǎn)單對(duì)話。

教學(xué)難點(diǎn):靈活應(yīng)用所學(xué)句型,表演對(duì)話。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

(一) 用序數(shù)詞表示每個(gè)月份的日期。 (二) 能用以下句型

1.Which is your favorite season/month ? My favorite season/month is ...2. Autumn begins from semtember here. 3. The treen become red. 4. Children’s day is on ...并靈活應(yīng)用句型。 ? 自主學(xué)習(xí) 一)溫故知新

1.1到100的基數(shù)詞

2.用Which is your favorite season/month ? My favorite season/month is ...句型,同桌相互問(wèn)答。 二)閱讀方法

練習(xí)句型: Children’s day is on ...三)互助釋疑

同桌間相互交流,一問(wèn)一答,練習(xí)所造句型。

10 / 28 四)探究出招

自主學(xué)習(xí)對(duì)話,了解對(duì)話內(nèi)容。 ? 展示交流

班級(jí)展示

指名兩人一問(wèn)一答練習(xí)句型,用所學(xué)句型介紹自己或他人喜歡的月份,并用簡(jiǎn)單的句型描述月份。

第三課時(shí)

教學(xué)目標(biāo):掌握下列句型

1.Each season has three months.1.Spring begains from match.2.Summer is form June to August.3.New Year is in the first month of the year.教學(xué)重點(diǎn):靈活應(yīng)用以上句型,并能熟練掌握Part B Let‘s learn more 當(dāng)中的這段話。

教學(xué)難點(diǎn):靈活應(yīng)用以上句型,并能熟練掌握Part B Let‘s learn more 當(dāng)中的這段話。

教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié):

? 學(xué)習(xí)目標(biāo) 掌握下列句型

1.Each season has three months.2.Spring begains from match.3.Summer is form June to August.4.New Year is in the first month of the year.? 自主學(xué)習(xí) 一)溫故知新

Part C Listen and tick.Part C Think and answer

What is this season?

Whicn is your favorite season?

What is this month?

Whicn is your favorite month?

When is the Children’s Day? When is New year’s Day? 二)閱讀方法

完成 Part B Let’s learn more 的句子。

11 / 28 三)互助釋疑

同桌間相互交流,讀懂這段話,并把不會(huì)的用橫線畫(huà)出。 四)探究出招

自主學(xué)習(xí)對(duì)話,了解對(duì)話內(nèi)容。 ? 展示交流

班級(jí)展示

上講臺(tái),用簡(jiǎn)單的句型描述月份。

第四課時(shí)

教學(xué)目標(biāo):1.學(xué)唱Part B Let’chant 中的歌曲 《Merry May》

2.完成Part C Read and answer 教學(xué)重點(diǎn):完成Part C Read and answer

教學(xué)難點(diǎn):靈活運(yùn)用本單元的句型,寫(xiě)一篇我最喜歡的月份的作文。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

掌握下列句型

1.學(xué)唱Part B Let’chant 中的歌曲 《Merry May》 2.完成Part C Read and answer ? 自主學(xué)習(xí) 一)溫故知新

1.Part C Think and write.2.復(fù)習(xí)所學(xué)的序數(shù)詞.二)閱讀方法

完成 Part C Read and answer 的句子。

三)互助釋疑

同桌間相互交流,讀懂這段話,并把不會(huì)的用橫線畫(huà)出。 四)探究出招

自主學(xué)習(xí)短文,了解短文內(nèi)容。 ? 展示交流

班級(jí)展示,同桌之間大聲朗讀并翻譯。

Unit4 He lives in a village

第一課時(shí)

教學(xué)目標(biāo):

學(xué)習(xí)四會(huì)單詞:bird, snake, potato, tomato, river, lake, village, 并用這些單詞描述鄉(xiāng)村的特色。 教學(xué)重點(diǎn):

12 / 28 能聽(tīng)懂、會(huì)寫(xiě)、會(huì)讀、會(huì)說(shuō):bird, snake, potato, tomato, river, lake, village。

教學(xué)難點(diǎn):通過(guò)學(xué)習(xí),用這些單詞描述鄉(xiāng)村的特色。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

一)出示學(xué)習(xí)目標(biāo):學(xué)習(xí)“四會(huì)”單詞:bird, snake, potato, tomato, river, lake, village。

二)并用這些單詞描述鄉(xiāng)村的特色。 自主學(xué)習(xí)

一)溫故知新

復(fù)習(xí)以前學(xué)過(guò)的動(dòng)物類(lèi)的單詞。

二)閱讀方法

自學(xué)單詞,做到會(huì)讀,會(huì)拼,會(huì)寫(xiě),不會(huì)的畫(huà)出來(lái)。 三)互助釋疑

同桌間或小組內(nèi)輪流讀單詞,探討單詞的讀音和寫(xiě)法。 四)探究出招

同桌間練習(xí)書(shū)寫(xiě),可以互相檢查拼寫(xiě)。

第二課時(shí)

教學(xué)目標(biāo):學(xué)習(xí)重點(diǎn)句型:

1.Where do you live? I live in ...

2.Do you live in city? Yes, I do.No, I don’t.

3.Is your village big? Yes, it is.No, It isn’t.

并靈活應(yīng)用句型。熟悉對(duì)話內(nèi)容。 教學(xué)重點(diǎn):掌握重點(diǎn)句型:

1.Where do you live? I live in ...

2.Do you live in city? Yes, I do.No, I don’t.

3.Is your village big? Yes, it is.No, It isn’t. 進(jìn)行簡(jiǎn)單對(duì)話。

教學(xué)難點(diǎn):靈活應(yīng)用所學(xué)句型,表演對(duì)話。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

學(xué)習(xí)重點(diǎn)句型:

13 / 28 1.Where do you live? I live in ...2.Do you live in city? Yes, I do.No, I don’t. 3.Is your village big? Yes, it is.No, It isn’t. 并靈活應(yīng)用句型。熟悉對(duì)話內(nèi)容。 ? 自主學(xué)習(xí) 一)溫故知新

復(fù)習(xí)上節(jié)課所學(xué)單詞。

用簡(jiǎn)單的句型描述自己的家鄉(xiāng)。 二)閱讀方法

掌握句型,能用簡(jiǎn)單的句型描述自己家鄉(xiāng)的特色。 三)互助釋疑

同桌間相互交流,閱讀對(duì)話。 四)探究出招

自主學(xué)習(xí)對(duì)話,了解對(duì)話內(nèi)容。

第三課時(shí)

教學(xué)目標(biāo):掌握下列句型, 領(lǐng)會(huì)劃?rùn)M線單詞含義。

1.A river runs by.

2.They grow tomotoes.

3.Ther live happily together year after year.

教學(xué)重點(diǎn):靈活應(yīng)用以上句型,并能熟練掌握Part B Let‘s learn more 當(dāng)中的兩段話。

教學(xué)難點(diǎn):靈活應(yīng)用以上句型,并能熟練掌握Part B Let‘s learn more 當(dāng)中的兩段話。

教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

掌握下列句型, 領(lǐng)會(huì)劃?rùn)M線單詞含義。 1.A river runs by. 2.They grow tomotoes.

3.Ther live happily together year after year. ? 自主學(xué)習(xí) 一)溫故知新

Part C Ask and answer, then report.

Where do you live? Is it big/small/beautiful? Is there a river/lake?

14 / 28 What’s in the city/village? Do you love it? How can I get there? 二)閱讀方法

完成 Part B Let’s learn more 的句子。

三)互助釋疑

同桌間相互交流,讀懂這段話,并把不會(huì)的用橫線畫(huà)出。 四)探究出招

自主學(xué)習(xí)對(duì)話,了解對(duì)話內(nèi)容。 ? 展示交流

班級(jí)展示 上講臺(tái),用簡(jiǎn)單的句型描述自己或他人的家鄉(xiāng)。

第四課時(shí)

教學(xué)目標(biāo): 1.Look at the pictures and order the story.2.獨(dú)立完成Part C Read and number 和 read and complete.教學(xué)重點(diǎn):1.Look at the pictures and order the story.2.獨(dú)立完成Part C Read and number 和 read and complete.教學(xué)難點(diǎn):讀懂故事情節(jié),熟悉陌生單詞,獨(dú)立完成Part C 的兩個(gè)練習(xí)。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

1.Look at the pictures and order the story.2.獨(dú)立完成Part C Read and number 和 read and complete.? 自主學(xué)習(xí) 一)溫故知新

Part C Read and number.二)閱讀方法

根據(jù)圖片,讀懂故事。 三)互助釋疑

同桌間相互交流,讀懂故事,并把不會(huì)的用橫線畫(huà)出。 四)探究出招

自主學(xué)習(xí)對(duì)話,了解對(duì)話內(nèi)容。 ? 展示交流

班級(jí)展示

上講臺(tái),用簡(jiǎn)單的句型描述自己或他人的家鄉(xiāng)。

Unit5 What is the weather like today?

15 / 28

第一課時(shí)

教學(xué)目標(biāo):

學(xué)習(xí)描述天氣的形容詞: report,sunny,windy,cloudy,rainy,snowy,以及名詞weather ,moon,star.教學(xué)重點(diǎn):

能聽(tīng)懂、會(huì)寫(xiě)、會(huì)讀、會(huì)說(shuō)描述天氣的形容詞:report,sunny,windy,cloudy,rainy,snowy,以及名詞weather ,moon,star.教學(xué)難點(diǎn):通過(guò)學(xué)習(xí),能夠用簡(jiǎn)單句型描述天氣狀況。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

出示學(xué)習(xí)目標(biāo):學(xué)習(xí)“四會(huì)”單詞:report,sunny,windy,cloudy,rainy,snowy,weather ,moon,star.一) ,二)并用簡(jiǎn)單句型描述天氣。 ? 自主學(xué)習(xí)

一)溫故知新

復(fù)習(xí)以前學(xué)過(guò)的描述天氣單詞以及句型 二)閱讀方法 自學(xué)單詞,做到會(huì)讀,會(huì)拼,會(huì)寫(xiě),不會(huì)的畫(huà)出來(lái)。 三)互助釋疑

同桌間或小組內(nèi)輪流讀單詞,探討單詞的讀音和寫(xiě)法。 四)探究出招

同桌間練習(xí)書(shū)寫(xiě),可以互相檢查拼寫(xiě)。 ? 展示交流 一)小組展示

小組內(nèi)練習(xí)用以前學(xué)過(guò)的描述天氣的單詞和句型描述天氣。 二)班級(jí)展示

小組上講臺(tái)做表演,通過(guò)表演練習(xí)介紹單詞。

第二課時(shí)

教學(xué)目標(biāo): 學(xué)習(xí)問(wèn)天氣的句型What`s the weather like today? It`s...并靈活應(yīng)用句型。熟悉對(duì)話內(nèi)容。

教學(xué)重點(diǎn):能用問(wèn)天氣的句型What`s the weather like today? It`s...進(jìn)行簡(jiǎn)單對(duì)話。

教學(xué)難點(diǎn):靈活應(yīng)用所學(xué)句型,表演對(duì)話。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

16 / 28 教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

一)What`s the weather like today? It`s...二)學(xué)習(xí) Part A Let’s talk 部分的對(duì)話,并且熟練掌握。 ? 自主學(xué)習(xí) 一)溫故知新

Part A Look and circle.

聽(tīng)寫(xiě)上節(jié)課所學(xué)單詞。 二)閱讀方法

What`s the weather like today? It`s...句型做對(duì)話。 三)互助釋疑

同桌間相互交流,一問(wèn)一答,練習(xí)所造句型。 四)探究出招

自主學(xué)習(xí)對(duì)話,了解對(duì)話內(nèi)容。 ? 展示交流

班級(jí)展示

指名兩人一問(wèn)一答練習(xí)句型,用所學(xué)句型相互問(wèn)答。

第三課時(shí)

教學(xué)目標(biāo):

1,學(xué)習(xí)問(wèn)天氣的句型How is the weather in ...today? It`s...并靈活應(yīng)用句型。熟悉對(duì)話內(nèi)容。

2,一般將來(lái)式的運(yùn)用。

教學(xué)重點(diǎn):能用問(wèn)天氣的句型What`s the weather like today? It`s.../ How is the weather in ...today? It`s...進(jìn)行簡(jiǎn)單對(duì)話。 教學(xué)難點(diǎn):

1,靈活應(yīng)用所學(xué)句型,表演對(duì)話。 2,一般將來(lái)式的運(yùn)用。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

一)What`s the weather like today? It`s.../How is the weather in ...today? It`s...二)學(xué)習(xí) Part B Let’s learn 部分的對(duì)話,并且熟練掌握。 ? 自主學(xué)習(xí) 一)溫故知新

17 / 28 Part A Look and circle. What`s the weather like today? It`s... 二)閱讀方法

What`s the weather like today? It`s.../How is the weather in ...today? It`s...句型做對(duì)話。 體會(huì)一般將來(lái)時(shí)。 三)互助釋疑

同桌間相互交流,一問(wèn)一答,練習(xí)所造句型。 四)探究出招

自主學(xué)習(xí)對(duì)話,了解對(duì)話內(nèi)容。 ? 展示交流

班級(jí)展示

1,指名兩人一問(wèn)一答練習(xí)句型,用所學(xué)句型相互問(wèn)答。 2,相互交流一般將來(lái)時(shí)的構(gòu)成以及用法。

3,PartC listen and tick.和 PartC match and say.

第四課時(shí)

教學(xué)目標(biāo):

1, 能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ch和sh的發(fā)音。

2, PartC Read and answer.教學(xué)重點(diǎn):

學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ch和sh的發(fā)音。 教學(xué)難點(diǎn):能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ch和sh在單詞中的發(fā)音。 教學(xué)方法:高效課堂模式。

學(xué)習(xí)方法:自主學(xué)習(xí),合作探究 教學(xué)準(zhǔn)備:

1.教師準(zhǔn)備: (1) 錄音磁帶。 (2)單詞卡片。

2、學(xué)生準(zhǔn)備

單詞卡片 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母ir, ? or 以及ur的發(fā)音。 自主學(xué)習(xí)

(一)溫故知新

18 / 28 Part B Let’s sing.一起跟唱歌曲。

(四) 閱讀方法

同桌相互讀單詞,并找出ch和sh在單詞中的發(fā)音。 (三)互助釋疑

小組內(nèi)交流單詞的發(fā)音。 ? 展示交流(10分鐘)

班級(jí)展示

開(kāi)火車(chē)讀 Read the words 當(dāng)中的單詞。

Unit6 My Holiday

第一課時(shí)

教學(xué)目標(biāo):

1,學(xué)習(xí)”四會(huì)”單詞: travel, enjoy the visit, place of intrerest, the Palace Museum, the Great Wall, the West Lake.2,了解一般將來(lái)時(shí)。

教學(xué)重點(diǎn):

能聽(tīng)懂、會(huì)寫(xiě)、會(huì)讀、會(huì)說(shuō):

travel, enjoy the visit, place of intrerest, the Palace Museum, the Great Wall, the West Lake.教學(xué)難點(diǎn):了解一般將來(lái)時(shí)。 教法:高效課堂教學(xué)模式

學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

出示學(xué)習(xí)目標(biāo):學(xué)習(xí)“四會(huì)”單詞:

travel, enjoy the visit, place of intrerest, the Palace Museum, the Great Wall, the West Lake.? 自主學(xué)習(xí)

一) 溫故知新

師生問(wèn)答:ParkA:Think and answer 1,What are you doing to do this evening? 2,What is your father going to do tomorrow morning? 3,What is your grandma go to do next Sunday? 4,What is your friend going to do next week? 二)閱讀方法

自學(xué)單詞,做到會(huì)讀,會(huì)拼,會(huì)寫(xiě),不會(huì)的畫(huà)出來(lái)。 三)互助釋疑

同桌間或小組內(nèi)輪流讀單詞,探討單詞的讀音和寫(xiě)法。

19 / 28 四)探究出招

同桌間練習(xí)書(shū)寫(xiě),可以互相檢查拼寫(xiě)。 ? 展示交流

一) 小組展示:相互讀寫(xiě)單詞 二)班級(jí)展示

小組上講臺(tái)做表演,通過(guò)表演練習(xí)介紹單詞。

第二課時(shí)

教學(xué)目標(biāo):1,學(xué)習(xí)一般將來(lái)時(shí)的用法以及構(gòu)成。

2,學(xué)習(xí)句型:Where will you go on the holiday? I will go to...教學(xué)重點(diǎn):1,學(xué)習(xí)一般將來(lái)時(shí)的用法以及構(gòu)成。

2,學(xué)習(xí)句型:Where will you go on the holiday? I will go to...教學(xué)難點(diǎn):般將來(lái)時(shí)的用法以及構(gòu)成的掌握。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

一)Where will you go on the holiday? I will go to...二)學(xué)習(xí) Part A Let’s talk 部分的對(duì)話,并且熟練掌握。 ? 自主學(xué)習(xí) 一)溫故知新

1,相互問(wèn)答:Part A Think and answer.

2,聽(tīng)寫(xiě)上節(jié)課所學(xué)單詞。 二)閱讀方法

Where will you go on the holiday? I will go to...句型做對(duì)話。 三)互助釋疑

同桌間相互交流,一問(wèn)一答,練習(xí)所造句型。 四)探究出招

自主學(xué)習(xí)對(duì)話,了解對(duì)話內(nèi)容。 ? 展示交流 班級(jí)展示

指名兩人一問(wèn)一答練習(xí)句型,用所學(xué)句型相互問(wèn)答。

第三課時(shí)

教學(xué)目標(biāo):1,學(xué)習(xí)一般將來(lái)時(shí)的用法以及構(gòu)成。

2, 學(xué)習(xí)句型: 1) 2) 3) What will you do on the holiday? I will +動(dòng)詞原形...How will you go? I will +動(dòng)詞原形...Will your parents go with you? Yes, they will.\No, they won`t.

