高教案合集-小學英語

三年級上Unit4WeloveanimalsALet`slearn教學設《PEP小》（供三年級使用）三年級上冊Unit4Weloveanimals.PartALet'slearn.monkeydogduckpandacatcatpandarabbitaHowareyou?Warm-Touchyournose.Touchyoureye.Touchyourear.Touchyourmouth.Touchyourhead.Touchyourarm.TouchyourhandTouchyourtail.玩觸摸身體部分的游T:Oh,sorry.wehavenotails.Butanimalshavetails.Let'sgotothezoo.Comeonboysandgirls.123Go,go,go,go.TheanimalsinthezooarehavingaNewYear'sPartytoday.Theyareallveryhappy.Nowthebandiscoming.Canyoulmewhotheyareintheband?（，大家看，今天動物園里排在樂隊最前面的是誰？T:Whoisthefirst?rabbit.Whoisthesecond?Itlikeshavingfish.Whoisit?引出單詞cat。由于這個單詞比較簡單，因此找學生教，并試著說出這個單詞中含有那些你聽到Whoisthethird?Itseyesareblackanditsbodyiswhite.Whoisit?pandaWhoisthefourth?詞duck.聽音學單詞，讓學生學習正確的語音。Whoisthefifth?Andwhoisthesixth?出他們的主人是誰？引出單詞dogmonkey.教師領讀，讓學生領讀,最后拼讀。catpandarabbit“a”的讀音，滲T:WhohasashortS:Arabbit/duckT:WhohasalongS:Acat/monkeyActivitiesT:Animalsarelovely.Iloveanimals.DoyoulikeS:T:Now,chooseyouranimalS:Adog,rabbit/duck/monkey/catT:Now,youareallanimals.Introduceyourself“o.I'mdog.Howareyou?...”ActivitiesT:Ihavesomeanimals.WhatdoyouS:Ihaveadog/cat/rabbitT:Great.Canyouactlikeadog/cat/rabbitInyourgroupsintroduceyourtoyandactT:Animalsaregoodfriends.Butsometimesbecareful.Why?Let'sdiscussnextclass.本主要學習數(shù)字1-10的英語表達法one—five；本節(jié)課在此基礎上繼續(xù)學習數(shù)字six—ten.要求學生能聽說認讀數(shù)字1-10；能聽懂Let'sdo里的指示10—100，讓充分運用所學知本的教學內容為數(shù)字1—10的教學。由于學生在平時學習、作業(yè)中已不斷接觸并1—5，因此在進行教學設計時，充分考慮到學生這一實際認知水平，對教學做了簡單調整，通過游戲，快速回顧了數(shù)字1—5，并自然過渡到數(shù)字6—10的教學。6，7，8，9，10教學方法：情境探究法；任務探究法；討Step1:Warm-PssinganEnglishFreetalkbetweenteacherandStep2:（復習數(shù)字1—5，邊呈現(xiàn)相關數(shù)字。若有學生能說出新的數(shù)字，則隨機教學新數(shù)Step3:Numbers(1)ephonenumbers(課件，請學生快速認讀“110（）；120（急救“12345（T(takeoutapencil):Look!What'sP:AT(takeoutsomepencils):Oh,yes.Andhowmanypencils?Let'sT-Ps:one,two,three...seven,seven引出數(shù)字“seven”的認讀教學。（littleteacherT(takeoutsomeorangesfromthepocket):Look!What’sinmyP:T:Guess!HowmanyPs:T:Now,let'scountOne,two,...eight.Oheightoranges.(請學生幫忙拿出老──引出數(shù)字“eight”的認讀教學。(Playagame:Warm&T拿出包：Ihavesomekeys.DoyouknowhowmanykeysPguess:1?3?6?T:Let'scount,howmanykeyshere?One,two,...ten.Oh,IhavetenPlayagame1—PsopenEnglishbooks,listentothetape,thenreadtheWatchTVanddoit.Let's“Showme1and2;Showme3and4;Showme5and6;Showme7andandStep4:SolvemathproblemswithT:What's3andP:T:呈現(xiàn)句子：What's3and學生嘗試用英語來表達：What'soneandP:DIYTtakesoutsometoysonthedesk.(atoymonkey;adoll；anT:LookToys.Monkey,doll,elephant.Nowtheyareonsale.Monkey!Howmuch?Guess!Oneyuan?Fiveyuan?請學生猜一猜這些玩具的價格，然后出示相應的價格。（每位學生有1元的“購呈現(xiàn)句子：HowHowmuch?T:WhatP:...(引導學生使用句型Whattime?和所學數(shù)字進行有關時間的。Step5:Enri1—1010，20，30，《國家英語課程標準》特別強調課程要從學生學習、生活經(jīng)驗、認知水平出發(fā)，趣如：請學生設計一個和為10或10以內的數(shù)學加法算式；或者選擇設計一個；還老師設計并執(zhí)教的《PEP小》（三上）Numbers一課，重點，難點本課是數(shù)字教學的第一，根據(jù)編排，新授內容是數(shù)字1-10。教師并不是簡單機械地呈現(xiàn)教學內容，而是在了解學生已較好地掌握數(shù)字1-5的前提下，對及教學要求進行靈活處理，將重點放在對6-10這五個數(shù)字的聽、說、認讀上，同時又不忘對1-5數(shù)字的難點及學生易犯的錯誤十分清楚，所以在呈現(xiàn)seven[v],nine[n],ten[n]的過注重采用多 新知下，Disney動畫，感受數(shù)字在真實情景中的運用，同時拓展?jié)B透數(shù)字20，30，40，50，60，70，80，90等，為今后進一步學習作了自然而輕松的鋪墊。