一年级英语Unit 5教案

【导语】“古来几多寒”通过精心收集，向本站投稿了15篇一年级英语Unit 5教案，以下是小编为大家整理后的一年级英语Unit 5教案，希望对大家有所帮助。

篇1：英语unit5教案

一、教学目标

在本节课结束时，学生将能够了解教室环境中物品的名称并在口语中正确使用My name is… Nice to meet you。等句型简单介绍自己，了解他人的姓名信息，进一步了解新同学；学生将能够了解单元任务的具体要求，并完成自己和小组内成员的姓名部分。

知识与能力：

1、学生将能够准确读出教室日常用品的名称并根据图片提示正确拼写。

2、学生将能够在口语中使用Good morning，hello，hi，nice to meet you向他人打招呼，正确使用句型My name is Gina。 What’s your name？简单介绍自己的姓名并询问同学的姓名。

3、学生将能够初步了解形容词性物主代词my your，his，her的用法。

4、学生将能够制作班级同学中英文名字记录表中的一部分。

过程与方法：

采用自主学习、小组合作探究学习策略，利用教学图片、幻灯片等来展开课堂教学、Pair work问答式的.口语交际活动，进行“打招呼和简单自我介绍”的课堂教学和练习。本单元的教学法建议：词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学——采取pair work问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和对话选择的方式。

情感态度与价值观：

通过学生之间的互相认识，培养学生广交朋友及友好相处的品质。

二、教学重难点

教学重点：

1、能够介绍自己的姓名：My name is …I’m…

2、能够简单问候初识的朋友：Hello！/Hi！Good morning！Nice to meet you！

3、能够正确使用形容词性物主代词my your，his，her

三、教学策略

词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学——采取pair work问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和role—play的方式；

四、教学过程

Step 1 Revision

课件展示，教师在课堂上提问题，引导学生回答What do you have for breakfast today？Shall we go and buy something to eat？What’s in the pictures？Let me see。 What do we have for lunch today？How about…？What about…？What else do you want to have？Can you go and buy the things？Let’s go。等。老师也可以同样的方式提问全班同学。

教师展示课件中Revision的食物图片，复习一些食品的名称。

Step 2 Presentation

课件展示，教师在复习食品名称基础上，引出购物的话题。教授有关食品新单词chicken，tofu，fridge，tomato，onion，carrot，pork教师可以点击播放单词录音让学生跟读，掌握好单词的标准发音。然后教师教单词list，shopping list，buy，buy things，kilo，one kilo of chicken legs引导根据所学习的新单词，学生回答句子：What do you have for lunch today？What else do you want to have？What do we have in the fridge？Can you go and buy the things？

Step 3 Read and say

课件展示，教师点击图片可以播放影片让学生观看，播放课文对话录音让学生跟读课文对话，尽可能的模仿录音中的语音语调，教师再点击鼠标出现以下有关问题：

What’s in the fridge？Is there any fish in the fridge？Are there any chicken legs in the fridge？Don’t we have any eggs in the fridge？Why do they go shopping？

跟读直至读熟。让个别学生进行对话演示。

Step 4 shopping list

课件展示，教师点击图片播放影片让学生观看，教师点击播放录音让学生跟读。

根据课文的购物单自行设计一个自己的购物单，教师让个别学生读出自己的购物单，互相比较看看谁设计的购物单最合适。

Step 5 practice

课件展示，在学生之前设计好了购物单的情况下，老师让学生观看课件中的超市图片，假设学生在周末和父母去市场买东西。然后教师再点击鼠标，课件中就会显现出商店所卖的商品和价目表，让学生根据图片和价目表自编一个对话：一人为售货员，一人为顾客，教师可以引导学生使用这几句话：Can I help you？I’d like …。 Here you are。 Here is the money。对话可长可短，因人而异。