20 / 28 教學(xué)重點(diǎn):1,學(xué)習(xí)一般將來(lái)時(shí)的用法以及構(gòu)成。

2,學(xué)習(xí)句型:

1),What will you do on the holiday? I will +動(dòng)詞原形...2),How will you go? I will +動(dòng)詞原形...3),Will your parents go with you? Yes, they will.\No, they won’t.教學(xué)難點(diǎn):一般將來(lái)時(shí)態(tài)的一般疑問(wèn)句。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

1,學(xué)習(xí)一般將來(lái)時(shí)的用法以及構(gòu)成。

2,學(xué)習(xí)句型:

1),What will you do on the holiday? I will +動(dòng)詞原形...2),How will you go? I will +動(dòng)詞原形...3),Will your parents go with you? Yes, they will.\No, they won’t.? 自主學(xué)習(xí) 一)溫故知新

相互問(wèn)答:Part C Listne and Write.二)閱讀方法

1),What will you do on the holiday? I will +動(dòng)詞原形...2),How will you go? I will +動(dòng)詞原形...3),Will your parents go with you? Yes, they will.\No, they won’t.三)互助釋疑

同桌間相互交流,一問(wèn)一答,練習(xí)所造句型。 四)探究出招

自主學(xué)習(xí)對(duì)話,Part B Let’s learn more, 了解對(duì)話內(nèi)容。 ? 展示交流(8分鐘)

班級(jí)展示

指名兩人一問(wèn)一答練習(xí)句型,用所學(xué)句型相互問(wèn)答。 第四課時(shí)

教學(xué)目標(biāo):1,獨(dú)立學(xué)習(xí)對(duì)話并在小組內(nèi)完成對(duì)話Part B Look and talk。

2.小組內(nèi)完成Part B Read and Report.3.學(xué)唱歌曲《Su Will Go》

教學(xué)重點(diǎn):1,獨(dú)立學(xué)習(xí)對(duì)話并在小組內(nèi)完成對(duì)話Part B Look and talk。 2.小組內(nèi)完成Part B Read and Report.3.學(xué)唱歌曲《Su Will Go》

教學(xué)難點(diǎn):般將來(lái)時(shí)的用法以及構(gòu)成的掌握。

21 / 28 教法:高效課堂教學(xué)模式

學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

1,獨(dú)立學(xué)習(xí)對(duì)話并在小組內(nèi)完成對(duì)話Part B Look and talk。 2.小組內(nèi)完成Part B Read and Report.3.學(xué)唱歌曲《Su Will Go》 ? 自主學(xué)習(xí) 一)溫故知新

Part B Look and Talk.二)閱讀方法

通過(guò)對(duì)話進(jìn)一步掌握一般將來(lái)時(shí)態(tài)的用法和構(gòu)成。 三)互助釋疑

Part B Let’s sing 認(rèn)讀歌詞,了解歌詞大意。 四)探究出招

PartB: Read and report.? 展示交流 ? 小組內(nèi)交流,全班展示:Part B: Read and report.

Unit7 I Have Headache

第一課時(shí)

教學(xué)目標(biāo):

學(xué)習(xí)動(dòng)詞短語(yǔ):Have a cold, Have a cough, Have a fever, Have a headache, Have a toothache, Have a stomachache, see a doctor, 并用這些短語(yǔ)描述病情癥狀。 教學(xué)重點(diǎn):

能聽(tīng)懂、會(huì)寫(xiě)、會(huì)讀、會(huì)說(shuō):Have a cold, Have a cough, Have a fever, Have a headache, Have a toothache, Have a stomachache, see a doctor。 教學(xué)難點(diǎn):通過(guò)學(xué)習(xí),用這些單詞描述病情癥狀。 教法:高效課堂教學(xué)模式

學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

一)出示學(xué)習(xí)目標(biāo):學(xué)習(xí)“四會(huì)”短語(yǔ):Have a cold, Have a cough, Have a fever, Have a headache, Have a toothache, Have a stomachache, see a doctor。

二)并用這些短語(yǔ)病情癥狀。

22 / 28 ? 自主學(xué)習(xí)

一)溫故知新

復(fù)習(xí)以前學(xué)過(guò)的動(dòng)詞短語(yǔ)。 二)閱讀方法

自學(xué)短語(yǔ),做到會(huì)讀,會(huì)拼,會(huì)寫(xiě),不會(huì)的畫(huà)出來(lái)。 三)互助釋疑

同桌間或小組內(nèi)輪流讀單詞,探討單詞的讀音和寫(xiě)法。 四)探究出招

同桌間練習(xí)書(shū)寫(xiě),可以互相檢查拼寫(xiě)。 ? 展示交流

一) Part A Think and tick

Do you often go to see a doctor?

When do you go to see a doctor? 二)Part A Think and answer.

Do you want to be a doctor?

Why or why not?

第二課時(shí)

教學(xué)目標(biāo):1, I feel very bad today.

2,What’s wrong with you? I have a ...教學(xué)重點(diǎn):1, I feel very bad today.

2,What’s wrong with you? I have a ...教學(xué)難點(diǎn):靈活應(yīng)用句型做對(duì)話。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

1, I feel very bad today.2,What’s wrong with you? I have a ...? 自主學(xué)習(xí) ? 一)溫故知新 1 .默寫(xiě)單詞 二)閱讀方法

What’s wrong with you? I have a ...句型做對(duì)話。 三)互助釋疑

讀對(duì)話 Part A Let’s talk,劃出陌生單詞以及句子,相互交流。 四)探究出招

學(xué)唱歌曲,Part B Let’s chant

23 / 28 ? 展示交流

小組展示 Part C Ask and answer.指名兩人一問(wèn)一答練習(xí)句型,用所學(xué)句型相互問(wèn)答。

第三課時(shí)

教學(xué)目標(biāo):1 學(xué)習(xí)句型:

Conlin doesn’t feel well this morning. I am sorry to hear that.You’d better take him to see a doctor.2.學(xué)習(xí)打電話用語(yǔ)。 教學(xué)重點(diǎn):學(xué)習(xí)句型:

Conlin doesn’t feel well this morning. I am sorry to hear that.You’d better take him to see a doctor.教學(xué)難點(diǎn):學(xué)習(xí)打電話用語(yǔ)。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

學(xué)習(xí)打電話用語(yǔ)。

? 自主學(xué)習(xí) 一)溫故知新

Part B Paly a game.二)閱讀方法

學(xué)會(huì)打電話用語(yǔ)。 三)互助釋疑

同桌間相互交流Part B Let’s learn more, 劃出不懂的單詞和句子。 四)探究出招

自主學(xué)習(xí)對(duì)話,Part B Let’s learn more, 了解對(duì)話內(nèi)容。 ? 展示交流 班級(jí)展示

指名兩人一問(wèn)一答練習(xí)打電話用語(yǔ)。

第四課時(shí)

教學(xué)目標(biāo):

1.能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母th的發(fā)音。

2.Part B Try to read and more.教學(xué)重點(diǎn):

24 / 28 能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母th的發(fā)音。

教學(xué)難點(diǎn):Part B Try to read and more.

教學(xué)方法:高效課堂模式。

學(xué)習(xí)方法:自主學(xué)習(xí),合作探究 教學(xué)準(zhǔn)備:

1.教師準(zhǔn)備: (1) 錄音磁帶。 (2)單詞卡片。

2、學(xué)生準(zhǔn)備

單詞卡片 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

能在教師的引導(dǎo)下學(xué)習(xí)和掌握read the words 語(yǔ)言部分總結(jié)歸納字母th的發(fā)音。 自主學(xué)習(xí)

(一)溫故知新

Part B Let’s chant .一起說(shuō)唱歌曲。 (五) 閱讀方法 ?

同桌相互讀單詞,并找出th在單詞中的發(fā)音。 (三)互助釋疑

小組內(nèi)交流單詞的發(fā)音。 ? 展示交流

班級(jí)展示

開(kāi)火車(chē)讀 Read the words 當(dāng)中的單詞。

Unit 8

Have a good habit

第一課時(shí)

教學(xué)目標(biāo):

學(xué)習(xí)“四會(huì)”單詞:litter on the floor, talk loudly in cla, speak with mouth full, make a noise, keep quiet, wait in line.并用所學(xué)單詞描述自己或他人平時(shí)習(xí)慣。 教學(xué)重點(diǎn):

能聽(tīng)懂、會(huì)寫(xiě)、會(huì)讀、會(huì)說(shuō):litter on the floor, talk loudly in cla, speak with mouth full, make a noise, keep quiet, wait in line.教學(xué)難點(diǎn):通過(guò)學(xué)習(xí),用這些單詞描述平時(shí)習(xí)慣行為。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

25 / 28 教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

能聽(tīng)懂、會(huì)寫(xiě)、會(huì)讀、會(huì)說(shuō):litter on the floor, talk loudly in cla, speak with mouth full, make a noise, keep quiet, wait in line.并用這些短語(yǔ)描述平時(shí)習(xí)慣行為。

? 自主學(xué)習(xí)

一)溫故知新

Part A Think and tick or cro.二)閱讀方法

自學(xué)短語(yǔ),做到會(huì)讀,會(huì)拼,會(huì)寫(xiě),不會(huì)的畫(huà)出來(lái)。 三)互助釋疑

同桌間或小組內(nèi)輪流讀單詞,探討單詞的讀音和寫(xiě)法。 四)探究出招

同桌間練習(xí)書(shū)寫(xiě),可以互相檢查拼寫(xiě)。 ? 展示交流

一) Part A Talk in pairs and group the pictures.

第二課時(shí)

教學(xué)目標(biāo):學(xué)習(xí)句型 1,Don’t littler on the floor.

2, You shouldn’t tell lies.

3, We’d better keep quiet.4, We should take care of trees.教學(xué)重點(diǎn):1,Don’t littler on the floor.2, You shouldn’t tell lies.3, We’d better keep quiet.4, We should take care of trees.教學(xué)難點(diǎn):靈活應(yīng)用祈使句和情態(tài)動(dòng)詞should表達(dá)應(yīng)該做某事和不應(yīng)該做某事。 教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

1,Don’t littler on the floor.2, You shouldn’t tell lies.3, We’d better keep quiet.4, We should take care of trees.? 自主學(xué)習(xí) 一)溫故知新

26 / 28 1 .默寫(xiě)單詞

二)閱讀方法

用Don’t ...,You’d better ..., We should.. 和 We shouldn’t 句型做對(duì)話。 三)互助釋疑

讀對(duì)話 Part A Let’s talk,劃出陌生單詞以及句子,相互交流。 四)探究出招

學(xué)唱歌曲,Part B Let’s sing ? 展示交流

小組展示 Part C Discu in groups and give some advice.指名兩人一問(wèn)一答練習(xí)句型,用所學(xué)句型做對(duì)話。 第三課時(shí)

教學(xué)目標(biāo):1 學(xué)習(xí)句型:It’s bad for your eyes.2.進(jìn)一步學(xué)習(xí)句型 : Don’t ...,You’d better ..., We should.. 和 We shouldn’t 教學(xué)重點(diǎn):

1 學(xué)習(xí)句型:It’s bad for your eyes.2.進(jìn)一步學(xué)習(xí)句型 : Don’t ...,You’d better ..., We should.. 和 We shouldn’t 教學(xué)難點(diǎn):靈活應(yīng)用本單元所學(xué)句型進(jìn)行對(duì)話。

教法:高效課堂教學(xué)模式 學(xué)法:自主探究

合作交流

教具準(zhǔn)備:小黑板

單詞卡片 錄音機(jī) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

進(jìn)一步學(xué)習(xí)句型 : Don’t ...,You’d better ..., We should.. 和 We shouldn’t ? 自主學(xué)習(xí) 一)溫故知新

Part B Let’s paly 二)閱讀方法

應(yīng)用本單元所學(xué)句型進(jìn)行對(duì)話

Don’t ...,You’d better ..., We should.. 和 We shouldn’t 三)互助釋疑

同桌間相互交流Part B Let’s learn more, 劃出不懂的單詞和句子。 四)探究出招

自主學(xué)習(xí)對(duì)話,Part B Let’s learn more, 了解對(duì)話內(nèi)容。 ? 展示交流

27 / 28 班級(jí)展示

扮演角色進(jìn)行對(duì)話。

第四課時(shí)

教學(xué)目標(biāo):1.Part B Read and think.

2.Part C Look and write your advice.教學(xué)重點(diǎn):

1.Part B Read and think.

2.Part C Look and write your advice.教學(xué)難點(diǎn):進(jìn)一步學(xué)習(xí)句型 : Don’t ...,You’d better ..., We should.. 和 We shouldn’t 教學(xué)方法:高效課堂模式。 學(xué)習(xí)方法:自主學(xué)習(xí),合作探究 教學(xué)準(zhǔn)備:

1.教師準(zhǔn)備: 錄音磁帶。

2、學(xué)生準(zhǔn)備

配套練習(xí)冊(cè) 教學(xué)環(huán)節(jié): ? 學(xué)習(xí)目標(biāo)

1.Part B Read and think.

2.Part C Look and write your advice.? 自主學(xué)習(xí)

(一)溫故知新

Part B Let’s sing .一起說(shuō)唱歌曲。 (六) 閱讀方法

進(jìn)一步學(xué)習(xí)句型 : Don’t ...,You’d better ..., We should.. 和 We shouldn’t (三)互助釋疑

Part B Read and think.小組內(nèi)相互討論不會(huì)的單詞和句子。 ? 展示交流

班級(jí)展示

分角色讀對(duì)話

28 / 28

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇3

Step5: Extension.( Talk about our travel.)

T: We all had a happy weekend. We went to lots of places and did many things. But I think in our holiday, we were happy too. Now look at this photo. This is me. Who can ask me some questions?

S1: Where did you go?

T: I went to Tianjin. Other questions?

S2: What did you do?

T: I visited my friend. You must have happy holiday too. Now 4 Ss a group. Ask and answer.

學(xué)生小組討論。

選取小記者,隨機(jī)提問(wèn)班里的同學(xué)。

最后教師總結(jié):You went to lots of places. Now let’s enjoy our class’s travel(教師課前收集學(xué)生旅游照,自制學(xué)生旅游視頻)。 The world is a wonderful book and those who do not travel can see only a page of it.

Step6: Homework.

Describe your travel to your friends.

板書(shū)設(shè)計(jì):

Unit1 Where did you go?

Daming: What did you do at the weekend?

Amy: We visited lots of places.

Daming: Where did you go?

Amy: We went to the British Museum, Big Ben and the London Eye.

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇4


人教版語(yǔ)文五年級(jí)上冊(cè)復(fù)習(xí)知識(shí)1

一、生字

洛杉(shān)磯 廢墟(xū) 重砸(zá)

顫(chàn)抖 混(hùn)亂 血(xuè)跡

噪(zào)聲  脊(jǐ)背 攥(zuàn)著錢(qián)

數(shù)(shǔ)落 塞(sāi)進(jìn) 陷(xiàn)入

謄(ténɡ)寫(xiě)  歧(qí)途 謹(jǐn)(jǐn)慎

靦腆(tiǎn) 幾(jī)乎 怔(zhènɡ)住

按圖索驥(jì) 墜(zhuì)入 打蔫(niān)兒

艱澀(sè)  拖沓(tà)

二、多音字

混(hùn hún) 顫(chàn zhàn)

數(shù)(shǔ shù) 龜(guī jūn)

興(xīng xìng) 覺(jué)(jué jiào)

發(fā)(fā fà) 埋(mán mái)

三、近義詞

安頓 —— 安排 疾步——快步

昔日——往日 阻擋——阻攔

混亂——雜亂 悲痛——悲哀

失魂落魄——魂不守舍

瘦弱——瘦小

疲憊——疲倦 耽誤——耽擱

數(shù)落——批評(píng)  忙碌——繁忙

興奮——羞怯

敬仰——敬慕謄寫(xiě)——抄寫(xiě)

謹(jǐn)慎——小心贊揚(yáng)——贊嘆

殘忍——?dú)埍?磨煉——鍛煉

喋喋不休——嘮嘮叨叨 埋怨——抱怨

毫無(wú)疑義——毫無(wú)疑問(wèn)

四、反義詞

堅(jiān)定動(dòng)搖 幸福痛苦漆黑明亮 傷害保護(hù)挖掘掩埋 漂亮丑陋瘦弱強(qiáng)壯 數(shù)落表?yè)P(yáng)忙碌悠閑歧途正路 鼓勵(lì)批評(píng)興奮沮喪 沉重輕松精彩糟糕 濕潤(rùn)干燥慈祥嚴(yán)厲 幸運(yùn)倒霉靦腆大方 贊賞貶斥緊張松弛 謹(jǐn)慎粗心殘忍仁慈 收縮膨脹冷漠熱情忐忑不安鎮(zhèn)定自若雪上加霜錦上添花喋喋不休不聲不響

五、詞語(yǔ)積累

【描寫(xiě)震后場(chǎng)景的詞語(yǔ)】

滿目瘡痍廢墟一片

慘不忍睹觸目驚心

【表現(xiàn)母愛(ài)的詞語(yǔ)】

孟母三遷 舐?tīng)僦?/p>

含辛茹苦 任勞任怨

寸草春暉

【“一”字開(kāi)頭的詞語(yǔ)】

一如既往 一表人才

一筆勾銷(xiāo) 一刀兩斷

一唱一和 一箭雙雕

【描寫(xiě)心理的詞語(yǔ)】

忐忑不安 提心吊膽

心驚肉跳 心亂如麻

心急如焚

六、詞語(yǔ)搭配

(絕望)地離開(kāi)  (失落)地離開(kāi)

(緊緊)地?fù)肀?(深情)地?fù)肀?/p>

(瘦弱)的脊背 (彎曲)的脊背

(龜裂)的手指 (修長(zhǎng))的手指

(呆呆)地掃視 (緩緩)地掃視

(慈祥)的母親  (溫柔)的母親

(兇狠)的父親 (嚴(yán)厲)的父親

(認(rèn)認(rèn)真真)地謄寫(xiě)

(清清楚楚)地謄寫(xiě)

(滾燙)的手  (冰涼)的手

(忐忑不安)的心房

(隱隱作痛)的心房

(喋喋不休)地指教

(滔滔不絕)地指教

(深深)地譴責(zé) (無(wú)聲)地譴責(zé)

七、積累句型

第17課地震中的父與子

關(guān)聯(lián)詞:他猛地想起自己常對(duì)兒子說(shuō)的一句話:“(不論)發(fā)生什么,我(總)會(huì)跟你在一起!”(條件關(guān)系)

第18課慈母情深

關(guān)聯(lián)詞:我本已不想說(shuō)出?°要錢(qián)?±兩個(gè)字,(可是)竟說(shuō)出來(lái)了!(轉(zhuǎn)折關(guān)系)

第19課“精彩極了”和“糟糕透了”

反問(wèn)句:難道這世界上糟糕的詩(shī)還不夠多嗎?