數(shù)字1-10，十分簡單，但教師注意生活中的“數(shù)字”，通過110，119，12345，96121句型的基礎上拓展新句型的呈現(xiàn)，如：What's3and4?Howmuch?Whattimeisit?Warm-upFirst:buysomefood,second:enjoytheic,third:cleanup.CanIhave...Warm-Let'sT:What'stheweatherlikeSs:It'sT:It'ssunnyday.Let'sChant:Sunny,cloudy,windy,It'shottoday.It'shotSunny,cloudy,windy,It'scoldtonight.It'scoldLet'sT:It'ssunnytoday.We'regoingtohave ic.Let'sSong:Let'shave icReviewfoodClass,we'llhaveictoday.What'sforfoodWhat'sinthefoodstore?PleasewatchandanswerIntroduce:I'mhungry.Havesome...Hereyouare. TrytofindoutwhatIliketoT:I'mveryhungry.Iwanttoeatsomething.WhatdoIliketoDoyouwanttoSs:T:Pleasesay:HaveS1:HavesomeT:No,thanks.Idon'tlikechicken.IS2:HavesomeT:ThankS3:LetteacherguesswhattheyliketoS1:I'mT:HaveS1:No,thanks.IT:Hereyouare.(GiveS1thefoodcardthathelikestoS1:ThankT: TeacherwritesdownthesesentencesontheLet'sLet'shave I'm Hereyou I'mThankPracticeinT:Takeoutthecards,practicewithyourpartner.Howtopractice?Letmeshowyou.A:I'mB:HaveA:Thankyou.Ilikeit./No,thanks.IB:HereyouA:ThankB: AsksomeofthestudentstoactouttheirIntroduce:I'mthirsty.CanIhave...?ReviewdrinksTeachertakesoutoneofthesedrinks,andasks:What'sSs:It'sT:PleasepasstheSsdotheactionsandsaysaythewordT:I'mthirsty.CanIhavesomeStudentswhoholdsthecoffeeanswers:HereyouT:ThankS: Teachertakesoutthedrinks,says:Ihaveboughtmanydrinksfromthefoodstore.Doyouwanttodrinkit?Ifyouwant,pleasesay:I'mthirsty.CanIhave...?S1:I'mthirsty.CanIT:Sure.HereyouS1:ThankT: ThenwritedownthesesentencesontheLet'sLet'shave I'm CanI I'mSure.HereyouThankHavethestudentstakeoutthecardsandpracticeinAskthevolunteerstoactouttheirPresenttheWatchaT:It'stimetohave ic.Let'senjoy ListenagainandStudents'booksopen.ListenandConsolidationandLet'senjoy Teacherdecoratesacornerasaplacefor ic.Teachermakesamodelforstudents.T:Ihavebroughtmanyfoodanddrinksfor ic.Let'shavea together.Whowantstocomewithme?S1:I'mT:HavesomeS1:No,thanks.IlikeT:HereyouS1:ThankT: S2:I'mthirsty.CanIhavesomeT:Sure.HereyouS2:ThankT: (ThewordsinredcolorcanbesubstitutedtootherfoodHavestudentspracticewiththeirRole-play.AsksomeofthestudentstocometothefrontandacttheLet'scleanT:It's4:30pm.It'stimetogohome.Lookatthepicture,therearemanyrubbishontheground.Shallwegohomenow?Ss:No,weT:Yes.Weshouldcleanup.AndputtherubbishintotheT:Lookatthiscorner,it’sverydirty.Let’sSs:CleanT:Great!WhocanhelpSomevolunteerscometothefrontandhelptheteachercleanT:O.K.It'scleannow.WecangoT:Todaywehavelearnthowtohavea ic.Firstweshallgotothefoodstoretobuysomethingtoeatanddrink.Secondenjoythe ic.Thirdweshouldcleanupbeforeweleave..ReadtheCollectsomematerialsaboutChinesetraditionalMyfamily學設計 (PEP)三年級下一、教學目知識目標e在單詞技能目標能夠正確說出元音字母e在單詞中的短音發(fā)音/e/，并能夠根據(jù)其發(fā)音規(guī)情感目標培養(yǎng)學生的二、教學重難教學重點e對應教學難點三、教學策基于三年級的學情，有節(jié)奏的chant學生最容易學會。因此在本的教學中，教師將chant有層次的貫穿字母教授的始終。先跟讀歌謠，再創(chuàng)編半封閉式的歌謠。通過chant，教師幫助學生建立起學生對于字母、發(fā)音、單詞、句子母、欣賞phonics歌曲的方式、傳授拼讀方法等一系列教學活動，逐步讓學生四、教學過教學環(huán)教學活設計意1．三年級上冊chant:Lookatthiscat,itisfatLookatthispig,itis2．Game:ppt呈現(xiàn)/m/,/n/,/b/p/,/l/,/k/f/g/,/e/,/d/,/r/Step3．Spelland熱身/1．TrytoStep2．Ican(1)Tenredpens,Tenredpens,Eightpens,Ninepens,(clap)Tenredpens,(2)/e/inpen,/e/in/e/inleg,/e/inbed,E/e/E/e/,/e//e//e/.3．Listenandwrite.呈現(xiàn)，學生聽Step3:1．Read,listenandcircle.錄音,redtentenseven2．辨音。找出字母e發(fā)音不同的leg,pen,red,she,we,me,beg,vet,StepConsolidationand1．IcanBendenFenZenKenmenpenbedredledmedfedgetvetletnetbetpetsetjeteeggdesknestrest2．Canyoumakeag,l,n,e,e,t,e,d,e,ht,l,3．EnjoyphonicsphonicssongHowmany?