Step 6 Consolidation

课件展示，教师总结本课中出现的一些重点词组与句子。让学生熟读。

篇2：新教材高一英语UNIT5教案

一、    电子教案：                                     题目：Unit 5 Silver Screen

科目：英语                                          授课老师：冯珍妮

授课班级：高 一（七）、（九）                          课时数：6（+1测验）

教案相对应授课日期：10 月25号――11月1号   日期：10月24号

电子教案设计老师：冯珍妮

Teaching Plan for Unit 5

高一年级  冯珍妮

1 ．Teaching goals and Learning goals:

Language skills: ①Talk about films, famous actors and directors                   ② Practise making comments and giving opinions                   ③Learn to write about a film Language knowledge: ①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also ②Patterns:

*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low. ③grammar

*关系副词when, where, why引导的定语从句。 关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：

关系副词

被代替的先行词

从句中的作用

when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的`名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。 ④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous. 2 ．Teaching plan in sequence:

Hour One    warming up, listening and speaking (Homework: preview “reading”     Hour Two    Reading (Homework: Recite Par 1―2)     Hour Three  Reading (Homework: p110―111,grammer,p182)     Hour Four   Language study (Homework: P112(3)     Hour Five   Integrating skills (Homework: P112―113 integrating skills)     Hour Six    Work book, listening, talking, writing (Homework: Write about a film)     Hour Seven  Test Hour One

Step One  Warming up (12 minutes) Step Two  Listening   (13minutes) Step Three Speaking   (15 minutes) Warming up Questions by teachers: （1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien) （2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …) （3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.) （4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It  succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed. Help students understand the following expressions. （1）interview    （2）leading part     （3）studio        （4）Melbourne （5）How did that come about?          （6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary  p 110―p 111 Hour Two

Step One : Check the homework in class orally Step Two: Pre-reading          Questions by teachers （1）What kind of movie will you make?      (fiction film, fantasy film, animation film, historical film) （2）Which one would you like to become?      An actor/actress,  producer or director? （3）If you are a director what actors/actress will you choose?      (Ask them to use imagination) Step Three： （1）Play the tape and Ss books closed （2）Ss read the material freely （3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:

Paragraph 1:yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire lightParagraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in the world. Paragraph 3: His first blockbuster was Jaws made in 1975. Paragraph 4: Spielberg made two films about creatures that come from outer space. ET is one of the two. Paragraph 5: Another blockbuster Jurassic Park was made in 1993. Paragraph 6: His later films such as Schinder’s list and Saving Private Ryan are about the cruelty of war. Paragraph 7: He owes much of his success and happiness to his wife and children because he spends most of the time working. Homework: Ss recite any 2 paragraphs Hour Three

Step One:（1）Ask some of the Ss to recite the reading material Step Tw study Each paragraph. Point out the attributive clause with prepositions before. (L.3 and L16) and attributive clause with relative adverbs: where, when and why. Step Three: Language Points: ①词典备用