第20課學(xué)會(huì)看病

1.比喻句:時(shí)間艱澀地流動(dòng)著,像沙漏墜入我忐忑不安的心房。

2.關(guān)聯(lián)詞:(1)(既然)我是母親,(就)應(yīng)該及早教會(huì)他看病。

(因果關(guān)系)

(2)(雖然)我知道看病是件費(fèi)時(shí)間的事,(但)我的心還是疼痛地收縮成一團(tuán)。(轉(zhuǎn)折關(guān)系)

3.反問(wèn)句:這樣雖說(shuō)可能留不下記憶的痕跡,但來(lái)日方長(zhǎng),又何必在意這病中的分分秒秒呢?

人教版語(yǔ)文五年級(jí)上冊(cè)復(fù)習(xí)知識(shí)2

一、生字

竊(qiè)讀 腋(yè)下 貪婪(lán) 懼(jù)怕

饑腸轆轆(lùlù) 支撐(chēng) 踮(diǎn)起腳尖

依依(yīyī)不舍 水滸(hǔ)傳 彭(péng)公案 俠(xá)士

伴侶(lǚ) 娛(yú)樂(lè) 毫不猶豫(yù) 一趟(tàng)

背誦(sòng) 比喻(yù) 門(mén)扉(fēi) 吶(nà)喊

上癮(yǐn) 囫(hú)圇(lún) 莎(shā) 磁(cí)

鍛(duàn) 鑒(jiàn) 嘔(oǔ) 瀝(lì)

二、多音字

轉(zhuǎn)(zhuǎn zhuàn) 咽(yān yàn) 單(dānchán shàn)

傳(chuán zhuàn) 綠(lǜ lù) 背(bēi bèi )

供(gōng gòng) 角(jiǎo jué) 模(mú mó)

樂(lè)(lè yuè)

三、近義詞

擔(dān)憂——擔(dān)心 貪婪——貪心 懼怕——害怕 適宜——適合

喜歡——喜愛(ài) 困難——艱難 起碼——至少 鼓勵(lì)——激勵(lì)

毫不猶豫——毫不遲疑 熟悉——熟識(shí) 品味——品嘗

欣賞——觀察 愉悅——喜悅 遭遇——遭受 悲慘——凄慘

領(lǐng)悟——領(lǐng)會(huì)

四、反義詞

擔(dān)憂——放心貪婪——知足 隱藏——公開(kāi) 暫時(shí)——長(zhǎng)久

喜歡——討厭 困難——容易 起碼——至多 鼓勵(lì)——打擊

毫不猶豫——猶豫不決 熟悉——陌生 欣賞——討厭

愉悅——不快 悲慘——幸福 寂寞——熱鬧 模仿——獨(dú)創(chuàng)

五、詞語(yǔ)積累

綠林好漢 滾瓜爛熟 中西貫通 古今貫通 文理貫通

毫不猶豫 流光溢彩 吶喊助威 津津有味 天長(zhǎng)日久

如醉如癡 浮想聯(lián)翩 淚落如珠 囫圇吞棗 不求甚解

悲歡離合 牽腸掛肚 如饑似渴 不言而喻 花紋駁雜

黯然神傷 千篇一律 沉甸甸 天高氣爽 云淡日麗

香飄四野 別出心裁 與眾不同 大顯身手 眼淚花花

真情實(shí)感 心安理得 念念不忘 嘔心瀝血

【與讀書(shū)有關(guān)的詞語(yǔ)】

學(xué)富五車(chē) 博古通今 滿腹經(jīng)綸 手不釋卷 一目十行

【表示愛(ài)讀書(shū)的詞語(yǔ)】

如饑似渴 隔籬聽(tīng)講 織簾誦書(shū) 挑燈苦讀 圓木警枕

【帶“書(shū)”字的詞語(yǔ)】

知書(shū)達(dá)理 無(wú)巧不成書(shū) 書(shū)香門(mén)第

六、詞語(yǔ)搭配

(花花綠綠)的書(shū) (形形色色)的書(shū) (急切)地尋找 (慌忙)地尋找

(貪婪)地讀著 (快樂(lè))地讀著 (充足)的理由 (強(qiáng)大)的理由

(美麗)的圖畫(huà) (毫不猶豫)地回答 (簡(jiǎn)單)的圖畫(huà)

(慌亂緊張)地回答 (沉甸甸)的果實(shí) (香噴噴)的果實(shí)

(嘔心瀝血)的創(chuàng)造 (歷盡艱辛)的創(chuàng)造

七、積累句型

第1課竊讀記

1.比喻句:急忙打開(kāi)書(shū),一頁(yè),兩頁(yè),我像一匹餓狼,貪婪地讀著。

2.反問(wèn)句:就像在屋檐下躲雨,你總不好意思趕我走吧。

第2課小苗與大樹(shù)的對(duì)話

設(shè)問(wèn)句:怎么辦呢?我就放學(xué)以后不回家,偷偷藏在一個(gè)地方看閑書(shū)。

第3課走遍天下書(shū)為侶

比喻句:你喜愛(ài)的書(shū)就像一個(gè)朋友,就像你的家。

第4課我的“長(zhǎng)生果”

比喻句:學(xué)校圖書(shū)館那豐富的圖書(shū)又像磁石一樣吸引著我。

人教版語(yǔ)文五年級(jí)上冊(cè)復(fù)習(xí)知識(shí)3

一、生字

魚(yú)鉤(gōu) 側(cè)翼(yì) 縱(zònɡ)然啪啪(pā) 魚(yú)鰓(sāi)

皎(jiǎo)潔嘴唇(chún)沮(jǔ)喪 誘(yòu)惑告誡(jiè)

踐(jiàn)行鱸(lú)魚(yú) 翕(xī)動(dòng) 抉(jué)擇粉黛(dài)

國(guó)宴(yàn) 縫紉(rèn)絡(luò)繹(yì)不絕一畝(mǔ)嘗(chánɡ)試

吩(fēn)咐(fù)茅(máo)舍榨(zhà)油石榴(liú)蔓(màn)延

蔥蘢(lónɡ)瞅(chǒu)見(jiàn) 雛(chú)形框(kuànɡ)架

嚓嚓(cā) 蠟(là)筆 嘀嗒(dā) 細(xì)膩(nì) 眼瞼(jiǎn)

眼眸(móu) 咂(zā)舌 傾瀉(xiè)

二、多音字

著(zháozhuó) 量(liángliàng)

挑(tiǎotiāo) 教(jiàojiāo)

幾(jījǐ) 種(zhǒngzhòng)

答(dādá) 卷(juǎnjuàn)

扒(bāpá)

三、近義詞

劇烈——激烈 沮喪 ——頹喪 抉擇—— 選擇

乞求——懇求 和藹—— 溫和 教導(dǎo)——教誨

垂頭喪氣——沒(méi)精打采 絡(luò)繹不絕——連續(xù)不斷

大喜過(guò)望——喜出望外 居然——竟然

吩咐——囑咐 愛(ài)慕—— 傾慕 開(kāi)拓—— 開(kāi)辟

舒適——舒服 細(xì)膩 ——細(xì)致

信賴——信任 淘氣——頑皮

四、反義詞

劇烈——輕微 筋疲力盡 ——精力充沛 沮喪 ——得意

熟練——生疏 和藹 ——粗暴  推遲—— 提前

垂頭喪氣——得意揚(yáng)揚(yáng) 消失 ——出現(xiàn) 便宜—— 昂貴

愛(ài)慕——嫌棄 輕松 ——緊張 信賴——懷疑

淘氣——乖巧  親近——疏遠(yuǎn)

五、詞語(yǔ)積累

【描寫(xiě)心情的詞語(yǔ)】

迫不及待 心急如焚 忐忑不安

沾沾自喜 心花怒放

【形容不怕困難的詞語(yǔ)】

鍥而不舍 排除萬(wàn)難 百折不撓

知難而進(jìn) 勇往直前 愚公移山

【形容人很多的詞語(yǔ)】

絡(luò)繹不絕 人山人?!∷共煌?/p>

門(mén)庭若市 比肩接踵 座無(wú)虛席

【描寫(xiě)食物的詞語(yǔ)】

肥而不膩 香脆可口 咸甜適中

五味俱全 鮮美多汁

【描寫(xiě)鳥(niǎo)的詞語(yǔ)】

鶯歌燕舞 鳥(niǎo)語(yǔ)花香 羽毛未豐

倦鳥(niǎo)知還 呼朋引伴 成群結(jié)隊(duì)

六、詞語(yǔ)搭配

(皎潔)的月光 (柔和)的月光(月光如水)的夜晚(劇烈)地抖動(dòng) (輕微)地抖動(dòng) (高高)的塔頂 (尖尖)的塔頂 (星羅棋布)的村莊

(風(fēng)景秀麗)的村莊(與眾不同)的展覽會(huì)(獨(dú)一無(wú)二)的展覽會(huì)

(鮮紅嫩綠)的果實(shí)(香甜可口)的果實(shí) (蓬松)的球(圓潤(rùn))的球

(美好)的境界 (迷人)的境界

七、積累句型

第14課通往廣場(chǎng)的路不止一條

關(guān)聯(lián)詞:(如果)你發(fā)現(xiàn)這條路不能到達(dá)目的地的話,(就)可以走另一條路試試。(假設(shè)關(guān)系)

比喻句:(1)我大喜過(guò)望,腳下仿佛踩著一朵幸福的云。

(2)從此,一條時(shí)裝的河流,源源不斷地從我的時(shí)裝店里流了出來(lái)。

第16課珍珠鳥(niǎo)

比喻句:陽(yáng)光從窗外射入,透過(guò)這里,吊蘭那些無(wú)數(shù)指甲狀的小葉,一半成了黑影,一半被照透,如同碧玉,斑斑駁駁,生意蔥蘢。

人教版語(yǔ)文五年級(jí)上冊(cè)復(fù)習(xí)知識(shí)4

一、生字

鯨(jīng)魚(yú) 豬(zhū)肉 硬腭(è) 哺(bǔ)乳

過(guò)濾(lǜ) 肚(dù)子 肺(fèi)部 矮(ǎi)小

判(pàn)斷 胎(tāi)生 胸鰭(qí) 馴(xùn)良

榛(zhēn)子 櫸(jǔ)樹(shù) 橡栗(lì) 矯(jiǎo)健

帽纓(yīng) 舵(duò)手 青苔(tái) 苔蘚(xiǎn)

狹(xiá)窄 勉(miǎn)強(qiáng) 盜(dào)竊 嫌(xián)疑

夾(jiā)絲 安然無(wú)恙(yàng) 藕(ǒu)斷絲連

粘(zhān)貼 噪(zào)音 廢(fèi)水 勿(wù)動(dòng)

塵埃(āi) 濕漉漉(lù) 日暈(yùn)

二、多音字

肚(dù dǔ) 應(yīng)(yīng yìng) 強(qiáng)(qiáng qiǎng jiàng )

藏(cángzàng)橫(hénɡ hènɡ) 扎(zā zhá zhā)

劃(huá huà)調(diào)(diàotiáo) 處(chǔ chù)暈(yūnyùn)

三、近義詞

兇猛——兇惡  鋒利——銳利 特征——特點(diǎn) 寬敞——寬廣

馴良——馴順  機(jī)警——機(jī)靈 銳利——鋒利 響亮——洪亮

陳列——陳設(shè)  堅(jiān)硬——堅(jiān)固 急促——短促 特殊——特別

討厭——厭惡  柔和——溫和

依附——依靠(依賴) 穩(wěn)定——穩(wěn)固

四、反義詞

兇猛——溫和 寬敞——狹窄 退化——進(jìn)化 傾斜——筆直

敏捷——遲緩 強(qiáng)烈——柔和 干凈——骯臟 躲藏——暴露

急促——緩慢 特殊——普通 清楚——模糊 涼爽——悶熱

吸收——釋放 削弱——加強(qiáng) 穩(wěn)定——?jiǎng)邮帯∪岷汀獜?qiáng)烈

五、詞語(yǔ)積累

面容清秀 閃閃發(fā)光 蟄伏不動(dòng) 連蹦帶跑

端端正正 光光溜溜 干干凈凈 安然無(wú)恙

藕斷絲連 冬暖夏涼 無(wú)影無(wú)蹤 龐然大物

氣象萬(wàn)千 古往今來(lái) 晚霞朝暉 閑云迷霧

彩虹日暈 風(fēng)調(diào)雨順

【含動(dòng)物名稱的詞語(yǔ)】

餓虎撲食 狗急跳墻 狼狽為奸投鼠忌器 動(dòng)如脫兔

【帶有兩個(gè)動(dòng)物名稱的詞語(yǔ)】

虎頭蛇尾 龍爭(zhēng)虎斗狐假虎威 雞犬不寧兔死狐悲 龍飛鳳舞

【含反義詞的詞語(yǔ)】

藕斷絲連 大同小異 九死一生大喜大悲 口是心非山高水低

【描寫(xiě)自然現(xiàn)象的詞語(yǔ)】

烏云密布 風(fēng)雨交加 艷陽(yáng)高照

暴風(fēng)驟雨 煙消云散 云開(kāi)霧散

六、詞語(yǔ)搭配

(兇猛)地?fù)?鋒利)的牙齒 (迅速)地?fù)?尖銳)的牙齒

(乖巧)的松鼠 (可愛(ài))的松鼠 (溫暖)的日光 (強(qiáng)烈)的日光

(清秀)的面容 (姣好)的面容 (堅(jiān)硬)的玻璃 (干凈)的玻璃

(炎熱)的夏天 (干燥)的夏天 (嚴(yán)寒)的冬季 (飄雪)的冬季

(細(xì)小)的灰塵 (氣象萬(wàn)千)的景色

(細(xì)微)的灰塵 (宏偉壯觀)的景色

七、積累句型

第10課松鼠

關(guān)聯(lián)詞:

1.它們(雖然)有時(shí)也捕捉鳥(niǎo)雀,(卻)不是肉食動(dòng)物,常吃的是杏仁、榛子、櫸實(shí)和橡粟。

(轉(zhuǎn)折關(guān)系)

2.(只要)有人觸動(dòng)一下松鼠所在的大樹(shù),它們(就)從樹(shù)上的窩里跑出來(lái)躲到樹(shù)枝底下,或者逃到別的樹(shù)上去。

(條件關(guān)系)

第11課新型玻璃

比喻句:噪音像一個(gè)來(lái)無(wú)影去無(wú)蹤的“隱身人”,不像煙塵和廢水那樣可以集中起來(lái)處理。

第12課假如沒(méi)有灰塵

關(guān)聯(lián)詞:灰塵是人人討厭的東西,它有礙環(huán)境衛(wèi)生,危害人類(lèi)健康。(因此),古往今來(lái),人們總是“時(shí)時(shí)勤拂拭,勿使染塵?!薄?/p>人教版語(yǔ)文五年級(jí)上冊(cè)復(fù)習(xí)知識(shí)5

一、生字

落(luò)陽(yáng) 榆(yú)樹(shù) 花魂(hún)

湖畔(pàn) 帳(zhàng)篷 一縷(lǚ)幽香

幽(yōu)靜 埋葬(zàng) 愁(chóu)眉苦臉

腮(sāi)紅 甚(shèn)好 絲綢(chóu)

嗚嗚(wū) 稱謂(wèi) 梳(shū)理

衰(shuāi)老 手絹(juàn) 華僑(qiáo)

籮(luó)筐 杭(háng)州 潺潺(chán)

婀(ē)娜(nuó)波光粼粼(lín) 干涸(hé)

點(diǎn)綴(zhuì) 螃(páng)蟹(xiè)

二、多音字

間(jiàn jiān) 還(huán  hái) 更(ɡēnɡ ɡènɡ)

重(chónɡ zhònɡ) 分( fēn fèn) 抹(mā mǒ mò)

折(zhéshé zhē ) 盛(chéng shèng) 擔(dān)(dān dàn)

和(hé hè huó)

三、近義詞

分外——格外 訓(xùn)斥——斥責(zé) 稀罕——稀奇 眷戀——留戀

害怕——懼怕 仔細(xì)——細(xì)致 姿態(tài)——姿勢(shì) 欣賞——觀賞

擔(dān)心——擔(dān)憂 悅耳——?jiǎng)勇?tīng) 點(diǎn)綴——裝點(diǎn) 自然——天然

浮現(xiàn)——顯現(xiàn)

四、反義詞

鄭重——隨便 涼颼颼——暖烘烘 愛(ài)惜——糟蹋

冰涼——火熱 成熟——幼稚 完整——?dú)埲?盛開(kāi)——凋謝

提前——推遲 潮濕——干燥 清澈——渾濁 涼爽——炎熱

柔軟——堅(jiān)硬

五、詞語(yǔ)積累

漂泊他鄉(xiāng) 葬身異國(guó) 能書(shū)善畫(huà) 頗負(fù)盛名 頂天立地

低頭折節(jié) 淚眼朦朧 灌溉田園 日出而作 日入而息

守望相助 風(fēng)雪欺壓 涼颼颼 層層疊疊 思緒萬(wàn)千

多災(zāi)多難 顛沛流離 脫口而出 鄭重其事 刀槍火海

歷盡坎坷 重重疊疊 勇敢慷慨 睡眼惺忪 忠厚善良

天高氣爽 峰岱崗巒 無(wú)與倫比 走火入魔 心曠神怡

千變?nèi)f化 百看不厭 星羅棋布

【描寫(xiě)梅花的詞語(yǔ)】

冰肌玉骨 暗香疏影 傲霜斗雪 冰清玉潔 凌寒獨(dú)放

【描寫(xiě)桂花的詞語(yǔ)】

清香馥郁 沁人心脾 芳香醉人 丹桂飄香

【描寫(xiě)景色的詞語(yǔ)】

草長(zhǎng)鶯飛 煙波浩渺 落英繽紛 繁花似錦 一瀉千里

層巒疊嶂

六、詞語(yǔ)搭配

(高貴)的梅花  (冷艷)的梅花 (輕輕)地抹凈

(慢慢)地抹凈 (晶瑩)的淚珠 (冰涼)的淚珠

(新鮮)的桂花(美麗)的桂花 (紛紛)地落下

(悄悄)地落下 (清澈)的小溪(歡快)的小溪

(優(yōu)美)的舞姿 (婀娜)的舞姿

七、積累句型

第6課梅花魂

反問(wèn)句:孩子要管教好,這清白的梅花,是玷污得的嗎?