學設計小(PEP)三年級下一、教學目知識目標技能目標能夠正確說出元音字母aeiou在單詞中的短音發(fā)音，并能夠根據(jù)其發(fā)音情感態(tài)度目標二、教學重難教學重點教學難點通過chant三、教學策四、教學過教學環(huán)教學活設計意1．FreeStep2．Review26letters.(singa熱身/3．Reviewthepronunciationoftheletteraei,o,u.說出一些含有這Step2:出hand,leg,dog,duck,big2．Let’sspell的，讓學4．Let’sspell的，讓學5.Let’sspell的，學生跟Step12Step1《Unit ebacktoschool!》教學設計（Lesson小(PEP)三年級下能聽說單 e，back，boy,and，girl,we,new,friend,today,會運用句子I’mI’mfrom介紹自己及自己的情況。情感目標教學重點理解單詞boy，girl，friend。boy和from的讀音不易掌握。教學環(huán)教學活設計意ebacktoschool！Step創(chuàng)設一 的熱身/復2．Let’ssing“BoyandStep友，Amy-girl,同時課件上顯示新課展“newfriends.”教授新單詞friendsgirl）為下面的學習做2．利用課件出示Amy來自英現(xiàn)句子“I’mAmyI’mfrom3．利用課件出示ZhangPeng-現(xiàn)句子“I’mZhangPeng,I’mfrom 法。theUK是英文縮寫形式必須都大寫，讀作U和K。3個有關問題，先讓學生看Step3:3．Lookandsay：看國旗，編對話運用句子：I’mI’mfrom介紹自己及自己的情況。理解Whataboutyou？的含義。同時通過動畫呈現(xiàn)出MikeSarah介紹的情Step作業(yè)檢Unit3Friends學本教學內容綜合PEP第二冊第六單元、第三冊第三單元中描述人物外貌特征等的PEPBook3Unit3為藍本而改編的。滾動復習：big,smalllong,shortetc.教學單詞、詞組：friends,shorthairlonghairthin,strong.本課重點句型：He\SheisHe\Shehas....根據(jù)PEP第三冊的有關人物描述性語言，綜合各冊的教學內容來上課。以“Describeyourfriends”為主線，逐步引導學生運用英語完成一個個有實際意義的語言任friends,long/shorthairstrong,thinIhaveafriend.HeSheisHeShehas...He/Shehasa/twoHe/SheHe/Sheis此為四年級上三單元PartA和B的綜合教學，利用自然的活動鏈將詞匯和句型課前SingaT:DoyouwanttobemyStep1.Revision/Warm-T:o,everyone!I'myournewteacher,MissYan.Let'sbegoodfriends,OK?Boysandgirls,followme.Friends,friends,goodfriends!（拍手并與學生擊掌）（通過教師的自我介紹和Greeting與學生交朋友，拉近師生間的距離。帶領全部揮揮手，拍拍手，活躍氣氛，調動學生學習的積極性。同時教學了friends，明確了。）(BlackboardT:Yournewfriend,MissYanlikesdrawing.What'sthis?Guessplease.(eyesnosemouth)Ihaveabigmouth.Ihavetwobigeyes.Whataboutyou?T:Oh,youhavearoundface.Metoo!Ihavearoundface.Ihavetwobigeyes.Pleasechantwithme.T:IhavearoundSs:Round,round,T:IhavetwobigSs:Big,big,T:IhaveasmallSs:Small,small,T:IhaveabigSs:Big,big,Let'schant（教師一筆一筆地畫，學生猜。設置有信息差的Guessinggame，鼓勵學生發(fā)散思havechant，換種形式復Step2.PresentationofthenewT:Oh,she/hehasa/two板書：HeShehasa\two(Pointtoagirl'shair.)Shehaslong(Pointtoaboy'shair.)HehasshortLetthestudentsrepeat:long/short板書：He/Shehaslong/shortT:Lookatyourclassmates.Whatabouthisorherhair?He/ShehasMyT:Shehaslonghair.Hehasshorthair.Howaboutmyfriend?Hehasshorthair.Howabouthisface.Aroundfaceoralongface?Canyouguess?(CAI)Aroundface,alongface,asmallmouth,abigmouth,alongnose,abignose,twobigeyes,twosmalleyes,shorthair,longhair...Hehas...(Ssguess—Hehas 最后拼成Alongfaceasmallmouth,alongnosetwobigeyesandshort（引導學生自由發(fā)言，練習句型。通過反復說此類句子幫助學生明白HeShe要用has。CAI呈現(xiàn)各種各樣有特征的圖，先請學生來形容這些有特征的。再請學生用“Hehas...”句型來描述。根據(jù)說的把各個部位拼完整。通過拼圖游戲，使操練PresentationofthenewT:Ishefunny?Heismyfunnyfriend,Peter.Hehaslongneck,longarms,longbodyandlonglegs.Heisverythin.Teach: Thin,thin,PeterisThin,thin,HeisThin,thin,sheisThin,thin,whoisT:Youaretoothin.PleaseeatmoreandmakeyourselfTeach: Act:I'm（CAI逐一出現(xiàn)身體的部位，最后拼湊成一個完整的瘦瘦的男孩形象，教學新單詞。效。Wearestrongnow.ButIamshort.Iwanttomakemyselftall.Tall,tall, Let'sTall,tall,tall!MakeyourselfShort,short,short!MakeyourselfBig,big,big!MakeyoureyesSmall,small,small!MakeyoureyesLong,long,long!MakeyourarmsShort,short,short!MakeyourarmsThin,thin,thin!MakeyourselfStrong,strong,strong!Makeyourself（重組三年級時學的do,TPR的形式邊說邊做。讓學生在說說、做做中操練鞏固新知。TPR活動備受學生歡迎，強烈地刺激著學生，激勵著學生積極去Step3.FriendsT:OK,friends.Makeourselvesstrongandhappyeveryday.SodoesPeter.Heisaboy.Heisthin.Hehasshorthair.Hehasalongface.Hehastwobigeyes.Hehasalongnose.Hehasasmallmouth.（PeterPeter。由簡單的T:Thisismyfunnyfriend.Ilikehim.Doyoulikehim?Doyouwantafunnyfriend?OK,pleasecomeandmakeafunnyface.Thenlusyourfunnyfriend.Thisismyfriend.He/SheisaHe/She He/Shehasa He/Shehastwo He/Shehasa He/Shehasa （教師準備一些形態(tài)各異的臉、眼、鼻、嘴，請學生任意挑選拼成一張funnyStep4.Consolidation&AnimalT:Ohyouhavesomefunnyfriends.AndIhaveanotherfunnyfriend.Who'she?Let'sfindout.Heisstrongandfat.Hehastwobigeyes.Hehasabigtail.Helikeseating.He’sveryGarfield. （CAI呈現(xiàn)一段話和幾只貓（機器貓、加菲貓、Kitty貓、Tom貓），讓學生通過閱氛。StoryT:Thisismyanimalfriend,Garfield.Butheiscrying.What'swrong?Hecan'tfindhisfriend.Someanimalsarecomingtohelphim.Let'swatch.(CAI)StoryMouse:AmIyourGarfield:Oh,sorry.HeisbigandPanda:I’mbigandstrong.AmIyourGarfield:Oh,sorry.HehassmallRabbit:Ihavesmalleyes.AmIyourGarfield:Oh,sorry.HehasbigMonkey:Ihavebigears.AmIyourGarfield:Oh,sorry.HehasashortPig:Ihaveashorttail.AmIyourGarfield:Oh,sorry.HehasalongMouse,Panda,Rabbit,Monkey,Pig:Who’sWatchthestory→Readthestory(followtheCAI)→actwithT(分角色)→Groupwork→ActitoutSong“Friends”T:Wow,lovelyanimals!Doyoulikethem?Weshouldloveanimalsandmakefriendswiththem.Let'sbegoodfriendsforever.Thankyou.Bye!本堂課的教學以“Describeyourfriends”為，以與每位學生密切相關的“朋友”在課前準備的歌聲中師生互交朋友，直接切入。又以Guessinggame,chant來滾老師的朋友Myfriend環(huán)節(jié)，課件呈現(xiàn)一個個有特征的，先讓學生看圖說詞組，再Makeafunnyfaced的任務就體現(xiàn)了由句過渡到篇，通過選做一張滑稽的臉并來描述他或funny朋友。拼一拼，說一說，趣味十足，牢牢吸引了Unit5Whatwouldyoulike?BReadandwrite案示例教學步驟及說課題：Unit5Whatwouldyou教學內容：Unit5PartBReadandrice、beef、chicken、fish四個四會單詞的認讀和書寫。能夠利用以下句型進行問答:Whatwouldyoulikefordinner?I’dlikesome...好動，積極。他們愛表現(xiàn)自己，對英語學習也很感，已好的學習方法，不愿意讀、背英語,知識積累少,對英語學習感到Unit5BLet’slearn

3.↘熱身1．Let'ssing：Whatwouldyoudogs”等詞，可為chicken、fish等四Whatwouldyoulikeforbreakfast?學生回答：I’dlikesomeWhatwouldyoulikeforlunch?I’dlikesomemilk,water，提問學生：Whatwouldyoulikeforbreakfast?學生猜測并回答：I’dlikesomeCanyouspellthewordTeachershowsthecardrice”andreadsricerice↘.（可Studentsreadaftertheteacher（orastudent）severaltimes.TeacherdrawsabowlofriceontheBb,andwritesthewordricenearthepictureontheBb.板書單詞時以四線三格形式寫出，教師在黑5遍就可說“Bingo!”即為勝者，可得到)Usethesamewaytoteachtheother3HaveacompetitioninT:Nowpleasedrawpicturesforthefoodandwritecorrectwordstomakewordcards.Seewhothewinneris.Thewinnercangetasmilingface.Thenaskandanswerquestionsinpairs.(教師可引導學生S1:WhatwouldyoulikeforS2:I’dlikesomerice\beef\chicken\fish.PlayaguessingT:(教師呈現(xiàn)四張四會單詞的卡片)Therearerice,fish,chickenandbeefforourmeal.I’llcoveryoureyes,presentacardtoyouandaskyoutoguesswhatitisIfyouarerightIwillgiveyouasticker教 Teachercoversonestudent’seyes,presentsacardtohim/herandaskshim/hertoguesswhatitis.Ssays:It’srice,r-i-c-e,rice.米T：Wow!It’s6:30.It’stimefordinner.I’mhungry!I’dlikericeandvegetables.Whatwouldyoulikefordinner?Lookat,chooseandTWhatwouldyoulikefordinner?S1:I’dlikesomefishandbeef.S2:I’dlikesomemilkandS1:Whatwouldyoulikefordinner?S2:I’dlikesome...老師板書＂WhatwouldyoulikefordinnerI’dlikesome游戲，以復習鞏固句型“Whatwouldyoulike?I’dlike”。5、WriteandT:CanIhelp Yes.I’mT:Whatwouldyoulikefordinner,please?Here’s S1:I’dlikesomebeef,chickenand來“采訪”顧客:Whatwouldyourlikefordinner?被采I’dlikesome.來回答，“服務生”作記錄。Unit5 Whatwouldyoulike? beefchickenWhatwouldyoulikeforI’dlikesome 的主要語言項目是掌握rice、beef、chicken、fish四個導和檢查。