第7課桂花雨

擬人句:桂花樹(shù)的樣子笨笨的,不像梅樹(shù)那樣有姿態(tài)。

第8課小橋流水人家

擬人句:夏天,涼爽的清風(fēng)從南窗里吹進(jìn)來(lái),太舒服了!更美的是,我由東窗可以望到那條小溪和小橋,還有那幾株依依多情的楊柳。

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇5

教學(xué)內(nèi)容:Read。

教學(xué)目標(biāo):讀熟并理解read。教學(xué)重、難點(diǎn):讀熟并理解read。

教學(xué)方法:表演導(dǎo)入法。

教具準(zhǔn)備:磁帶,錄音機(jī),卡片,掛圖

教學(xué)過(guò)程:

復(fù)習(xí)檢查:

導(dǎo)入新課:

可采用表演導(dǎo)入法,教師事先找兩名同學(xué)做準(zhǔn)備,一人充當(dāng)Tom,另一人充當(dāng)解說(shuō)員,教師充當(dāng)Mom。表演開(kāi)始,由解說(shuō)員說(shuō)解說(shuō)詞(圖下的文字),然后Tom和Mom對(duì)話,并逐段表演揉面,抹面,撒料,烘烤等動(dòng)作直到最后拿出來(lái)吃。比薩餅可用硬紙剪一下圖片代替,再剪一些紅綠碎紙片充當(dāng)餡料。另外也可以用聽(tīng)音導(dǎo)入法導(dǎo)入,具體做法是教師先敘述"Mom is making a pizza. Tom comes in. He wants to make apizza."然后放錄音,先從頭到尾放一到兩遍,再逐句放音,讓學(xué)生重復(fù)并譯成中文。

操練:

把閱讀按6幅圖分成6段,教師出示6幅掛圖或簡(jiǎn)筆畫(huà),并在每份圖下寫(xiě)上關(guān)鍵詞,然后逐步放錄音,先讓學(xué)生逐句重復(fù),然后讓他們連起來(lái)說(shuō),再給一些時(shí)間讓他們自己說(shuō),再讓全班集體復(fù)述幾遍,然后幾名學(xué)生站起來(lái)復(fù)述,6幅圖全部操練完畢后,再?gòu)念^到尾連起來(lái)復(fù)述。全部復(fù)述完后,可找一些同學(xué)到講臺(tái)前試著復(fù)述。下課前布置同學(xué)回去做準(zhǔn)備,下一節(jié)課上進(jìn)行表演。

效果測(cè)試。

做練習(xí)冊(cè)中的練習(xí)五、聽(tīng)力一至三及閱讀練習(xí)。

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇6

下面是范文網(wǎng)小編整理的人教版五年級(jí)上冊(cè)英語(yǔ)單元教學(xué)反思范文五篇(小學(xué)英語(yǔ)五年級(jí)上冊(cè)第一單元教案教學(xué)反思),歡迎參閱。

小學(xué)英語(yǔ)重在真實(shí)自然,貼近學(xué)生的生活。教材中選用的單詞和句式,一般都是社會(huì)中最常見(jiàn),最基礎(chǔ)的,但由于種.種原因,有些學(xué)生還是不能很好的掌握他們的語(yǔ)音、音調(diào)。一起來(lái)看看人教版五年級(jí)上冊(cè)英語(yǔ)單元教學(xué)反思范文五篇,希望能幫助到大家!

英語(yǔ)單元教學(xué)反思1

新課改倡導(dǎo)全人教育,強(qiáng)調(diào)課程要促進(jìn)每個(gè)學(xué)生身心健康的發(fā)展,培養(yǎng)學(xué)生良好的品質(zhì)和終身學(xué)習(xí)的本事,新課改提倡交流與合作、自主創(chuàng)新學(xué)習(xí),課程改革的成敗關(guān)鍵在于教師,教師是課程改革的實(shí)施者。

下頭簡(jiǎn)單地回顧一下這一年以來(lái)所做的一些英語(yǔ)教學(xué)工作。

一、面向全體學(xué)生,為學(xué)生全面發(fā)展和終身發(fā)展奠定基礎(chǔ)。

1、創(chuàng)設(shè)各種情景,鼓勵(lì)學(xué)生大膽地說(shuō)英語(yǔ),對(duì)他們?cè)趯W(xué)習(xí)過(guò)程中犯的錯(cuò)誤采取寬容的態(tài)度。

根據(jù)教材中的情境,真實(shí)再現(xiàn)于課堂并創(chuàng)造新的懷境,如教“What’s you name? How old are you?”時(shí),情境有“小歌手大賽報(bào)到處”、“迷路的小孩子與警察”、“結(jié)識(shí)新朋友”、“醫(yī)生與生病的孩子”、“自我介紹”等等一些語(yǔ)境,使學(xué)生進(jìn)取參與,到講臺(tái)上鍛煉英語(yǔ)表達(dá)本事和膽量。如師生早晚問(wèn)好、道謝、道別等,學(xué)生已經(jīng)習(xí)慣用Hello、Good morning、 thank you、You are wele、 See you、 Good bye……與我交流。這樣就無(wú)形中發(fā)展學(xué)生運(yùn)用英語(yǔ)交際本事,培養(yǎng)他們創(chuàng)新靈活運(yùn)用英語(yǔ)的習(xí)慣。

2、在教學(xué)過(guò)程中注重學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)綜合本事,鼓勵(lì)他們大膽的說(shuō)并運(yùn)用到實(shí)際中去。

每課的對(duì)話讓學(xué)生先聽(tīng)后讀,然后表演,每小組不宜超過(guò)四人。表演前應(yīng)讓各小級(jí)操練準(zhǔn)備,鼓勵(lì)其拓展創(chuàng)新對(duì)話資料。表演過(guò)程中,除要求學(xué)生語(yǔ)音語(yǔ)調(diào)正確外,還應(yīng)讓學(xué)生注意到交流手段如表情、手勢(shì)、姿態(tài)等。例如在練習(xí)Is this jacket yours?這個(gè)句型時(shí),我手里拿著一件夾克衫,一邊走進(jìn)教室一邊問(wèn):Whose jacket is it? Is this jacket yours?這時(shí)學(xué)生很好奇,都想明白這件夾克衫是誰(shuí)的。于是,我跟學(xué)生們操練熟了,就讓學(xué)生自我去找它的主人,學(xué)生拿著這件夾克衫去問(wèn)別人:Is this jacket yours? 教師還能夠利用插圖來(lái)創(chuàng)設(shè)情景,培養(yǎng)學(xué)生的創(chuàng)新精神,讓學(xué)生根據(jù)圖畫(huà)的資料編一段對(duì)話。學(xué)生會(huì)運(yùn)用所學(xué)過(guò)的知識(shí),編成各種對(duì)話

3、創(chuàng)造條件讓學(xué)生能夠發(fā)現(xiàn)他們自我的一些問(wèn)題,并自主解決問(wèn)題。

二、創(chuàng)造寬松、和諧的氣氛

在教學(xué)過(guò)程中,注重與學(xué)生溝通,讓學(xué)生消除對(duì)英語(yǔ)學(xué)習(xí)的恐懼感,僅有對(duì)英語(yǔ)感興趣,才能堅(jiān)持英語(yǔ)學(xué)習(xí)的動(dòng)力并取得好成績(jī)??贪宓膶W(xué)習(xí),不僅僅會(huì)影響英語(yǔ)學(xué)習(xí)的效果,適得其反讓他們厭惡學(xué)習(xí)英語(yǔ)。所以創(chuàng)造寬松、和諧的學(xué)習(xí)氛圍有利于英語(yǔ)學(xué)習(xí)。

1、尊重每個(gè)學(xué)生,進(jìn)取鼓勵(lì)他們大膽的嘗試。

要培養(yǎng)學(xué)生的創(chuàng)造個(gè)性,僅停留在創(chuàng)設(shè)教學(xué)情境上是不夠的。教師首先要具有創(chuàng)新的精神,注重創(chuàng)設(shè)寬松、和諧的教學(xué)氛圍,尊重學(xué)生個(gè)體,注重抓住一切時(shí)機(jī)激發(fā)學(xué)生創(chuàng)新的欲望,注意對(duì)學(xué)生的學(xué)習(xí)行為和學(xué)習(xí)結(jié)果、反應(yīng)等做出客觀、公正、熱情、誠(chéng)懇的評(píng)價(jià)……

2、鼓勵(lì)學(xué)生大聲的朗讀課文并背誦,使自我聽(tīng)的見(jiàn)自我的聲音,漸漸做到流利,順暢。促進(jìn)學(xué)生互相學(xué)習(xí),互相幫忙,體驗(yàn)成就感。

3、對(duì)于底子薄的或性格內(nèi)向的同學(xué),降低他們的學(xué)習(xí)標(biāo)準(zhǔn),當(dāng)他們?nèi)〉靡稽c(diǎn)小小的提高,都要鼓勵(lì)他們,讓他們感到有成就感。

差生上課時(shí)注意往往不夠集中,我就將教材化難為易,化多為少,精講多練,課堂上盡量創(chuàng)造愉快的氛圍。差生由于羞怯心理往往怕開(kāi)口,我盡量將難易適度的問(wèn)題去問(wèn)他們;叫他們到黑板上寫(xiě)有把握的句子;朗讀事先已讀過(guò)多遍的課文,當(dāng)差生回答正確時(shí)。我總是面常笑容地說(shuō):“very good”,他們往往因得到這兩個(gè)激動(dòng),這樣差生開(kāi)口的習(xí)慣慢慢的養(yǎng)成。一學(xué)期下來(lái),差生的參與意識(shí)大大地加強(qiáng),消除了畏懼心理,

4、建立良好的師生關(guān)系,經(jīng)常和學(xué)生一齊反思學(xué)習(xí)過(guò)程中的不足,并加以改正。

教和學(xué)是一對(duì)矛盾,作為矛盾雙方的教師和學(xué)生如何和諧融洽師生關(guān)系,對(duì)完成教學(xué)至關(guān)緊要。如果他們對(duì)某個(gè)教師有好感,他們就對(duì)教師的這門(mén)課感興趣并分外重視,肯下大氣力學(xué)這門(mén)課。如果他們不喜歡某一位教師,由于逆反心理,他們也就不愿學(xué)或不學(xué)這位教師的課。所以,教師要深入學(xué)生,和學(xué)生打成一片,了解學(xué)生的興趣,愛(ài)好,喜怒哀樂(lè)情緒的變化,時(shí)時(shí)處關(guān)心學(xué)生,愛(ài)護(hù)學(xué)生,尊重學(xué)生,幫忙學(xué)生。這樣,師生才能關(guān)系和諧,感情融洽,興趣盎然地進(jìn)行學(xué)習(xí)。

三。記憶方法

學(xué)習(xí)語(yǔ)言就是要開(kāi)口多說(shuō),多記, 多背,只要功夫到家了,學(xué)習(xí)英語(yǔ)的困難就迎刃而解了。英語(yǔ)瑣碎的知識(shí)點(diǎn)太多,每一天都有新的知識(shí)點(diǎn)增加,這就需要學(xué)生多記,多背。這往往是學(xué)生最頭疼的一件事。此刻才初一,主要是以單詞為主,如果連單詞都記不住,更何況句型聽(tīng)力。所以談?wù)勛晕矣洃泦卧~,句型的方法,僅供參考。

1、根據(jù)發(fā)音脫口而出單詞,多朗讀,重復(fù)多次,背會(huì)的東西容易忘,應(yīng)隔三插五的再鞏固。

2、背誦一個(gè)小對(duì)話,背會(huì)了用自我的話把它復(fù)述出來(lái),這樣增加學(xué)習(xí)英語(yǔ)的自信心。

3。 把記不住的單詞寫(xiě)在小紙片上,隨時(shí)都能夠拿出來(lái)看看,長(zhǎng)期堅(jiān)持,必須有成效。

四、對(duì)學(xué)生進(jìn)行有效的評(píng)價(jià)。

評(píng)價(jià)能夠使學(xué)生認(rèn)識(shí)自我,樹(shù)立自信,有助于反思及調(diào)整自我的學(xué)習(xí)。對(duì)學(xué)生回答問(wèn)題過(guò)程中的表現(xiàn)及改善的成績(jī),給予口頭評(píng)價(jià)、書(shū)面評(píng)價(jià)并鼓勵(lì)他們大膽的去說(shuō)。學(xué)生考完試后,讓學(xué)生自我反思,分析自我的成績(jī)和不足,明確今后努力的方向,爭(zhēng)取下次不再犯同樣的問(wèn)題。讓學(xué)生相互之間相互評(píng)價(jià),找出優(yōu)缺點(diǎn),互相促進(jìn)學(xué)習(xí)。

一年的教學(xué)工作中,使我深刻的認(rèn)識(shí)到教師這個(gè)職業(yè),不僅僅要有過(guò)硬的專業(yè)知識(shí),并且要有愛(ài)心 耐心,更主要的是管理學(xué)生的本事。并不是每個(gè)人都能勝任教師這個(gè)神圣而又偉大的職業(yè)。人們都說(shuō)教師是人類(lèi)歷史的工程師,我很慶幸自我成為教師行業(yè)的一員。但此刻深有體會(huì),當(dāng)一位教師難,成為一位稱職的教師更難,成為一為稱職而又秀的教師更是難上加難。自我要進(jìn)取進(jìn)取,不斷的提高自身素質(zhì),多聽(tīng)有經(jīng)驗(yàn)教師的課,取其精華,并將其運(yùn)用到自我的教學(xué)當(dāng)中,不斷反思自我教學(xué)中的不足,更新觀念,愿與新課程共同成長(zhǎng)

英語(yǔ)單元教學(xué)反思2

小學(xué)英語(yǔ)重在真實(shí)自然,貼近學(xué)生的生活。教材中選用的單詞和句式,一般都是社會(huì)中最常見(jiàn),最基礎(chǔ)的,但由于種.種原因,有些學(xué)生還是不能很好的掌握他們的語(yǔ)音、音調(diào)。尤其是一些較難讀的單詞。

學(xué)生剛開(kāi)始接觸英語(yǔ)時(shí),就憑一時(shí)的興趣學(xué)習(xí)。他們對(duì)課堂上動(dòng)手、游戲的部分十分感興趣,而對(duì)英語(yǔ)基本技能(單詞及語(yǔ)音的模仿、記憶等)一開(kāi)始還有板有眼的,時(shí)光長(zhǎng)了,加上有些單詞比較難讀,他們就感覺(jué)索然無(wú)味,于是就不專心聽(tīng)講。這樣,他們既使在課堂上記住了一些語(yǔ)音知識(shí),下了課就忘得一干二凈。隨著學(xué)習(xí)資料的不斷增多,這部分學(xué)生學(xué)習(xí)上的問(wèn)題更加突出。之后,既使他們認(rèn)識(shí)到學(xué)習(xí)英語(yǔ)的重要性,但學(xué)習(xí)吃力,就自信心大減。最終甚至有不再要上英語(yǔ)課的想法。

有些學(xué)生由于內(nèi)向,孤僻的性格。他們不愿開(kāi)口,不善交往;而開(kāi)口少,與他人接觸少,往往模仿潛力也差,這就使及他們更不愿參與各種英語(yǔ)練習(xí)活動(dòng),內(nèi)向的性格使他們回避與別人交往,碰到問(wèn)題常常不向同學(xué)或教師請(qǐng)教,在課堂上害怕表現(xiàn)不佳,有損自我在教師和同學(xué)心目中的形象,降低自我價(jià)值。所以,他們?nèi)狈ψ晕冶憩F(xiàn)的習(xí)慣和勇氣。就連不得不參加的 “one by one”都是極低的聲音,試圖不引起別人的注意。具有這種性格傾向的學(xué)生,不僅僅僅學(xué)習(xí)上的困難無(wú)法解決,并且語(yǔ)言知識(shí)也不能到達(dá)最大限度的再現(xiàn)。進(jìn)行“pair work”時(shí),他們總是不投入,缺乏跟同學(xué)的合作精神。

目前,大部分學(xué)生每周僅有三節(jié)課能接觸到英語(yǔ),加之班額較大,既使在英語(yǔ)課堂上也僅有少數(shù)優(yōu)秀的、用心的學(xué)生想?yún)⑴c語(yǔ)言實(shí)踐活動(dòng),一堂課上單詞、對(duì)話或課文等教學(xué)資料一項(xiàng)接一項(xiàng),對(duì)于學(xué)習(xí)潛力不強(qiáng)的學(xué)生來(lái)說(shuō)猶如看電影似的過(guò)了一遍,根本掌握不了。

同時(shí),課后沒(méi)有很好的語(yǔ)言環(huán)境,學(xué)生語(yǔ)音掌握更加困難。由于不明白英語(yǔ)的基本音標(biāo),有些學(xué)生應(yīng)對(duì)已遺忘的單音節(jié)詞不知所措,對(duì)他們來(lái)說(shuō),英語(yǔ)單詞實(shí)在難記,這使英語(yǔ)課成了死記硬背的代名詞。如果教師試圖透過(guò)超多的練習(xí)來(lái)鞏固學(xué)生所學(xué)的語(yǔ)言點(diǎn),就會(huì)使教學(xué)“機(jī)械化”。使得一些學(xué)生對(duì)英語(yǔ)學(xué)習(xí)逐漸失去興趣。

小學(xué)生英語(yǔ)學(xué)習(xí)有困難的原因既有內(nèi)因,又有外因。由于原因的錯(cuò)綜復(fù)雜,一味簡(jiǎn)單地進(jìn)行知識(shí)到課,搞反復(fù)操練,只會(huì)使學(xué)生對(duì)英語(yǔ)學(xué)習(xí)產(chǎn)生更強(qiáng)烈的厭學(xué)情緒。僅有摸清原因,對(duì)癥下藥,才能解決困難。

針對(duì)農(nóng)村小學(xué)英語(yǔ)教學(xué)的現(xiàn)狀,我認(rèn)為應(yīng)注意以下對(duì)策:

第一:從一開(kāi)始就適時(shí)的滲透一些規(guī)則的、基本的音標(biāo)知識(shí)。對(duì)其中有規(guī)律可循的音和詞加以歸納學(xué)習(xí),這樣在課后,讓學(xué)生在遺忘時(shí)能夠有一個(gè)記憶的線索,同時(shí)在課堂上,教師能夠讓學(xué)生根據(jù)這一知識(shí)自我去學(xué)拼簡(jiǎn)單的單詞,并且對(duì)正確的學(xué)生給予鼓勵(lì)和表?yè)P(yáng)。幾次成功的嘗試會(huì)使得他們更有興趣去學(xué)習(xí),在預(yù)習(xí)和復(fù)習(xí)時(shí)能用心參與進(jìn)去,并樂(lè)在其中。

第二:因?yàn)橹形鞣降陌l(fā)音本身就存在必須的差異,而小學(xué)生辨別潛力有限,使得學(xué)生對(duì)一些音不能很好的區(qū)分,這就可利用教材配套的錄音磁帶進(jìn)行反復(fù)跟讀練習(xí),針對(duì)一些相近的音加以區(qū)分。如:ai ei、u: u、 e 、 等。教師也能夠設(shè)計(jì)一些針對(duì)性的練習(xí)。如:聽(tīng)音連字母、聽(tīng)音圈單詞等,讓學(xué)生對(duì)典型的單詞中的音標(biāo),做到耳熟能讀,為今后的英語(yǔ)學(xué)習(xí)打下一個(gè)基礎(chǔ)。

第三:作為農(nóng)村小學(xué)英語(yǔ)教學(xué),才剛剛起步,困難較多。沒(méi)有一個(gè)象學(xué)習(xí)普通話那樣的好氛圍,可是,我們教師能夠自創(chuàng),教師能夠多設(shè)計(jì)一些對(duì)話和活動(dòng),讓學(xué)生進(jìn)行表演,在動(dòng)手的同時(shí)多動(dòng)動(dòng)口,使簡(jiǎn)單的句子落到實(shí)處,能夠脫口而出。并且,能夠要求學(xué)生在英語(yǔ)課上要用英語(yǔ)交談,在平時(shí)師生之間,學(xué)生之間盡量多用英語(yǔ),不管語(yǔ)法是否對(duì),你能講就是值得表?yè)P(yáng)。

第四:能夠讓學(xué)生注意收聽(tīng)一些用英語(yǔ)播音的節(jié)目,如中央九臺(tái)的節(jié)目,既能聽(tīng)音,也能看畫(huà)面加深理解。并不要求學(xué)生能夠聽(tīng)懂它所講的資料,著重在于讓學(xué)生熟悉和了解英語(yǔ)的發(fā)音模式和方法,為純正語(yǔ)音的學(xué)習(xí)作一個(gè)輔助。

總之,只要教師能針對(duì)學(xué)生的語(yǔ)音缺陷,用開(kāi)發(fā)智力和挖掘非智力因素相結(jié)合,尊重學(xué)生,鼓勵(lì)學(xué)生,和學(xué)生一齊多練多說(shuō),我相信這一現(xiàn)象必須會(huì)有所改善。

英語(yǔ)單元教學(xué)反思3

英語(yǔ)對(duì)于此刻的學(xué)生來(lái)說(shuō),是一門(mén)比較難學(xué)的學(xué)科。許多學(xué)生都說(shuō)英語(yǔ)真困難,不愿意學(xué)習(xí)它。從而導(dǎo)致他們學(xué)習(xí)的不太夢(mèng)想。最近,有件事情使我感觸太深了。認(rèn)識(shí)到了學(xué)生不是學(xué)不好,而是存在著有他們不愿意學(xué)習(xí)的因素。

由于要錄實(shí)堂課,所以我就把課本中的一節(jié)讀寫(xiě)課制作成了課件。這樣想的目的主要是避免課堂上的麻煩,節(jié)省時(shí)光。但實(shí)際上的效果卻是我沒(méi)有想到的。由于學(xué)生第一次接觸課件,所以他們感覺(jué)十分的新鮮。上演練課的時(shí)候,學(xué)生學(xué)的異常的認(rèn)真。他們進(jìn)取的、認(rèn)真的讀課文,聽(tīng)我解講課文中的重點(diǎn)知識(shí)。也在進(jìn)取的動(dòng)腦回答思考我所給他們出的問(wèn)題。整堂課給我的感覺(jué)是學(xué)生沒(méi)有一個(gè)在偷懶,都在認(rèn)真的學(xué)習(xí),哪怕是對(duì)英語(yǔ)一點(diǎn)興趣都沒(méi)有的學(xué)生。自然而然這一節(jié)課的效果是出乎我所意料的。過(guò)后, 我就在辦公室里反思為什么這節(jié)課上的這么好?學(xué)生為什么對(duì)我已經(jīng)學(xué)過(guò)的資料表現(xiàn)出這么大的反應(yīng)?我的最大的感觸就是,使用了新鮮的東西,學(xué)生感興趣的方式方法來(lái)引導(dǎo)他們學(xué)習(xí)。這就意味著,上課要不斷的給學(xué)生新鮮感,要培養(yǎng)他們對(duì)學(xué)習(xí)英語(yǔ)的興趣。不是說(shuō)“興趣是最好的教師嗎?”我就是在這一堂課中給學(xué)生不一樣的學(xué)習(xí)方法,也能夠說(shuō)是他們比較感興趣的,抓住他們的注意力。最大限度的發(fā)揮他們本身的潛力,由他們?cè)鹊谋粍?dòng)學(xué)習(xí)變?yōu)榇丝痰闹鲃?dòng)的學(xué)習(xí)。正因?yàn)樗麄儗?duì)本節(jié)課充滿著興趣,所以就有很大的樂(lè)趣去學(xué)習(xí),從而就很順利地完成了本堂課的教學(xué)任務(wù)的。

所以,在今后的教學(xué)中,要不斷的更改教學(xué)方式,要從根本培養(yǎng)起學(xué)生學(xué)習(xí)的興趣。僅有興趣才是最好的教師。好的先生不是教書(shū),不是教學(xué)生,而是教學(xué)生學(xué)。

英語(yǔ)單元教學(xué)反思4

時(shí)光過(guò)得真快,轉(zhuǎn)眼間,我已在學(xué)校擔(dān)任英語(yǔ)教學(xué)10年多了,回顧已經(jīng)過(guò)去的一些日子,真是感慨萬(wàn)分。我激動(dòng),也深知自我所擔(dān)負(fù)的重任。

英語(yǔ)是人與人之間用來(lái)交流的,在課上我經(jīng)常鼓勵(lì)學(xué)生勇于開(kāi)口,大膽說(shuō)英語(yǔ),用英語(yǔ)交流,調(diào)動(dòng)學(xué)生的進(jìn)取性,要求學(xué)生不怕犯錯(cuò)誤,敢于開(kāi)口,用英語(yǔ)與教師和同學(xué)交流。其實(shí)有好多學(xué)生在內(nèi)心也都有用英語(yǔ)與教師同學(xué)交流的欲望,但他們迫于“壓力”,怕說(shuō)錯(cuò)或說(shuō)不好會(huì)被教師批評(píng)、同學(xué)嘲笑,于是選擇了堅(jiān)持沉默。所以在課上我進(jìn)取引導(dǎo)學(xué)生排除這種心理障礙,上課的時(shí)候態(tài)度比較溫和,只要學(xué)生用英語(yǔ)說(shuō)話,哪怕是一點(diǎn)點(diǎn),就給予表?yè)P(yáng),以調(diào)動(dòng)他們的進(jìn)取性;態(tài)度真誠(chéng),努力挖掘?qū)W生做的好的方面,盡量不表露出失望、生氣和不耐煩等諸多情緒,從而不影響學(xué)生的情緒。對(duì)于每次學(xué)生說(shuō)話中的比較明顯的錯(cuò)誤,諸如:發(fā)音不正確的詞、嚴(yán)重的語(yǔ)法錯(cuò)誤等,對(duì)他們進(jìn)行及時(shí)指出并幫忙其改正,并且進(jìn)行不斷地鼓勵(lì),因?yàn)閷W(xué)生有了進(jìn)取性,有了學(xué)英語(yǔ)的樂(lè)趣,他們就會(huì)對(duì)自我充滿信心,于是開(kāi)始主動(dòng)地說(shuō)了。

可是課上過(guò)于簡(jiǎn)便的學(xué)習(xí)氣氛,致使部分學(xué)生上課不遵守紀(jì)律,從而影響其他同學(xué)的學(xué)習(xí)。所以,在接下來(lái)的教學(xué)過(guò)程中我應(yīng)當(dāng)總結(jié)過(guò)去半個(gè)多學(xué)期教學(xué)工作中存在的不足之處,不斷改善自我教學(xué)和管理方法,不斷學(xué)習(xí),不斷實(shí)踐,不斷反思,不斷成長(zhǎng)提高。

英語(yǔ)單元教學(xué)反思5

今年學(xué)校組織了聽(tīng)評(píng)課活動(dòng),全校各教師不僅僅僅帶給了一堂優(yōu)秀的以課改形式表現(xiàn)的新課,各教師在平時(shí)教學(xué)中也在逐漸滲透新課改教學(xué)理念。

我作為一名小學(xué)英語(yǔ)執(zhí)教者,在本次聽(tīng)評(píng)課活動(dòng)中,感受頗深。

1、小學(xué)英語(yǔ)課堂教學(xué)應(yīng)提倡教學(xué)生活化,形式多樣化。

愛(ài)因斯坦說(shuō)過(guò):"興趣是最好的教師。"在教與學(xué)的關(guān)系上,古人強(qiáng)調(diào):"教必搞笑,以趣促學(xué)"。而新《英語(yǔ)課程標(biāo)準(zhǔn)》又強(qiáng)調(diào)小學(xué)英語(yǔ)教學(xué)最主要的是激發(fā)小學(xué)生學(xué)習(xí)英語(yǔ)的興趣。我針對(duì)小學(xué)生的年齡、生理和心理特征,結(jié)合拍手操,歌謠,聲音的高低,手在身體各部分的位置等等生活化的教學(xué)形式,并力求多而不亂。采用多樣化的教學(xué)形式激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣,但活動(dòng)形式不能只圖表面上的熱鬧,而要有必須的語(yǔ)言知識(shí)和技能作支撐。所以,我認(rèn)為我們教師應(yīng)透過(guò)有效的語(yǔ)言活動(dòng)幫忙學(xué)生掌握所學(xué)的知識(shí)和技能。語(yǔ)言源于生活,脫離實(shí)際生活的語(yǔ)言是不"真實(shí)"的。一個(gè)語(yǔ)言枯燥的課堂是不能激發(fā)學(xué)生的學(xué)習(xí)興趣的,僅有將語(yǔ)言融入生活,它才會(huì)綻放魅力,才能提高學(xué)生的學(xué)習(xí)興趣。我想我們教師應(yīng)不斷提高自身的業(yè)務(wù)水平,充分發(fā)揮教學(xué)法技能,巧妙地將授課資料與實(shí)際生活相聯(lián)系,讓學(xué)生在生活中學(xué)習(xí)語(yǔ)言和運(yùn)用語(yǔ)言,并構(gòu)成良好的品質(zhì)。

2、小學(xué)英語(yǔ)課堂教學(xué)活動(dòng)要善于打開(kāi)學(xué)生的思路。

我認(rèn)為應(yīng)抓住小學(xué)生的好奇心理,活化我們的英語(yǔ)教材,透過(guò)擴(kuò)展教材資料或活動(dòng)步驟,充分激發(fā)他們勤于思考、敢于創(chuàng)新的興趣,鼓勵(lì)他們多角度、多方向、新穎獨(dú)特的提出問(wèn)題、解決問(wèn)題;提倡一題多議,敢破常規(guī),使教學(xué)向縱深發(fā)展。如在學(xué)生基本上學(xué)會(huì)如何詢問(wèn)他人來(lái)自于的國(guó)家時(shí),教師可讓學(xué)生自我自由組合,自由表演,他們所以利用以前所學(xué)說(shuō)出了很多課文中沒(méi)有的句子。這樣做的目的是設(shè)置對(duì)話障礙,加大口語(yǔ)交際的難度和真實(shí)性,進(jìn)一步培養(yǎng)學(xué)生會(huì)多渠道解決問(wèn)題的潛力,訓(xùn)練學(xué)生的創(chuàng)新思維和口語(yǔ)交際的靈活性。雖然教學(xué)中我發(fā)現(xiàn)對(duì)教材的擴(kuò)展超出了學(xué)生解決問(wèn)題的潛力范圍,但卻所以激起了他們思維的火花,引發(fā)他們?cè)谡n外、在今后的學(xué)習(xí)中努力尋求解決的辦法,培養(yǎng)了他們思維的流暢性和獨(dú)創(chuàng)性。)

3、小學(xué)英語(yǔ)課堂教學(xué)要保證有豐富的語(yǔ)言輸入量。

課改提出的新理念:"不能教教材,而要用教材"。即要?jiǎng)?chuàng)造性地理解、使用教材,又要用心開(kāi)展課程資源,靈活運(yùn)用多種教學(xué)策略。所以,我認(rèn)為更不能就教材教,而要勇于把英語(yǔ)課堂的觸角伸向更廣闊的天地,也就是學(xué)生的生活和大自然,要和學(xué)生一道開(kāi)發(fā)和生成開(kāi)放、富有活力的英語(yǔ)課堂。而信息技術(shù)的應(yīng)用,不受時(shí)空的限制,為教學(xué)帶給了超多的信息,保證了豐富的語(yǔ)言輸入量。根據(jù)這一特點(diǎn),本節(jié)課我主動(dòng)的人為設(shè)置、透過(guò)多媒體課件,增大課堂容量,為教學(xué)帶給超多生動(dòng)、形象的素材。這樣不僅僅僅有效地?cái)U(kuò)大了學(xué)生視野和與語(yǔ)言操練的面,并且提高了學(xué)生的理解和存儲(chǔ)效率,從而增強(qiáng)了教學(xué)效果。

4、小學(xué)英語(yǔ)課堂評(píng)價(jià)要抓住孩子的心。

現(xiàn)代教學(xué)論和評(píng)價(jià)論認(rèn)為,有效的課堂教學(xué)其實(shí)是在一系列或明或隱、或大或小的評(píng)價(jià)活動(dòng)基礎(chǔ)上展開(kāi)的。那么,在課堂教學(xué)評(píng)價(jià)中,采用具有用心好處的激勵(lì)性評(píng)價(jià)是促進(jìn)學(xué)生發(fā)展、提高課堂教學(xué)質(zhì)量的有效措施和保障機(jī)制。而在英語(yǔ)教學(xué)中簡(jiǎn)單的"Good""Wonderful" 的評(píng)價(jià)手段已不能滿足和吸引學(xué)生了。我想英語(yǔ)教學(xué)有自我自身的學(xué)科特色,利用這一特點(diǎn),我在教學(xué)中結(jié)合教學(xué)資料、教學(xué)活動(dòng),實(shí)施富有特色的激勵(lì)性評(píng)價(jià)。


人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇7

教學(xué)目標(biāo)

1.會(huì)認(rèn)“相、璧”等16個(gè)生字,會(huì)寫(xiě)“召、臣”等12個(gè)生字,掌握“進(jìn)攻、召集”等詞語(yǔ)。

2.快速默讀課文,理清文章的脈絡(luò)。理解三個(gè)小故事的前因后果。

3. 通過(guò)人物的言行體會(huì)人物個(gè)性特點(diǎn)。復(fù)述故事,弄清三個(gè)小故事之間的聯(lián)系。

教學(xué)重點(diǎn)

快速默讀課文,理清文章的脈絡(luò)。理解三個(gè)小故事的前因后果。

教學(xué)難點(diǎn)

通過(guò)人物的言行體會(huì)人物個(gè)性特點(diǎn)。復(fù)述故事,弄清三個(gè)小故事之間的聯(lián)系。

第一課時(shí)

教學(xué)目標(biāo)

1.會(huì)認(rèn)“相、璧”等16個(gè)生字,會(huì)寫(xiě)“召、臣”等12個(gè)生字,掌握“進(jìn)攻、召集”等詞語(yǔ)。

2.快速默讀課文,理清文章的脈絡(luò)。理解三個(gè)小故事的前因后果。

3.學(xué)習(xí)第一個(gè)小故事“完璧歸趙”。

教具準(zhǔn)備

課件

教學(xué)設(shè)計(jì)

一、激趣導(dǎo)入,板書(shū)課題。

1.同學(xué)們,我們是一個(gè)班集體,我們應(yīng)該團(tuán)結(jié)一致??扇绻瑢W(xué)們之間不團(tuán)結(jié)會(huì)出現(xiàn)什么狀況呢?