針對Writeandsay部分，教師應鼓勵學生獨立完成，.Unit4A：Let'slearn教學livingroom，sdudy，bedroom，kitchen，bathroom，通過探究，能夠聽懂并能發(fā)出一些指令，如：Gotothelivingroom,watch難點：bathroom，kitchen教學步Step1Warm1.Let'ssing:Inthe2.FreeT:o!Boysandgirl!(指著教室問學生)What'sthis?Ss:Thisisourclassroom.T:Howmanyboards/windows/...canyousee?S:Icanseetwogreenboards/sixwindows/...T:Whatcanyoudointheclassroom?S1:Icancleanthewindowsintheclassroom.S2:Icansweepthefloorintheclassroom.T:Yeah.Ourclassroomissobig,socleanandsoStep21.livingT:（課件出現(xiàn)哆啦A夢）Whoishe?Ss:Heis哆啦A夢.T:Isheinourclassroomnow?Ss:No.TWherecanyousee哆啦A夢SIcanseeAinthebooks/picturesTV.T:（學生一說出TV就問）ButwhereisTV?S1:It'sintheclassroom.T:Maybe.S2:It'sinT課件出現(xiàn)客廳)LookIt'sinthelivingroomReadafterme./VVlivingSs:(Readittogether,fourbyfour,onebyone)T:Whatcanyoudointhelivingroom?S1:IcanwatchTVinthelivingS2:IcansweepthefloorintheTOKIwanttowatchTVnow.Let'sgotothelivingroomwatchTV.Ss:(Sayandact.)（學生邊說邊做）通過TPR活動，激發(fā)，幫助憶2.TIliketowatchTVIalsolikecomputergamesDoyoulikecompuergames?Ss:Yes.(讓學生大聲回答)T：DoyouplaycompuergamesinthelivingS1:Yes,Ido.BecausemyroomisSs:NoIplaycompuergamesinmy書房T:Yes,weoftenplaycompuergamesinthe“study”.Butwecan'tplaylongTReadafterme.(升降調，音素)Ss:（onebyone）T:（課件出現(xiàn)書房）Whatcanyouseeinthestudy?SIcanseeadesk/achair/manybooks/...inthestusy.T:Doyoulikestudy?Why?S1:Yes.BecauseIcanplaycompuergamesintheS2:Ilikestudy.BecauseIcanreadastorybookintheTYes.WeallliketoreadbooksinthestudyLet'sgotothestudyOK?（老師Ss:TGowithme.Gotothestudy,readabook.TPR活3.T:(課件出現(xiàn)一個學生躺在看書)Butcanwereadbooksinthebed?Ss:No.Wecan't.T:Wecansleepinthebed.WhereistheSs:It'sinthebedroom強調發(fā)音，防止學生讀成bedTListentomepleasebedroomdrudru:bedroom.（糾音）Ss:(Saywithme.Readittogether,fourbyfour,onebyone.)T:Ok,look.Whatcanyouseeinthebedroom?S1:(Icanseeabed/apicture/...inthebedroom.T:Let'sgotothebedroomhavearest.(Singthesong”Mybedroom”:Inmybedroom,inmybedroom,nearthetableandthechair.Youcanseemylittleteddybearsleeinmylittlebed.)Ss:隨著音樂，學生跟唱T唱完后Who'sinthebedroom?Ss:Teddybear.力4.Who'sSs:T:Whereisthecat?Isitinthe...?S1:Isitinthelivingroom?T:No.ItS2:Isitinthebedroom/study/T課件出現(xiàn)小貓在廚房打碎碗的情景)LookThecatisinthekitchen”.(升降調)/i//i/kitchen.Ss:(Saywithme.Readittogether,fourbyfour,onebyT:Thecatishungry.I'mhungry,too.IcanhavesomenoodlesintheWhataboutS1:Icanhavesomechickeninthekitchen.S2:Icanhavesomecakeinthekitchen.TWealsocanhaveasnackLookThisisasnack.(出示實物，幫助學生理解Ss:Wow.Yummy.(學生表現(xiàn)出很想吃的)T：Let'sgotothekitchen,haveasnack.TPR活動5.T吃完后老師看著自己的手說WowMyhandissodirtyIcanwashhandsinthe“bathroom”./a://ba:/Ss:(Saywithme.Readittogether,fourbyfour,onebyT:（課件出示四個不同浴室）Ihavefourbathrooms.Whichbathroomdoyoulikebest?Why?S1:Ilikebathroom3.It'sbigandclean.S2:Ilikebathroom1.It'sblue.Ilikeblue.TWhatcanyouwashinthebathroom.Discussinfour.T:OK.WhoS1:Icanwashmyhands/face/...inthebathroom.T:Wealsocantakeashowerinthebathroom.Let'sT:Wecandodifferentthingsinthedifferentrooms.Let'sdo.(Sslistentothetapeanddotheactions.)通過TPRStep3Guessinggame:Whereis1．T(課件It'stimetoplayagame.Let'splayagameOK?Ss:OK.T(Askonestudenttocometotheboardanddotheaction.Theotherstudentssaywherehe/sheis.)T做刷牙狀WhereisMissZhu?Ss:MissZhuisinthebathroom.T:Whotry?活動二：Findfriends.