生自由討論

師:看來(lái),我們都知道團(tuán)結(jié)的重要性了。古人更知道這個(gè),今天我們就學(xué)習(xí)一篇文章。

(板書(shū):將相和)

2.簡(jiǎn)介背景、揭示課題。

(1)戰(zhàn)國(guó)時(shí)期的趙國(guó),有兩個(gè)非常有名的人物:廉頗和藺相如?!皩⑾嗪汀边@個(gè)故事就發(fā)生在這兩個(gè)人之間。 (出示課件3)

(2)看到課題,你想知道什么? (看到課題,我想知道“將”“相”分別指誰(shuí)?“將”“相”之間是怎樣由和到不和又到和好的。)

二、快速默讀課文,自學(xué)生字詞。

1.生字:(要求讀準(zhǔn)字音,掌握字形,理解字義,會(huì)組詞。出示幻燈,組詞:)

2.借助工具書(shū)理解下列詞語(yǔ)。

(無(wú)價(jià)之寶 失信 抵御 理直氣壯 完璧歸趙 同心協(xié)力 負(fù)荊請(qǐng)罪)

三、瀏覽課文,整體把握。 (出示課件5)

1.在書(shū)上畫(huà)出“將”“相”分別指誰(shuí)。說(shuō)說(shuō)“和”是什么意思。(“將”指大將軍廉頗,“相”指上卿藺相如,“和”是和好、團(tuán)結(jié)的意思。)

2.本文主要講了一個(gè)什么故事?(出示課件5)

(本文主要講了廉頗和藺相如由和到不和又到和好的故事。)

四、理清脈絡(luò),概括段意。(出示課件6)

1.本文講了幾個(gè)小故事?找出每個(gè)故事的起止,并用一個(gè)合適的小標(biāo)題概括每個(gè)小故事的內(nèi)容。

2.討論交流: 本文講了三個(gè)小故事。

第一個(gè)故事(1—10)完璧歸趙。

第二個(gè)故事(11—15)澠池之會(huì)。

第三個(gè)故事(16-18)負(fù)荊請(qǐng)罪。

3.學(xué)習(xí)第一個(gè)小故事。 (1)指名朗讀第一個(gè)小故事,理清層次,找出故事的起因、經(jīng)過(guò)、結(jié)果。 學(xué)生各抒己見(jiàn),教師歸納整理。(出示課件7)

(起因:秦王企圖騙取趙國(guó)的和氏璧。

經(jīng)過(guò):藺相如機(jī)智勇敢斗秦王。

結(jié)果:藺相如完璧歸趙,被封為上大夫。)

(2)畫(huà)出描寫(xiě)藺相如言行的句子,根據(jù)人物的言行,分析藺相如的性格特點(diǎn)。 討論、交流、整理:(出示課件8)

①語(yǔ)言:“我愿意帶著和氏璧到秦國(guó)去。如果秦王真的拿十五座城來(lái)?yè)Q,我就把璧交給他;如果……就沒(méi)有動(dòng)兵的理由?!?機(jī)智) 行動(dòng):當(dāng)滿朝文武為難時(shí),藺相如挺身而出。(表現(xiàn)出藺相如的勇敢。)

②語(yǔ)言:“這塊璧有點(diǎn)小毛病,讓我指給您看?!?機(jī)智)

行動(dòng):當(dāng)藺相如覺(jué)察到秦王沒(méi)有誠(chéng)意換璧時(shí),就上前一步,故意指出璧上有毛病,把和氏璧要回手中。(機(jī)智)

③語(yǔ)言:“我看你并不想交付十五座城?,F(xiàn)在璧在我手里,您要是強(qiáng)逼我,我的腦袋和璧就一塊撞碎在這柱子上!”(不畏強(qiáng)暴、機(jī)智勇敢。)

行動(dòng):捧著璧,往后退了幾步,靠著柱子站定,舉起和氏璧就要向柱子上撞。(不畏強(qiáng)暴、機(jī)智勇敢。)

小結(jié): 秦王企圖騙取趙國(guó)的和氏璧,藺相如帶著和氏璧前往秦國(guó),利用秦王說(shuō)的以城換璧的話,隨機(jī)應(yīng)變,揭穿了秦王的騙局,巧妙地要回和氏璧,機(jī)智勇敢地和秦王斗爭(zhēng),做到了完璧歸趙,被封為上大夫。

4.指導(dǎo)學(xué)生有感情地朗讀第一個(gè)故事。

五、總結(jié)、預(yù)習(xí)。 (出示課件10)

1.學(xué)習(xí)第一個(gè)故事的方法:

(1)找出事情的起因、經(jīng)過(guò)、結(jié)果,掌握故事的主要內(nèi)容。

(2)畫(huà)出描寫(xiě)人物言行的句子,分析人物的性格特點(diǎn)。

(板書(shū):完璧歸趙)

2.課堂練習(xí):

簡(jiǎn)要復(fù)述“完璧歸趙”的故事。

3.擴(kuò)展:藺相如不畏強(qiáng)暴、機(jī)智勇敢,做到了完璧歸趙,為趙國(guó)立下大功,被趙王封為上大夫,他在澠池會(huì)上又是怎樣為趙國(guó)再立大功、被封為上卿的呢?課下請(qǐng)同學(xué)們預(yù)習(xí)“澠池之會(huì)”。

第二課時(shí)

教學(xué)目標(biāo)

學(xué)習(xí)第二、第三個(gè)故事,了解每個(gè)故事的前因后果。復(fù)述故事,弄清三個(gè)故事之間的聯(lián)系。進(jìn)一步體會(huì)人物的性格特點(diǎn),從人物的好品質(zhì)中受到啟示和教育。

教具準(zhǔn)備

課件

教學(xué)設(shè)計(jì)

一、復(fù)習(xí)檢查。(出示課件13)

1.“將”“相”分別指誰(shuí)?“和”是什么意思?本文主要寫(xiě)了一個(gè)什么故事?是由哪幾個(gè)小故事組成的?

2.根據(jù)第一個(gè)故事,說(shuō)說(shuō)藺相如這個(gè)人物的性格特點(diǎn)。

(板書(shū):機(jī)智勇敢)

二、教師引導(dǎo),進(jìn)入新課。

小組學(xué)習(xí),討論、匯報(bào)。

1.學(xué)習(xí)第二個(gè)小故事。 按照學(xué)習(xí)第一個(gè)小故事的方法學(xué)習(xí)第二個(gè)小故事。(出示課件14)

(板書(shū):澠池之會(huì))

起因:秦王想侮辱趙王,要趙王鼓瑟,并且叫人記錄下來(lái)。

經(jīng)過(guò):藺相如針?shù)h相對(duì)地逼秦王擊缶,維護(hù)了趙國(guó)尊嚴(yán)。

結(jié)果:秦王沒(méi)占到便宜,只好放趙王回國(guó),相如再立大功,被封為上卿。)

思考:秦王為什么不敢拿趙王怎么樣?

生答,師總結(jié):

秦王不敢拿趙王怎么樣,是因?yàn)樗懒H已經(jīng)在邊境上做好了準(zhǔn)備。

(出示課件15)2.畫(huà)出描寫(xiě)藺相如言行的句子,分析人物的性格特點(diǎn)。(討論、交流、點(diǎn)撥:秦王讓趙王擊缶實(shí)際上是侮辱趙王,藺相如為了維護(hù)國(guó)家榮譽(yù),讓秦王為趙王擊缶,表現(xiàn)了藺相如為了國(guó)家的榮譽(yù),不畏強(qiáng)暴、機(jī)智勇敢的高尚品質(zhì)。)

(板書(shū):不畏強(qiáng)暴,機(jī)智勇敢)

3.指導(dǎo)有感情地朗讀,深化理解人物性格特點(diǎn)。

第三個(gè)小故事。

4.學(xué)習(xí)第三個(gè)小故事。(出示課件16)

(1)默讀第三個(gè)小故事,找出故事的起因、經(jīng)過(guò)、結(jié)果。

(板書(shū):負(fù)荊請(qǐng)罪)

起因:廉頗不服,想找機(jī)會(huì)羞辱藺相如,將相之間產(chǎn)生矛盾。

經(jīng)過(guò):藺相如處處回避、忍辱退讓。

結(jié)果:廉頗負(fù)荊請(qǐng)罪,將相和好。

思考:廉頗說(shuō)自己攻無(wú)不克戰(zhàn)無(wú)不勝,是真的嗎?

生答,師總結(jié):從澠池會(huì)中,秦王因?yàn)榱H在邊境做好了準(zhǔn)備而不敢動(dòng)趙王這件事中可以看出廉頗說(shuō)的是真的。

(2)畫(huà)出廉頗和藺相如的言行。(出示課件16)

①分析:藺相如的語(yǔ)言、行動(dòng),表現(xiàn)了藺相如怎樣的品質(zhì)?

(表現(xiàn)了藺相如以國(guó)家利益為重,顧大局、識(shí)大體的高尚品質(zhì)。)

(板書(shū):以國(guó)家利益為重,顧大局、識(shí)大體)

②分析:廉頗的語(yǔ)言、行動(dòng),表現(xiàn)了廉頗怎樣的品質(zhì)?

(語(yǔ)言:反映了廉頗居功自傲、性格直率的特點(diǎn)。行動(dòng):反映了廉頗以國(guó)家利益為重、勇于認(rèn)錯(cuò)、知錯(cuò)就改的性格特點(diǎn)。)

(板書(shū):居功自傲,性格直率)

(3)思考:將相和好的根本原因是什么?(詳細(xì)說(shuō)出因果聯(lián)系;愛(ài)國(guó)是和好的根本原因。)

(4)思考:負(fù)荊請(qǐng)罪中藺相如解釋自己不和廉頗針?shù)h相對(duì)的一番話有幾層含義?說(shuō)明了什么?

引導(dǎo)生讀相關(guān)文字,并表達(dá)自己的觀點(diǎn)。

師總結(jié):A.和秦王做比較,點(diǎn)明自己不害怕廉頗。

B.秦王不敢進(jìn)攻趙國(guó),因?yàn)橛辛H。

C.將相不和會(huì)削弱趙國(guó)的力量。

從中我們可以看出藺相如是個(gè)識(shí)大體、顧大局,心胸寬廣的人。

三、回顧全文,歸納中心。(出示課件19)

1.課文的三個(gè)小故事敘述了誰(shuí)和誰(shuí)的矛盾?根據(jù)矛盾性質(zhì)的不同,這些矛盾可以歸納為哪兩種矛盾?

2.貫串兩種矛盾的中心人物是誰(shuí)?

3.三個(gè)小故事間有什么聯(lián)系? 哪是因,哪是果?

歸納中心:本文通過(guò)記敘將相由和到不和又到和好的故事,表現(xiàn)了藺相如不畏強(qiáng)暴、機(jī)智勇敢的精神,以及以國(guó)家利益為重,顧大局、識(shí)大體的高尚品質(zhì);表現(xiàn)了廉頗以國(guó)家利益為重,勇于改過(guò)的精神,贊揚(yáng)了將相愛(ài)國(guó)的好品質(zhì)。

四、總結(jié)、拓展。

本文通過(guò)典型事件來(lái)刻畫(huà)人物形象;抓住人物言行來(lái)刻畫(huà)人物的性格特點(diǎn),使讀者受到深刻的愛(ài)國(guó)主義教育。課下請(qǐng)同學(xué)們自讀歷史故事“刎頸之交”,進(jìn)一步學(xué)習(xí)將相團(tuán)結(jié)一致、全力合作的愛(ài)國(guó)主義精神。

五、布置作業(yè)。

1.用自己的話講一講這三個(gè)小故事。

2.聯(lián)系自己的學(xué)習(xí)、生活,談?wù)剬W(xué)了本文后的感想。

板書(shū)設(shè)計(jì):

教學(xué)反思

1.《將相和》這篇文章對(duì)于五年級(jí)的學(xué)生來(lái)說(shuō),理解故事不是難點(diǎn),結(jié)合課文實(shí)際,我確定了廉頗和藺相如由“不和”到“和”的發(fā)展過(guò)程和內(nèi)在原因?yàn)閷W(xué)習(xí)的重點(diǎn)。難點(diǎn)定為理解三個(gè)小故事各自的起因和結(jié)果以及這三個(gè)小故事之間的因果關(guān)系。教學(xué)的時(shí)候,我先引導(dǎo)學(xué)生比較充分地快速默讀全文,從整體上弄清“將相和”這個(gè)故事的來(lái)龍去脈。然后再精讀各個(gè)小故事,深入研究每個(gè)小故事涉及的問(wèn)題,引導(dǎo)學(xué)生聯(lián)系全文評(píng)價(jià)故事的主要人物,弄清三個(gè)小故事之間的內(nèi)在聯(lián)系。通過(guò)學(xué)習(xí),學(xué)生提高了分析問(wèn)題和解決問(wèn)題的能力。優(yōu)點(diǎn):符合新課程標(biāo)準(zhǔn)提出的“積極倡導(dǎo)自主,合作探究的學(xué)習(xí)方式”。

2. 這一節(jié)分析課,我抓住教學(xué)的重、難點(diǎn)作為突破口,讓學(xué)生充分發(fā)表自己的意見(jiàn),并給予鼓勵(lì),極大地調(diào)動(dòng)了學(xué)生的學(xué)習(xí)積極性。

不足之處:分析較多,讀得太少,淡化了語(yǔ)文的感悟,出現(xiàn)了忽略語(yǔ)言學(xué)習(xí)的傾向。在今后的教學(xué)中,我一定把學(xué)生放在主體地位上,做好自己的主導(dǎo)地位。

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇8

Did they buy ice creams?

學(xué)習(xí)任務(wù):

This is a letter about Lingling’s funny experience with Sam and Amy in London.了解字母、字母組合e, ea, i, e, a 在單詞中常見(jiàn)的讀音

歌曲:The London eye .

運(yùn)用任務(wù):

1、read the letter

2、recite the key words.

3、answer the questions

教學(xué)程序:

1、熱身復(fù)習(xí)

借助掛圖復(fù)習(xí)SB Unit 1。

2、任務(wù)呈現(xiàn)與課文導(dǎo)入

review thewords of Unit 1,Module 1 ;let some students read the text.

教師應(yīng)對(duì)學(xué)生的描述給予鼓勵(lì)和肯定。

3、課文教學(xué)

(1)用動(dòng)畫(huà)或大掛圖加錄音帶呈現(xiàn)SB Unit 2活動(dòng)1

放第一遍錄音,let the student preview the letter.放第二遍錄音,學(xué)生檢查,and follow the read thetext.教師對(duì)學(xué)生給予鼓勵(lì)和表?yè)P(yáng)。

(2)SB Unit 2活動(dòng)2

播放錄音,在每一句話后停頓,學(xué)生重復(fù),模仿錄音中的語(yǔ)音、語(yǔ)調(diào)。

抽幾組學(xué)生匯報(bào)。如果該組學(xué)生說(shuō)的句子不夠,其他組補(bǔ)充,直到把能說(shuō)的句子都說(shuō)出來(lái)為止。

4、任務(wù)完成

全班完成SB Unit 2活動(dòng)3。

課文學(xué)習(xí)

(1)語(yǔ)音教學(xué)

學(xué)習(xí)SB活動(dòng)1。

教師出示一些單詞卡片,上面的詞包括Chinese,teacher,river,rabbit,letter,hen,cat,apple。單詞劃線處的元音字母寫(xiě)成紅色。教師出示單詞卡片,學(xué)生讀出單詞。

學(xué)生聽(tīng)錄音,思考劃線處的發(fā)音。教師舉起寫(xiě)有Chinese的卡片,請(qǐng)學(xué)生判斷e字母在這個(gè)單詞中的發(fā)音。再舉一些例子。學(xué)生可以兩人合作,或小組合作來(lái)想單詞。以同樣的方式來(lái)學(xué)習(xí)其他元音字母及字母組合在單詞中的發(fā)音。

(2)歌曲教學(xué)

SB 活動(dòng)2。學(xué)生看書(shū)歌曲部分下面的圖,用英語(yǔ)描述每一幅圖上都有什么,讓學(xué)生讀每一個(gè)句子,確認(rèn)學(xué)生明白每一句。問(wèn)學(xué)生這四句話分別用來(lái)描述哪一幅圖。

放第一遍歌曲錄音,學(xué)生聽(tīng)。放第二遍錄音,在每一句后暫停,學(xué)生跟唱。用此種方式讓學(xué)生跟錄音唱幾遍,直到學(xué)生學(xué)會(huì)為止。

6、課后作業(yè)

SB活動(dòng)2,唱給家人聽(tīng)。

聽(tīng)磁帶跟讀SB Unit 1、2、3中的內(nèi)容,模仿標(biāo)準(zhǔn)地道的英語(yǔ)。

完成AB Unit 2練習(xí)2和3。

copy the letter three times.

教學(xué)板書(shū)設(shè)計(jì)

Module 1 Unit2 Did they buy ice cream?

Words send –sent run – ran email love

Phonetics. DidLingling go to the park yesterday ?

Didshe meet John ?

Didthey buy ice creams ?

Didthey go home by bike ?

Did Linglingwalk to the bus ?

DidLingling drop her ice cream ?

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇9

Step5: Extension.( Talk about our travel.)

T: We all had a happy weekend. We went to lots of places and did many things. But I think in our holiday, we were happy too. Now look at this photo. This is me. Who can ask me some questions?

S1: Where did you go?

T: I went to Tianjin. Other questions?

S2: What did you do?

T: I visited my friend. You must have happy holiday too. Now 4 Ss a group. Ask and answer.

學(xué)生小組討論。

選取小記者,隨機(jī)提問(wèn)班里的同學(xué)。

最后教師總結(jié):You went to lots of places. Now let’s enjoy our class’s travel(教師課前收集學(xué)生旅游照,自制學(xué)生旅游視頻)。 The world is a wonderful book and those who do not travel can see only a page of it.

Step6: Homework.

Describe your travel to your friends.

板書(shū)設(shè)計(jì):

Unit1 Where did you go?

Daming: What did you do at the weekend?

Amy: We visited lots of places.

Daming: Where did you go?

Amy: We went to the British Museum, Big Ben and the London Eye.

最新人教版五年級(jí)英語(yǔ)上冊(cè)第三單元教案4

《How many do you want?》

教材分析:

1、 本模塊學(xué)習(xí)用how many和how much問(wèn)數(shù)量多少,并會(huì)表演在商場(chǎng)購(gòu)物的簡(jiǎn)單會(huì)話。

2、 學(xué)生對(duì)可數(shù)名詞和不可數(shù)名詞認(rèn)識(shí)可能有困難,應(yīng)詳細(xì)講清。,

學(xué)情分析:

1、農(nóng)村小學(xué)英語(yǔ)基礎(chǔ)差,學(xué)生程度不齊,部分學(xué)生發(fā)音不準(zhǔn)。

2、 學(xué)生對(duì)購(gòu)物比較熟悉,會(huì)話取材簡(jiǎn)單,便于練習(xí)。

3、 對(duì)部分差生需要耐心輔導(dǎo),幫助他們度過(guò)單詞關(guān)、語(yǔ)音關(guān)。

教學(xué)目標(biāo):

1、學(xué)習(xí)句型How many bananas do you want?

How much cheese do you want?

Do you like cheese,Lingling?

No, I don,t ,I like cheese.

2、使用how many, how much詢問(wèn)多少。

3、 教育學(xué)生在家?guī)椭改纲?gòu)買(mǎi)物品、做點(diǎn)力所能及的家務(wù)活。

教學(xué)重點(diǎn):

1、說(shuō)出購(gòu)物的過(guò)程,表演課本對(duì)話。

2、 使用how many , how much問(wèn)多少。

3、 分清可數(shù)名詞和不可數(shù)名詞。

教學(xué)過(guò)程:

一、熱身復(fù)習(xí)

學(xué)生跟錄音機(jī)唱Module1中學(xué)習(xí)的英語(yǔ)歌曲。

二、課文導(dǎo)入

問(wèn)一個(gè)學(xué)生的書(shū)包是在哪里買(mǎi)的,多少錢(qián),引出單詞shop how much yuan need等。

三、課文教學(xué)

A、學(xué)習(xí)單詞,學(xué)生反復(fù)跟讀后,教師拿出單詞卡片,讓學(xué)生看著漢語(yǔ)說(shuō)英語(yǔ),然后看著英語(yǔ)說(shuō)漢語(yǔ),檢查單詞記憶情況及讀音是否正確。

B、 SB活動(dòng)1

先聽(tīng)錄音,然后解釋句子意思,并解釋how many ,how much的用法及區(qū)別,提出可數(shù)名詞和不可數(shù)名詞,并詳細(xì)解釋讓學(xué)生分清楚。

C、小組練習(xí)

聽(tīng)?zhēng)妆殇浺艉?,分小組分角色練習(xí)對(duì)話,教師在課堂上流動(dòng)輔導(dǎo),并讓優(yōu)秀學(xué)生帶動(dòng)差生練習(xí)。

D、SB活動(dòng)2

先聽(tīng)錄音,然后將班級(jí)學(xué)生分成兩組讀這兩個(gè)重點(diǎn)句型。

E、SB活動(dòng)3

讓學(xué)生看圖,教師先做示范,然后讓學(xué)生兩人一組做練習(xí),并找?guī)捉M在課堂上做對(duì)話。

四、任務(wù)完成

找若干小組學(xué)生在課堂上表演購(gòu)物對(duì)話,組與組之間比賽。

五、課后作業(yè)

A、練習(xí)對(duì)話。

B、抄寫(xiě)本模塊單詞。

板書(shū)設(shè)計(jì):

1、 本模塊單詞。

2、 重點(diǎn)句型。

3、 重點(diǎn)解釋。

評(píng)價(jià)設(shè)計(jì):

教師記分,學(xué)生鼓掌鼓勵(lì),小組比賽獎(jiǎng)分等方法來(lái)激勵(lì)學(xué)生積極參加課堂活動(dòng),提高教學(xué)效果。

最新人教版五年級(jí)英語(yǔ)上冊(cè)第三單元教案5

第二單元

教學(xué)目標(biāo):

1、能聽(tīng)懂,會(huì)說(shuō)What day is it today? It’s …。 What do you have on …? We have…。 I like …。 并能在情景中熟練運(yùn)用。

2、了解西方國(guó)家一些沒(méi)有固定日期的節(jié)日,如父親節(jié),母親節(jié)等等。

教學(xué)重點(diǎn):

掌握句型:What day is it today? Its....What do you have on Wednesdays? We have English,science,computer and P.E.I like Wednesdays.學(xué)生通過(guò)學(xué)習(xí),能夠自在實(shí)際情景中自如運(yùn)用這些句子。

教學(xué)難點(diǎn):

Lets try部分,內(nèi)容多,易混淆。應(yīng)多放錄音,正確引導(dǎo)。必要時(shí)給出聽(tīng)力原文指導(dǎo)學(xué)生進(jìn)行分句聽(tīng)和分段聽(tīng)。另一難點(diǎn)是能夠簡(jiǎn)單描述一周內(nèi)的學(xué)習(xí)和生活情況。

教學(xué)方法:

情景教學(xué)法,任務(wù)教學(xué)法 教具 CAI,cards

教學(xué)過(guò)程與內(nèi)容設(shè)計(jì):

Step 1 Warm-up(熱身)

(1)教師放Start部分的歌謠Let’s chant錄音,學(xué)生復(fù)習(xí)鞏固有關(guān)星期的新單詞和課程名稱。

(2)日??谡Z(yǔ)練習(xí),內(nèi)容可參考如下:

A:What day is it today?

B:Its Tuesday.

A:What do you have?

B: We have P.E.class.I like Tuesdays.

Step 2 Presentation(新課呈現(xiàn))

(1)教師播放Lets try的錄音,讓學(xué)生仔細(xì)聽(tīng),盡量按選出正確的圖,并說(shuō)出先后順序。聽(tīng)了一遍后,老師可給出重點(diǎn)句型。讓學(xué)生再聽(tīng)錄音,完成聽(tīng)音選圖練習(xí)后,教師指導(dǎo)學(xué)生給出正確答案。如果學(xué)生聽(tīng)了兩遍后,還不能理解內(nèi)容,可出示聽(tīng)力原文的同時(shí)播聲音,讓學(xué)生聽(tīng)懂后,在不看文字的狀態(tài)下再聽(tīng)一遍。反復(fù)播放錄音能強(qiáng)化對(duì)新句型的聽(tīng)覺(jué)感知。

(2)在此基礎(chǔ)上,教師出示本課時(shí)Let’s talk對(duì)話部分的圖片,利用教學(xué)VCD或錄音帶,讓學(xué)生來(lái)看一看、聽(tīng)一聽(tīng)Amy要上什么課程。要求學(xué)生在聽(tīng)的過(guò)程中做記錄,有意識(shí)培養(yǎng)他們聽(tīng)的技能。小組或班級(jí)評(píng)選誰(shuí)是聽(tīng)力王,對(duì)學(xué)生聽(tīng)的表現(xiàn)及時(shí)評(píng)價(jià)。

(3)反復(fù)聽(tīng)錄音,跟讀對(duì)話。兩人一組讀對(duì)話。

Step 3 Practice (趣味操練)

(1)教師利用轉(zhuǎn)盤(pán)教具做游戲,操練第一組句型:What day is it today? Its....然后引導(dǎo)學(xué)生依據(jù)實(shí)際的課程表替換新句型中的關(guān)鍵詞,操練第二組句型:What do you have on…? We have....

(2)讓學(xué)生根據(jù)自己的課程表,準(zhǔn)備描述一下自己本周學(xué)習(xí)的情況??上仍谛〗M內(nèi)或同桌間進(jìn)行交流。然后在全班宣讀。在準(zhǔn)備過(guò)程中教師要有意識(shí)地引導(dǎo)學(xué)生說(shuō)出本部分重點(diǎn)的兩組新句型,如:What do you have on Wednesdays? We/I have....交流完畢后,教師不要忘記讓大家評(píng)選出歡迎的宣讀者。

(3)Group work

引導(dǎo)學(xué)生根據(jù)剛剛準(zhǔn)備的情況宣讀稿,分小組討論各自喜歡什么課程和哪一天的課程。總結(jié)出各小組最喜歡的課程和最喜歡星期幾的課程,在班級(jí)內(nèi)做匯報(bào)。鼓勵(lì)學(xué)生表述盡可能多的理由。

Step 4 Consolidation and extension(鞏固與擴(kuò)展)

(1)讓學(xué)生做A Lets talk部分的活動(dòng)手冊(cè)配套練習(xí)。

(2)讓學(xué)生聽(tīng)Lets talk部分的錄音,讀給朋友或家長(zhǎng)聽(tīng)。

(3)讓學(xué)生參照自己設(shè)計(jì)的課程表說(shuō)一說(shuō)喜歡的課程和喜歡星期幾。要特別說(shuō)的喜歡的理由。

(4)讓學(xué)生把新學(xué)的文化背景知識(shí)介紹給家長(zhǎng)或朋友聽(tīng);制作祝??ńo父母或朋友。

Step 5 Conclusion

Homework:完成相應(yīng)配套練習(xí)。

板書(shū)設(shè)計(jì):

Unit 2 My week

What day is it today?

Its....

What do you have on Wednesdays?

We have English,science,computer and P.E.I like Wednesdays.

教學(xué)反思:

在這一節(jié)課學(xué)習(xí)的始終,課前我用幾分鐘結(jié)合情境復(fù)習(xí)單詞、單詞和句型的融合運(yùn)用及問(wèn)答,使學(xué)生熟悉單詞、短語(yǔ)的表達(dá),能夠聽(tīng)懂老師的提問(wèn),在老師引導(dǎo)下能夠完整回答。本節(jié)課繼續(xù)學(xué)習(xí)與學(xué)生學(xué)習(xí)和生活密切相關(guān)的話題,即在校的課程和課余生活安排。學(xué)生很熟悉漢語(yǔ)的表達(dá)但轉(zhuǎn)化到英語(yǔ)可能會(huì)混淆、反應(yīng)慢,特別是星期幾的記憶和替換句型靈活運(yùn)用環(huán)節(jié)。在做兩兩和小組口語(yǔ)練習(xí)時(shí),有的學(xué)生不敢開(kāi)口,有的怕其他同學(xué)笑話,還有的擔(dān)心出錯(cuò)。我多做示范,多引導(dǎo),多鼓勵(lì)他們,能說(shuō)到哪就說(shuō)到哪,不懂就舉手問(wèn)老師,共同完成。

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇10

一.教學(xué)內(nèi)容 Part B let’s try let’s talk

二.教學(xué)目標(biāo)

1.繼續(xù)學(xué)習(xí)“Who’s…?He/she is…What’s he/she like?” He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.”等詢問(wèn)某人是誰(shuí),怎么樣的相關(guān)交際用語(yǔ)。

2.能夠聽(tīng)懂,會(huì)說(shuō),會(huì)表演Let’s talk的內(nèi)容并在真實(shí)場(chǎng)景中運(yùn)用所學(xué)語(yǔ)言進(jìn)行真實(shí)交流和運(yùn)用。

3.在對(duì)話交流中使學(xué)生養(yǎng)成用英語(yǔ)交流的習(xí)慣,培養(yǎng)良好的語(yǔ)音語(yǔ)調(diào)和語(yǔ)感。

三.教學(xué)重難點(diǎn)

重點(diǎn):學(xué)生能夠表演Let’s talk的交際內(nèi)容。

難點(diǎn):能用Who’s …?He/She is … Is he/she…?Yes,he/she is. No, he/she isn’t.”進(jìn)行真實(shí)交際。

四.課前準(zhǔn)備

詞卡,課件

五.教學(xué)步驟

Step1 Warming-up

1.sing a song”who’s your teacher?”

3.Let’s listen andchant.

Step2.Presentation

1.學(xué)習(xí)let’s try

(1)listen andtick (2)Listen and answer

2.學(xué)習(xí)let’s talk

(1)教師針對(duì)對(duì)話設(shè)計(jì)相關(guān)問(wèn)題,引導(dǎo)學(xué)生思考。

(3)聽(tīng)錄音,模仿朗讀,理解對(duì)話內(nèi)容。

(4)教師領(lǐng)讀對(duì)話,學(xué)生模仿,齊讀練習(xí),生生對(duì)話,小組表演。

3.學(xué)生小組內(nèi)討論自己的老師。

S1:Who is your Chinese(math/English/art/PE/music)teacher?

S2:Mr/Ms... ...

S1:What’s he/she like? S2:He/She is ... ...

Step3Consolidation

Student show theirdialogue.

Step4 Homework

1.Read let’s talk。

2.Make a newdialogue and act it out.

六.板書(shū)設(shè)計(jì)

Unit one What’s he like?

Part B let’stry let’s talk

know What’s she like?-- She’s kind.

her Is she strict?--Yes,sometimes.

七.教學(xué)反思

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇11

六、Put the following sentences in order. 把下列句子按順序排列,使之成為一段通順的對(duì)話。(6分)

( ) A.He is in the woods.

( ) B.Where is Zhang Peng?

( ) C. Yes, he is. They are play toghter.

( ) D. Is he taking picture?

( ) E. No, he isn't. He is playing chess.

( ) F. Is John playing chess, too?

七、Read and answer the questions. 閱讀短文,然后回答問(wèn)題。(6分)

My name is Jance . I'm eleven years old. My birthday is October 2nd. It's in golden fall. The weather is cool and sunny. It's my favourite season. My father's birthday is in October, too. Can you imagine (想到)it's on the same(同一) day! We can enjoy ourselves on that day together! Usually we go hiking or fly kites. Sometimes we have a picnic. We have a lot of fun on that day!

1. When is Tim's birthday? What's the date?

___________________________________________

2. What do Tim and his father do on their birthdays?

__________________________________________________

3. Which season does Tim like best?

_______________________________________________

八、你最喜愛(ài)的季節(jié)是哪個(gè)季節(jié),用所學(xué)的語(yǔ)言說(shuō)說(shuō)你喜歡的那個(gè)季節(jié)的原因。至少五句話。(5分)

_________________My favourite season ____________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

[聽(tīng)力材料]

一、Listen and choose. 聽(tīng)錄音,選擇正確的答案。(5分)

1. -Mike, when do you get up?

2. -- Which season do you like best?

--- I like spring best.

3.--- What's the date?

--- It's August 9th.

4. I like winter because I can make a snow man.

5. He is writing an e-mail in the study.

二、Listen and choose. 聽(tīng)音選圖。(5分)

1. --- Which season do you like best?

--- Summer.

2. --- What's the date?

--- March the 4th.

3. --- What's she doing?

--- She is drawing a picture.

4. Look, he is catching butterflies.

5. Look at the korale, he is swimming in the river.

三、Listen and choose the right answers. 聽(tīng)句子,選擇正確的答語(yǔ)。(10分)

1. When do you get up?

2. What's your favourite season?

3. What's the date today?

4. What do you do on the weekend?

5. Can you see the tigers? What are they doing?

四、Listen and write down the missing words. 聽(tīng)錄音,寫(xiě)出所缺單詞。(10分)

1. --- Do you like winter, Mike?

--- Well, winter is good, but summer is my favourite season.

2. --- Hello.

--- Hello. This is Mike. Can I speak to John, please?

--- Hold on, please. He is reading.

3. --- Can you see any monkeys?

--- Yes. Look, They are climbing.

4. --- When is your birthday?

--- It's June 1st. Children's Day.

5. --- When do you go to bed?

--- At 9:30 in the evening.

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇12

聽(tīng)力部分(40分)

一、Listen and choose. 聽(tīng)錄音,選擇正確的答案。(5分)

( )1When do you ____?

A. get up B. eat breakfast C. eat dinner

( )2. . --- Which season do you like best?

--- .

A.spring B. winter C. summer

( )3. --- What's the date?

--- It's____.

A. February 29th B. August 19th C. July 9th

( )4. I like winter. Because I can .

A. make a snow man B. play sports C. have a picnic

( )5. He is an e-mail in the study.

A. reading B. writing C. playing

二、Listen and choose. 聽(tīng)音選圖。(5分)

三、Listen and choose the right answers. 聽(tīng)句子,選擇正確的答語(yǔ)。(10分)

( )1. A.Yes, I get up. B. I go to bed at 9:30. C.I get up at 6:00.

( )2. A.I like swimming. B. I like spring best. C.I am reading.

( )3. A.It's Sunday. B. It's June the 4th. C.It's my birthday.

( )4. A.I'm writing. B.I can skate. C.I often go shopping.

( )5. A.It's swinging. B.He is climbing. C.They're flighting.

四、Listen and write down the missing words. 聽(tīng)錄音,寫(xiě)出所缺單詞。(10分)

1. --- Do you like winter, Mike?

--- Well, winter is good, but _____is my favourite senson.

2. --- Hello.

--- Hello. This is Mike. Can I speak to John, please?

--- Hold on, please. He is __________.

3. --- Can you see any monkeys?

--- Yes. Look, They are __________.

4. --- When is your birthday?

--- It's _____1st .Children's Day.

5. --- When do you ______?

--- At 9:30 in the evening.

筆試部分(60分)

一、Look at the pictures, then write down the missing words or phrases. 看圖,寫(xiě)出相應(yīng)的單詞或短語(yǔ)。(10分)

二、Choose the right answers. 選擇填空。(5分)

1.Can I speak ___John?

A.for B to C.on

2._____season do you like best?

A.Which B.What C.How

3.--- ___ they taking a picture?

--- Yes, they are.

A.am B.is C.are

4.What do you do ____the weekend?

A.on B. in C.at

5.Kate ____ playing chess.

A.Am B.Is C.Are

三、Read and match. 將問(wèn)題與相應(yīng)的答案連起來(lái)。(5分)

1. What are you doing? A. Yes, they are.

2. Is her birthday in June? B. It's may the 5th.

3. What's the date? C. I'm answering the phone.

4. What do you do on the weekend? D. Yes, it is.

5. Are they doing an experiment? E. I often going hiking.

四、Rearrange the words. 根據(jù)提供的標(biāo)點(diǎn)符號(hào),把單詞組合成完整的句子。(10分)

1. play sports, I, at, 3:00, usually(.)

2.do, why, summer, you, like(?)

3. they, catching butterflies, are(?)

4. when, get, do, up, you(?)

5. mountains, I, sometimes, climb(.)

五、Fill in the blanks with the following words. 用所給的詞語(yǔ)或短語(yǔ)填空。(8分)

John: What you see?

Mike: I see two .

John: What are they ?

Mike: They water.

John: Can you see the ?

Mike: Yes, it .