(ReadandfindTIhavefivefriends.Whoarethey?T課件出示)Friendone:I'mbig.IhaveaTV.Ihavetwosofas.WhoamFriendtwo:I'mbig,too.I'mnice.Ihaveapinkbed.Ihavemanypictures.amFriendthree:I'msmall.Ihavemanybooks.Ihaveawhitecomputer.Ihavemanyfriends.WhoamI?Friendfour:I’mverysmall.Icanmakeyouclean.WhoamFriendfive:I'mclean.Ihavemanyapples.Ihavehamburgers.Icanmakeyoustrong.WhoamI?Ss:(ReadtogetherandguesswhatroomstheyRenta(課件：Katewantstorentahousewithabedroom,abathroom,andakitchen.NowyouhaveahouseforrentYoucanintroduceyourhousetoKate.)Forexample:Ihaveahouseforrent.Look.Thisismyhouse.Ihaveabedroom,abathroom,andakitchen.Look.Thisismybathroom.It'ssobigandnice.Thisismybedroom.Youcanseealampandabedinit.Thisismykitchen.It'ssobig.Youcanhavesomechickeninthekitchen.Doyoulikemyhouse?T:Now,discussinyourgroup.Youcanusethese（Ihave...Look.Thisismy...It's...Youcansee...Youcanhave...Doyoulikemyhouse?)(Ssdisscussinfourthen滲入TPR，輕松言也能起到同樣的作用。新課程下的小中Let'sdo的形式，就是讓學生通過相互促進。例如在在教授單詞bathroom時，讓學生說：Whatcanyouwashinthe Unit3Isthisyourskirt?PartA)學設能夠聽、說、認讀本的主要詞組：whitesweater，greenskirt，brownjacket，bluedress，yellowT-shirt和redshirt。2．句型“Ilikethewiththe...withwhitesweater，greenskirt，brownjacket，bluedress，yellowT-shirtredshirt等卡片。Warm-Let'ssing（coloursong）Greetings.（出示顏色，用“Whatcolourdoyoulike?Ilike...句游戲：Bomb!Ilikethe...游戲：Let'sWhatdoesSallylike?（光盤，學習Ilikethe...withthe...句型Ilikethe...，Ilikethewiththe... What'missing?游戲，有趣味性和性，利于激發(fā)學習熱情和綜合培養(yǎng)學生多IsthisyourShirtSRainbow歌比較好，與教學內容有機聯(lián)fashionshow活動創(chuàng)意有效，但執(zhí)行過程中，音像過于嘈雜，影響學生聽清教師的真實性，師生所說的句子應該有人稱代詞轉換，師yourmyIlike...，教師重復Ilike...也應該轉稱說Youlike...不然語境語義上會有呈現(xiàn)衣服的時候，pinkT－shirt的顏色是白色（White）的（可能是機器顯示原因）對學生有誤導，后面聽到有個男生就說的是white。skirt，shirt，jacket等單詞，輔音收尾，不要加尾音（另外幾個教師也有類似情HowdoesSallylike?（WhatdoesSallylooklike?）PPTShiZhouNationalPrimarySchool，ShiZhouMinZuPrimarySchool。（1）TPR活動可以在完成準備性操練環(huán)節(jié)后，靈活拓展。因為男生所穿的衣物像pants，shorts，jeans，trouser等在本課所學語言中沒有出現(xiàn)?；顒又心猩幕卮鹗眨?）Ilikewith...是本課比較難的一個點。教師所設計的小組活動是有效的。如果Fashionshow的任務活動，教師給信封，讓各組設計自己喜歡的衣服。此設計能人參與，人人有收獲。第二點是，小組活動后的展示環(huán)節(jié)，（ChenJie，Mike）按照horse,lamb,cowWhatarethey?Theyare詞匯：donkey,AretheyYes,theyare.No,they；Oh,thisfarmissobig.Aretheysheep?No,theyaren't.Theyaregoats.Aretheyhorses?No,theyaren't.Theyaredonkeys.Lookatthehens.Theyarefat.Yes,theyare.Howmanycowsdoyouhave?One,hundred.Wow!知識和能力目標：能聽說、認讀單詞donkey,hundred，能聽懂內容，能聽懂Arethey...?并能在情景中進行運用。donkey,hundredAretheydonkey,hundredsheephorses磁帶，磁鐵，頭飾（Sarah,Mike,John），農場主的帽子Step1Warm-Howmany...doyouT:What'stheweatherliketoday?S1:It'sT:What'sthis?（教師拿起學生的一塊橡皮）S2:It'sanT:Howmanyerasersdoyouhave?S2:IT:Howmanypencilsdoyouhave?S3:IT:Howmanypencil-casesdoyouhave?S4:IHowmuch...isit?T:Yourpencil-caseissonice.Ilikeit.Howmuchisit?S4:It'sT:Yourpenciliscolorful.Ilikeit.Howmuchisit?S5:T:WhatcolorismyT-shirt?S6:It'sT:Isitnice?Ss:T:Howmuchisit?Doyouknow?Twenty,thirty,forty,fifty,sixty,seventy,eighty,ninety,onehundred.Youmayguess.S7:...T:No,it'sonehundredonehundredtwohundreds,threehundred，拉近了生活與課堂教學之間的距離。從舊知到新知，過渡自然，學生樂于接受，并且學生能在輕松的Freetalk中不知不覺地提高聽說能力。Let'sdoPartALet'sdoLet'sdo到動物多的小組獲勝。T:Therearemanyanimalsatthefarm.Theyarefarmstoo.教師出示兩張農場Thisfarmisforyou,halfA.Andthisfarmisforyou,halfB.We'llhaveacompetitionthisclass.Let'sseewhocangetmoreanimals，ok?ComeonhalfA!Comeon,halfB!Step2教師利用快速復習單詞cow,horse,sheep,lamb,goat,hen.并在復hen時，熟悉單詞fat。教師把貼在黑板上T:What'sthis?Ss:It'saT:What.sthis?Ss:It.saT:Wow,thishenissofat.henfatfat。It'sfat.利 T:Isitahorse?Ss:No.TIt'sadonkey利用，快速復習句型：Whatarethey?Theyare...并在復習hens中引出新授中的句子：Theyarefat.T：Look,whatarethey?Ss：TheyareT:Whatarethey?Ss:TheyareT:Yes.Andtheyarefat.Theyarefat.引導學生學會回答：Yes,theyare./No,theyT:Look,aretheyhens?Ss:No,theyaren't.(withT'sT:Whatarethey?Ss:TheyareT:Aretheycows?Ss:No,they板書并教學句子：No,theyYes,they利用，教師引導學生猜：Arethey...?師答:Yes,theyare./No,theyStep3Let's Donkeys,donkeys,aretheyYes,yes.Yes,theyHorses,horse,aretheyNo,no.No,theyStep4教師出示一串游戲紙的，學生猜正面是什么動物。(結合小組比賽)在猜的活動中操練句型：AretheyT：Theyarefruits.TheyareredandSs:Aretheyapples?T:No,theySs:Aretheytomatoes?T:Yes,theyT:Theyareakindofshoes.WecanweartheminT:Theyareclothes.GirlsoftenweartheminT:Theyarefruits.TheyareT:Theyareanimals.Theyarewhiteandblack.TheyliketoeatStep5Let's教師從上面的猜一猜活動引到。T:Yes,theyarecow.Wecanseecowsatafarm.教師出示事先準備好的一幅大農場T：Wow,thisfarmissobig.邊說邊用動作表示出農場的大。然后領讀句子：Thisfarmissobig.讓學生聽一遍，并思考以下問題：Canweseethecowshere?Howmanycows?Let'slisten.T:Howmanycows?Ss:One再聽一遍，學生思考問題：WhatanimalsarethereattheT:Whatanimalsarethereatthefarm?Ss:TherearegoatsandStep6教師出示樹，花，小鳥等，讓學生利用句型Arethey…?編一個新的。教師Step7OldMacdonaldhada教師進行總結性評價。T:Everyonedidagoodjobtoday.場提問學生T：Lookatyourfarm,whathaveyougot?Aretheycows/horses?Ss:Yes,theyare./No,theyaren't.T:Now,let'sseehowmanyanimalsdoyouhave?師生共數(shù)，獲得動物多的小組2-3教學內容：ThisistheweatherIt'scold分析：本課主要是學習有關天氣的五個單詞：weather,hot,warm,cool,以及句型：It'scool/cold/warm/hot知識目標：能聽、說、認讀五個單詞：weather,warm,hot,cool,cold并能在日常生活中使用。能聽懂、會說句型：It'swarm/hot/cool/coldin.能力目標：Let'slearnweatherreport，并能用英語做簡單的天氣教學重點：聽、說、認讀五個單詞：weather,cold,warm,hot,coolLet'slearn部分的weatherreport并能用英語做簡單的天氣預報。1.Ask為下一部的Let'sdo和Let'schant打下基1.FreetalkbetweenTandSsaboutWhatareyou2.Let's3.Dailytalk:Whatdayisittoday?What'stheweatherliketoday?2.Dowiththe3.Answer:it'sIsitIt'swarm/No,it呈課現(xiàn)任1.從熱水瓶里倒出一些開水，請幾名學生觸碰后，問：“Isitcold?”“Ohyes.It'shot..”用肢體語言表現(xiàn)hot一詞的意思，板書，領讀。1.2.在透明的玻璃杯中倒入一些小冰塊，請幾名演生觸摸，問：“It'scold,yes?”用肢體語言表作一邊學習3.向杯中倒入一些涼水，再讓學生觸摸后學cool2.hot，下一步Let'schant的教學打下了基礎。讀4.從杯中拿出冰塊，倒入一些開水，同法，學習warm一詞，板書，領讀。3.coolcold5.課件，整體感知單詞句型后，逐個學4.整體感知四6.操練、鞏A拿起寫有城市名稱的卡片，如說：It'sKunming.B拿起一張描述天氣狀況的卡片，如“cold”，說：It'scold.學生A說It'scoldinKunming.學生B斷學生A報的天氣情況是否正確，比如，說It'swarmin1.跟著課件習chant1.chantchant任2.再次出示天氣預報課件，并由老師扮演天氣2.小組活動成的任務務些，如：根據(jù)各城市的溫度。用所學的hot,cold,warm,cool描述4個或城市的天UnitUnit4weatherIt'scool/...教學Myweek學設計小(PEP)五年級上一、內容分本課是人教PEP小五年級上冊第一單元第一，課，涉Let’stry和Let’stalkLet’stry部分是針對本單元句型Whatdoyouhaveon...?而設計的聽的 Let’stalk部分學句型是：Whatdoyouhave/doon...?Ihave...通過John和聊天，談論周四John的學校課程安排及生活安排的情并進行角色扮演；能夠在情景中運用句型Whatdoyouhave/doon...?詢問并回答某天的課程或者活動安排；能夠在語境中理解新單詞cooking的意二、學生情況分本課內容以小學五年級學生為教學對象。五年級學生已經(jīng)具備一定的聽說26三、四年級兩年的英語學習，課堂上已經(jīng)基本能夠聽懂老師的提問，根據(jù)likeIlove…學習過有關學?？颇康膯卧~例如：English,math,Chinese…以He’s/She’s…句型來表述他人性格特征等。接觸過Ihave…這一句型表述“擁有某物”。因此結合本課教學內容和學生已有知識，本課應讓學生在語境中理解Ihave…這一句型的另一層含義（表達有什么科目）。使學生運用主要句型WhatdoyouhaveonIhave…以及重點詞匯Thursday,Wednesday等談論自己的課程安排。三、教學目能夠完成聽填寫單詞的活動能夠在和教師的幫助下理解大意能夠按照正確的語音、語調及意群朗讀，并能進行角色表演能夠在情景中運用句型WhatdoyouhaveonThursdays/…?詢問并回答能夠在語境中理解生詞cooking能夠運用句型WhatdoyouhaveonWednesdays/ThursdaysIhave…詢四、教學重難（一）教學重學生能在情境中理解主句型WhatdoyouhaveonIhave…的含義，（二）教學難五、教學步熱身（問候，交談①Who’syourfavoriteteacher?What’she/shelike?Isshe/he②WhatsubjectdoyouLet’s①教師用PPT呈現(xiàn)本課Let’stry部分Grandfather和John的和文本，呈現(xiàn)句型WhatdoyouhaveonWednesdays?