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇13

一、學(xué)生情況分析

學(xué)生已學(xué)過(guò)兩年多的英語(yǔ),已有一定的基礎(chǔ)。但是教材難度偏大,教學(xué)內(nèi)容與課時(shí)不成比例,兩極分化較嚴(yán)重。因此,本學(xué)期應(yīng)注重轉(zhuǎn)化后進(jìn)生,因材施教,基礎(chǔ)教學(xué),分層教學(xué),保持學(xué)生的學(xué)習(xí)興趣。 二、教學(xué)目的與要求:

1、激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣,培養(yǎng)他們學(xué)習(xí)英語(yǔ)的積極態(tài)度,使他們初步建立學(xué)習(xí)英語(yǔ)的自信心。

2、培養(yǎng)學(xué)生具有一定的語(yǔ)感和良好的語(yǔ)音、語(yǔ)調(diào)、書(shū)寫(xiě)基礎(chǔ),以及良好的學(xué)習(xí)習(xí)慣。 3、使他們初步具備用英語(yǔ)進(jìn)行簡(jiǎn)單日常交流的能力。 4、培養(yǎng)學(xué)生的觀察、記憶、思維、想象和創(chuàng)造能力。

5、適當(dāng)介紹中西方文化,培養(yǎng)學(xué)生的愛(ài)國(guó)主義精神,增強(qiáng)世界意識(shí),為學(xué)生的進(jìn)一步學(xué)習(xí)奠定良好的基礎(chǔ)。 三、教學(xué)內(nèi)容與目標(biāo):

1、能聽(tīng)、說(shuō)、讀、寫(xiě)短語(yǔ)和單詞以及成組句子和單句。 2、能聽(tīng)、說(shuō)、認(rèn)讀三會(huì)單詞以及節(jié)日和活動(dòng)名稱。

3、能夠總結(jié)字母組合的發(fā)音規(guī)律,并能讀出新詞,并寫(xiě)句子。 4、能培養(yǎng)學(xué)生的書(shū)寫(xiě)能力,總結(jié)一部分語(yǔ)法知識(shí)。 5、能完成自我評(píng)價(jià)活動(dòng)。 6、能理解幽默小故事。

7、能了解簡(jiǎn)單的中西方文化知識(shí)。 四、教學(xué)措施:

1、認(rèn)真?zhèn)湔n,鉆研教材,抓緊課堂教學(xué),做到當(dāng)堂內(nèi)容當(dāng)堂掌握。 2、運(yùn)用各種不同的肢體語(yǔ)言來(lái)輔助教學(xué)。

3、在課堂上多開(kāi)展一些有趣的活動(dòng)、游戲讓學(xué)生在活動(dòng)中學(xué)習(xí)英語(yǔ),在生活中學(xué)習(xí)英語(yǔ)。 4、多為學(xué)生營(yíng)造一引起學(xué)習(xí)氛圍,如:創(chuàng)設(shè)英語(yǔ)角等等。 5、要求學(xué)生在課余時(shí)間盡量的運(yùn)用已經(jīng)學(xué)習(xí)的英語(yǔ)進(jìn)行對(duì)話。 6、多看英語(yǔ)畫(huà)報(bào),多讀英語(yǔ)故事,多看英語(yǔ)書(shū)籍。 7、多與學(xué)生交流,進(jìn)行口語(yǔ)交際訓(xùn)練。 五、學(xué)困生教學(xué)措施

1、了解學(xué)困生心理,建立師生感情。 2、尊重、理解、寬容、善待學(xué)困生。 3、借助集體力量感染學(xué)困生。

4、給學(xué)困生制定適合他們發(fā)展的學(xué)習(xí)目標(biāo),充分肯定他們完成教學(xué) 目標(biāo)的能力,以達(dá)到培養(yǎng)其自信心。

5、家庭的配合是學(xué)困生轉(zhuǎn)化的外部條件,通過(guò)家長(zhǎng)會(huì)議、家訪等多 種形式及時(shí)與家長(zhǎng)相互溝通,交流信息。 六、學(xué)優(yōu)生教學(xué)措施

英語(yǔ)是一門(mén)交際工具,是一門(mén)實(shí)踐性很強(qiáng)的課程,大量反復(fù)地訓(xùn)練對(duì)學(xué)優(yōu)生來(lái)說(shuō)會(huì)很快產(chǎn)生學(xué)習(xí)上的疲倦,

不利于他們的學(xué)習(xí)激情。所以我制定了相應(yīng)的措施。

1、活躍課堂氣氛,為學(xué)優(yōu)生量身定制難度稍大的符合課文內(nèi)容的材料。

2、課后為學(xué)優(yōu)生增加相應(yīng)的訓(xùn)練,從詞—句—篇。并在適當(dāng)?shù)臅r(shí)候讓他們展現(xiàn)自己。達(dá)到逐步培養(yǎng)自學(xué)的能力。

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇14

這樣有利于學(xué)生記憶和開(kāi)展話題的討論。與五年級(jí)上冊(cè)相同,本冊(cè)Let’s learn中的大部分詞匯要求學(xué)生做到聽(tīng)、說(shuō)、讀、寫(xiě)四會(huì)掌握(即加粗的單詞)。用來(lái)鞏固復(fù)習(xí)詞匯的活動(dòng)主要是結(jié)對(duì)和小組活動(dòng),以及Let’s find out等啟發(fā)學(xué)生主動(dòng)思考的活動(dòng)。

五年級(jí)下冊(cè)學(xué)生用書(shū)的Let’s try也是一項(xiàng)brainstorm式的活動(dòng),這一點(diǎn)與五年級(jí)上冊(cè)相同。另外,在這一部分基本上都安排了一個(gè)任務(wù)型活動(dòng),需要學(xué)生通過(guò)問(wèn)答、思考或討論來(lái)完成。

Let’s talk部分依舊是一個(gè)濃縮了的情景會(huì)話,目標(biāo)句型突出。為給學(xué)生提供靈活運(yùn)用語(yǔ)言的機(jī)會(huì),這一部分提供了可供替換的內(nèi)容。

Read and write部分的教學(xué)目標(biāo)是:讀懂對(duì)話或短文;完成檢測(cè)學(xué)生理解程度的填充句子練習(xí);聽(tīng)、說(shuō)、讀、寫(xiě)四會(huì)掌握兩組句子;完成一項(xiàng)綜合運(yùn)用所學(xué)語(yǔ)言的任務(wù)型語(yǔ)言活動(dòng)。

Let’s spell部分,三年級(jí)上冊(cè)、四年級(jí)上冊(cè)學(xué)生用書(shū)中安排呈現(xiàn)了26個(gè)字母及例詞,使學(xué)生初步了解到字母在單詞中的發(fā)音,四年級(jí)下冊(cè)學(xué)生用書(shū)進(jìn)一步呈現(xiàn)了5個(gè)元音字母在單詞中長(zhǎng)短不同的發(fā)音,五年級(jí)上冊(cè)學(xué)生用書(shū)編排了22個(gè)常見(jiàn)字母組合的發(fā)音,在此基礎(chǔ)上,本冊(cè)又安排了10個(gè)常見(jiàn)字母組合的發(fā)音,.

依舊是用繞口令的形式將含有這些字母組合的單詞整合成趣味句子。

五年級(jí)下冊(cè)學(xué)生用書(shū)的階段復(fù)習(xí)密切圍繞各單元話題展開(kāi),將所有需要復(fù)習(xí)的語(yǔ)言點(diǎn)融進(jìn)有實(shí)際交際意義的活動(dòng)之中,并增加了考察綜合性閱讀理解能力的語(yǔ)篇,以增進(jìn)對(duì)語(yǔ)言知識(shí)的積累。 三、教學(xué)內(nèi)容目標(biāo)

1.能聽(tīng)、說(shuō)、讀、寫(xiě)69個(gè)短語(yǔ)和單詞以及14組句子和6個(gè)諺語(yǔ)句子。(包括日常活動(dòng)、季節(jié)、生日、電話用語(yǔ)、動(dòng)物和野營(yíng)等幾個(gè)話題)。要求能在真實(shí)語(yǔ)境中正確運(yùn)用并能讀懂簡(jiǎn)短語(yǔ)篇。

2.能聽(tīng)、說(shuō)、認(rèn)讀85個(gè)單詞。

3.能聽(tīng)懂、會(huì)唱6首歌曲。

4.能理解6個(gè)幽默小故事。

5.能了解6項(xiàng)簡(jiǎn)單的語(yǔ)法知識(shí)。 四、教學(xué)重難點(diǎn)

1.學(xué)習(xí)一天中不同時(shí)間段學(xué)習(xí)和生活起居情況的表達(dá),尤其是學(xué)會(huì)使用頻度副詞談?wù)撊粘I?

2.問(wèn)答最喜歡哪個(gè)季節(jié)并陳述原因;

3.學(xué)習(xí)12個(gè)月份的名稱、每個(gè)月的主要活動(dòng)和與序數(shù)詞有關(guān)的日期表達(dá)法;

4.學(xué)習(xí)現(xiàn)在進(jìn)行時(shí),能夠簡(jiǎn)單描述自己或他人正在做什么,詢問(wèn)他人正在做什么,詢問(wèn)動(dòng)物正在做什么并作答;

5.學(xué)習(xí)形容詞性和名詞性物主代詞的用法。

6.學(xué)習(xí)祈使句的用法。 五、教學(xué)措施

1.認(rèn)真鉆研教材和課標(biāo),精心備課,認(rèn)真上好每一堂課。確定每堂課的基礎(chǔ)內(nèi)容,預(yù)備內(nèi)容和拓展內(nèi)容,滿足不同層次學(xué)生的不同需求。

2.盡可能使用多種方式教學(xué),激發(fā)學(xué)生的課堂興趣。

3.及時(shí)與學(xué)生溝通,及時(shí)改進(jìn)教學(xué)中存在的問(wèn)題和不足

4.注重個(gè)別輔導(dǎo),在面向全體學(xué)生的基礎(chǔ)上,培優(yōu)補(bǔ)差。

5.重視語(yǔ)音的訓(xùn)練,進(jìn)一步復(fù)習(xí)鞏固音標(biāo)。

6.扎實(shí)訓(xùn)練四會(huì)句型,切實(shí)掌握語(yǔ)言材料。綠色圃中小學(xué)教育

.

7.在課堂上多開(kāi)展一些有趣活動(dòng)、游戲。讓學(xué)生在活動(dòng)中學(xué)習(xí)英語(yǔ),在生活中學(xué)習(xí)英語(yǔ)。

六、教學(xué)進(jìn)度表

周次 教學(xué)內(nèi)容 課時(shí)安排

第1-3周 Unit1 My day 6

第4-5周 Unit2 My favourite season 6

第6-7周 Unit3 My school calendar 6

第8-9周 U

1第10-11周 Unit4 When is Easter? 6

第12-13周 Unit5 Whose dog is it? 6

第14-15周 Unit6 Work quietly! 6

第16-17周 U

4第18-20周

.

—U3 & Recycle1 6—U6& Recycle2 6復(fù)習(xí)、期末考試 6課時(shí) 課時(shí) 課時(shí) 課時(shí) 課時(shí) 課時(shí) 課時(shí) 課時(shí) 課時(shí)

人教版五年級(jí)英語(yǔ)上冊(cè)課件 篇15

《普羅米修斯》教學(xué)設(shè)計(jì)

一、新課導(dǎo)入

1、鏈接舊知

同學(xué)們,還記得前幾個(gè)學(xué)期我們學(xué)了哪些中國(guó)神話故事嗎?

2、同學(xué)們?cè)谶b遠(yuǎn)的歐洲,有個(gè)國(guó)家叫做希臘,那里跟咱們國(guó)家一樣,流傳著一個(gè)個(gè)動(dòng)人的神話故事。今天我們就一起來(lái)讀一個(gè)古希臘神話故事。這個(gè)故事的名字叫做《普羅米修斯》。(板書(shū)課題)

二、初讀感知

1、你們想了解這個(gè)故事嗎?那就趕快打開(kāi)課本,翻到148頁(yè),自由地朗讀課文。

2、檢查課文生字新詞。

①噴射??驅(qū)趕?吩咐?懲罰?饒恕?鷲鷹

②肝臟?火種?歸還?動(dòng)彈?盡管?兇惡

你發(fā)現(xiàn)什么?(多音字)

③肝臟??雙膝

表示身體部位的一般都帶有“月”字旁。(范寫(xiě)“膝”字)

④?驅(qū)寒取暖??氣急敗壞??風(fēng)吹雨淋??彎弓搭箭

你能帶上動(dòng)作讀一讀嗎?

⑤課堂作業(yè)本第一題

3、了解故事中人物

課文中寫(xiě)了哪幾個(gè)神?誰(shuí)來(lái)說(shuō)一說(shuō)。(指名學(xué)生說(shuō)并且出示五位神的名字)

三、概括課文主要內(nèi)容(隨機(jī)出示)

1、非常好,還記得在這個(gè)故事中天神普羅米修斯做了什么?指名學(xué)生回答

引導(dǎo)得出:天神普羅米修斯把火帶到了人間,造福人類(lèi)。(PPT出示天神做的事)

2、那么,眾神領(lǐng)袖宙斯又做了什么?

引導(dǎo)學(xué)生得出:眾神領(lǐng)袖宙斯在天神普羅米修斯盜取天火后懲罰了他。(PPT出示宙斯做的事)

3、火神呢?火神呢?火神做了什么?

引導(dǎo)得出:火神勸普羅米修斯承認(rèn)錯(cuò)誤,并且歸還火種。普羅米修斯并不聽(tīng),火神就按照宙斯的命令把普羅米修斯鎖在高加索山上。

(出示PPT火神做的事)

4、故事的最后,大力神赫拉克勒斯又做了什么?你請(qǐng)

引導(dǎo)得出:大力神赫拉克勒斯救了普羅米修斯。(出示PPT大力神赫拉克勒斯做的事)

5、總結(jié)課文大意

①同學(xué)們,現(xiàn)在你能來(lái)給大家簡(jiǎn)單地講講這個(gè)故事嗎?指名學(xué)生說(shuō)

②出示故事大概:

天神普羅米修斯從太陽(yáng)神阿波羅那里拿走了火種,并帶到了人間

眾神領(lǐng)袖宙斯決定給普羅米修斯以最嚴(yán)厲的懲罰,火神勸告普羅米修斯歸還火種,遭到拒絕。他只好把普羅米修斯鎖在高加索山上。宙斯見(jiàn)普羅米修斯不肯合作,就派了禿鷹去啄食他的肝臟。大力神赫拉克勒斯解救了普羅米修斯。

③你發(fā)現(xiàn)了什么?總結(jié)概括課文的方法。(出示)

按照事情的發(fā)展順序,將故事中各個(gè)人物的主要活動(dòng)連在一起就抓住了課文的主要內(nèi)容。

三、想象入境,感知火帶來(lái)的變化

1、默讀一、二自然段,找出兩個(gè)完全不同、完全相反的畫(huà)面。(指名學(xué)生回答并出示)

①很久很久以前,地面上沒(méi)有火,人們只好吃生的東西,在無(wú)邊的黑暗中度過(guò)一個(gè)又一個(gè)長(zhǎng)夜。

②自從有了火,人類(lèi)就開(kāi)始用它燒熟食物,驅(qū)寒取暖,并用火來(lái)驅(qū)趕危害人類(lèi)安全的猛獸……

*自由讀讀,你發(fā)現(xiàn)了什么?(①集中寫(xiě)沒(méi)火②集中寫(xiě)沒(méi)火)

2、感知人類(lèi)無(wú)火的悲慘生活

①?gòu)倪@句話中你可以知道人類(lèi)的生活會(huì)是什么樣的?

交流①只能吃生的東西,吃生的東西意味著會(huì)帶來(lái)疾病。②在無(wú)邊的黑暗中度過(guò)一個(gè)又一個(gè)長(zhǎng)夜。③……

師:在這無(wú)邊的黑暗中,在這一個(gè)又一個(gè)危險(xiǎn)的長(zhǎng)夜中,你聽(tīng),人們的外面,林子的外面,傳來(lái)豺狼的吼叫,傳來(lái)虎豹的長(zhǎng)嘯。你的心會(huì)感到什么?你會(huì)感到……(說(shuō)到后面,師走進(jìn)請(qǐng)發(fā)言的學(xué)生)

(害怕,心都怦怦跳、很不安等)

師:是啊,把這種害怕,把這種恐懼,把這種(稍停了會(huì))不安帶進(jìn)去,我們?cè)賮?lái)讀一讀第一個(gè)畫(huà)面。很久很久以前,一,二,起。?(生齊讀第一個(gè)畫(huà)面。)

3、感知火的重要性

師:孩子們,面對(duì)茹毛飲血的生活,面對(duì)漫漫長(zhǎng)夜的恐懼。這個(gè)時(shí)候,人們最最需要的是什么??(火)?你聽(tīng),人類(lèi)在呼喚。。。。。。生:火。

4、體會(huì)有火的幸福生活

①出示人們用火烤食物的畫(huà)面

師:那是沒(méi)有火的時(shí)候,當(dāng)人們終于用上普羅米修斯從天上盜來(lái)的火種,生活又是怎樣的畫(huà)面呢?你看這副畫(huà)面,你看到人們正在用火干什么?

②出示句子:自從有了火,人類(lèi)就開(kāi)始用它燒熟食物,驅(qū)寒取暖,并用火來(lái)驅(qū)趕危害人類(lèi)安全的猛獸……

* 這里省略號(hào)的意思是

* 自從有了火人類(lèi)的生活還有那些變化?指名2個(gè)學(xué)生說(shuō)

* 小練筆:自從有了火,

③是啊,同學(xué)們你看,有了火的日子,那真是。。。(學(xué)生回答)

④師:這樣的開(kāi)心靠什么?生:火!

師:這樣的安全靠什么?生:火?。?/p>

師:這樣的幸??渴裁矗可夯穑。?!

師:火,是的,那么這樣的火是誰(shuí)帶來(lái)的?(生齊答:普羅米修斯)火帶給人類(lèi)幸福的生活,帶給普羅米修斯的又是什么呢?我們下節(jié)課再來(lái)學(xué)習(xí)。

四、作業(yè)布置

除了《普羅米修斯》,你還知道哪些古希臘神話故事?趕緊到課外去讀讀吧

[普羅米修斯 教案教學(xué)設(shè)計(jì)(人教版五年級(jí)上冊(cè))]

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