教師示范朗讀，學生跟讀并嘗②教師，學生完成填充句子的活動③引出John星期四的課程，教師幫助學生理解并使用句型，WhatdoyouhaveonWednesdays/Thursdays?【設計意圖】引導學生感知新句型WhatdoyouhaveonLet’s①教師本課Let’stalk動畫，整體呈現(xiàn)。采取問題引領的方式，引WhatsubjectdoesJohnWho’sJohn’smusicWhat’sheWhendoesJohnhaveWhatdoesJohn’sGrandpadoon點句型Whatdoyouhave/doon...?Ihave...并且引導學生作答。【設計意圖】帶著問題看，有助于學生迅速找到關鍵信息問答練習：Whatdowehaveon…?Ihave…學生帶著問題上前卡片做①請一名同學上前，指向個一科目單詞，其余學生進行表述：WeIhave…on…②請一名學生上前，指向一個星期單詞，并且發(fā)問：Whatdowehaveon…?邀請另一名學生按照課表依據(jù)實際情況進行作答。在操練之后，老師發(fā)問：WhatdowehaveonThursdays?學生依據(jù)實際情況作答。接著隨機提問：WhatdoesJohnhaveonThursdays?學生依據(jù)課文（1）展示進行角色表演結合自己已學知識與本課內容，展開聯(lián)想，自主創(chuàng)編六、課堂評七、板書設Unit2Unit2MyPartALet’sWhatdoyouhaveonI/WehaveTeamTeamTeamMyweek學設計小(PEP)五年級上一 內容分本單元為小(PEP)五年級上冊第二單元Myweek第二Let’slearn部分學習的單詞是：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。通過和機器人Robin討論課程表的Let’splay部分用于操練和鞏固ALet’slearn板塊有關一周七天名稱的單二、學生情況分目單詞。同時，學生已在本單元第一已經(jīng)接觸過主句型WhatdoyouhaveonIhave…在此基礎上，本課要使學生進一步掌握運用主句型談論學校課程安排情況，并學習重點詞匯：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。三、教學目能夠聽、說、讀、寫以下七個單詞：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。四、教學重難（一）教學重（二）教學難鼓勵、引導學生結合自己生活實際，運用本課內容進行自主五、教學步讓學生運用上節(jié)課所學句型Whatdoyouhaveon….Ihaveon自由交匯：Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday。教師Let’slearn動畫。學生課程表問答，跟讀重點出示學生真實的課程表。通過問答練習：WhatdoyouhaveonIhave…on…使學生理解、運用重點詞匯和句型。Magiceyes游戲，學生看到星期幾，結合黑板上的課程表來進行問答練習：Whatdowehaveon…?Ihave…在此過程中教授強化新詞的。老師說科目單詞，學生拿出相應的書來，并表述：Wehave…onStudentA:IsitStudentB:Yes/No.WehaveMusicon教師說：Iamanewstudentinourclass.MynameisMary.WhatdowehaveonMondays?引導學生回答，然后與一名學生示范操作。同桌學生結對操練，示例如下StudentA:o!I’manewstudent,andmynameisStudentB:o,Jane!I’m etoClassStudentA:Thankyou,Mike.WhatdowehaveonStudentB:Letmesee…Wehavemaths,science,andStudentA:Really?Ilovescience!ThankStudentB:Haha!Ilovescience,too.Mr.ZhangisourscienceStudentA:Oh,isheStudentB:No,heisvery作模仿，跟讀單詞、句型六、課堂評七、板書設Unit2Unit2MyPartALet’slearnWhatdoyouhaveon...?I/WehaveI/WehaveTeamTeamTeamWhat’shelike?設計小(PEP)五年級上一、內容分本的Let’stry部分是針對本單元句型Ishe...?Yes,heis.而設計的活動，旨在使學生能夠借助聽懂簡短，抓住關鍵信息，提高聽的能力。對于材料中出現(xiàn)的新單詞strict，教師可以請學生猜測詞義，并初本的Let’stalk部分學句型是：Isheyoung/funny?及其答語：Yes,heis./No,heisn’t.還有情境語：DoyouknowMr.Young?及其答語：No,Idon’t.通過向Oliver描述他們的音樂老師Mr.Young的情景，讓學景中運用句型Isheyoung/funny?詢問并回答的性格和外貌特征；能夠運用know及句子DoyouknowMr.Young?的意思并正確發(fā)音。二、學生情況分三、教學目能夠聽完成選擇的活動能夠在和教師的幫助下理解大意能夠用正確的語音、語調朗讀，并能進行角色表演能夠在情景中運用句型Isheyoung/...?詢問并回答的性格等特征能夠在語境中理解生詞know能夠使用句型Ishe/sheyoungYeshe/sheisNohe/sheisn’t.利用參四、教學重難教學重點學生能理解內容，并能回答課文中相關問題：Who’sWumusicteacher?Ishe學生在真實情景中能靈活運用重點句型Ishe/sheYeshe/sheishe/sheisn’t.教學難點heisisn’t=isnot四、教學步熱身（FreeLet’s①教師用PPT呈現(xiàn)本課Let’stry部分WuYifan和Oliver的，呈現(xiàn)句型Ishestrict/strong…?教師示范朗讀，學生跟讀并嘗試作答。③引出MrYoung，教師幫助學生理解并使用句型，Who’sWuYifan’s【設計意圖】引導學生感知新句型Ishestrict/strong教師Let’stalk內容，引導學生認真，整體感知在第一遍，教提出問題W’suia’smsicteae?引導學生帶問題。師整呈現(xiàn)內，學生整感知本內，理大意。③第四遍聽前，提出問題WhoisMr.Young?Ishefunny?學生聽并回答有帶著問題，搜尋答案的能力。教師在板書設計時可事先讓學生帶自己的，教師將評價欄分為6組，6個單詞組成：funny，kind，strict，friendly，shy，clever答對問題的或者參與活動的學生將自己的貼在相應的評價欄里。同時教師還要引導學生描述這些同學的性格特點。貼完之后，教師可給學生所在的大組加分評【設計意圖】教師設計合理有效的評價方式能夠激發(fā)學生參與活動的同時教師的評價和激勵語言也不容忽視，教師應對平時比較的學生應多加五、板書設Unit1What’she（PartALet’stalk） Group1 Group2Ishe/she...?Yes,he/sheis.No,Unit4《Ihaveapenpal》BLet’sread設Theyareverydifferent.Le