silver n. a shiny grey metal that is very valuable 银 hero n. a person who has done something brave or good 英雄 scene n. part of a play or film 场面；情景 law n. a rule of a country that says what people may and may not do 法律 career n. a job that you learn to do and then do for many years 事业；生涯 drama n. a story that you watch in the theatre or on television or listen to on the radio 戏剧 role n. the person you are in a play or film 角色 award n. a prize or money that you give to somebody who has done something very well 奖；奖品 actress n. a woman who acts in plays, films or television programmes 女演员 actor n. a man who acts in plays, films or television programmes 男演员 prize n. something that you give to the person who wins a game, race, etc. 奖赏；奖金 choice n. act of choosing 选择；抉择 degree n. universities and colleges give degrees to students who have completed special courses there 学位 director n. a person who controls a film or play, for example by telling the actors what to do导演 speed n. how fast something goes 速度 script n. the written words that actors speak in a play or film 剧本 studio n. a room where people make films, radio and television programmes, or records 演播室 creature n. any living thing that is not a plant 生物；动物 outer adj. on the outside 外部的；外面的 adult n. a person who has grown to the full size 成年人 follow-up n. something done to continue what has already been started or done 后续 cruelty n. being cruel 残忍；残酷 peace n. a time where there is no war, fighting or trouble between people or countries 和平industry n. all the companies that make the same thing 行业 owe vt. to be indebted to as the source of 把……归功于 happiness n. being happy 幸福；快乐 accept vt. say “yes” when somebody asks you to have or do something 接受；认可 boss n. a person who controls a place where people work and tells people what they must to 老板；上司 live adj. (of a broadcast) transmitted while actually happening, not recorded edited 实况转 转的 comment n. words that you say about something to show what you think 评论 action n. doing things 动作 ②学生易错题练习： （1）The ice began/ started            .  A. melting               B. to melt          （B）因为主语为物 （2）She is beginning            .  A. to cook the dinner      B. cooking the dinner   （A）因为进行时后不再用ving （3）We             a famous team, so we             the football game.  A. beat; won             B. won; beat         （A） （4）It was not until I got home             I realized I had lost my keys.  A. when                B. that               （B）此题学生常记错 （5）The reason             he did not come was             his mother wouldn’t allow him to.  A. why; because          B. why; that          （B） （6）Some children are playing            .  A. by sea                B. by the sea         （B） （7）This film is            .      A. a success              B. success           （A）      A success 指一件成功的事；failure 有相似用法。 （8）Spielberg             much success             his family.      A. owes; to              B. owes; for （9）We think             of the director.      A. high                 B. highly              （B） Hard but interesting expressions for Chinese Learners: （1）Spielberg’s career really took off. （2）love and piece will win over the war. （3）meat-eating dinosaurs （4）, which won him a job as the youngest… （5）Spielberg made several follow ups

（6）Jaws was a real blockbuster Howe work: Study the grammar rules on P.180. Finish off vocabulary practicing work on P.110 Language study. Hour Four

Step one: Check the work on P110. Step Two: Do the word study work together. Step Three: Study the Grammar P.33（1、2、3）together. Workbook P111―P112（1、2） Home work:：P112（3） Hour Five  Integrating skills

Step one: Play the tape. Step Two: Ask Ss read it individually or together. Step Three: Retell the story. Step Four: Fill in the chart. Useful language points in exams: ①moving story. 令人感动的故事。   I was moved by the movie. ②stay away for a month 学生易错成  leave for a month. ③a 13-year-old 10-year work a 200-word article a 10-metre-long rope ④keep the students in the classroom keep + sb + preposition phrase + sb + adj + sb + ving + sb + done + sb + adv. ⑤determine to do sth. be de + ermined to do sth ⑥can’t afford to buy 没钱买 can’t afford the time 抽不出时间 can’t afford a holiday 无法去度假 ⑦appear live on the air [laiv] a live TV broad cast a live concert It’s a live broad cast, not a recording Home work: P112―P113 Work book（integrating skills） Hour Six

Step one: Check the homework. Help Ss if necessary. Step tw Listening P109 Step Three: Talking and work on P114 Home work: Write about a film

篇3：新版九年级英语上册Unit5教案

__ ______ in Weifang every year.

6. 据新闻报道，纽约州昨晚下了大雪。

________ ____ the news report, it snowed heavily in New York last night.

7. 饭桌上铺着一层塑料台布。

The table _____ _______ _______ a plastic table clothes.

8. 大意驾驶酿成很多交通事故。

Careless _________ causes many ________ ___________ .

Keys: 1. is made of 2. is famous for 3. are sent, processing

4. No matter what 5. international, is held 6. According to

7. is covered with 8. driving, traffic accidents

Ⅱ. Finish the sentences. X k B 1 . c o m

1. In spring, we can see green ______ (leaf) and grass everywhere.

2. The Internet is ______ (wide) used in most families in our country today.

3. English ________ (speak) by many people in the world.

4. The company hopes ____ (it) product will be successful on the European market.

5. My teacher did what he could to make his class ______ (live).

6. If the traffic _____ (be not) heavy, it’ll take us an hour to get there.

7. They spent one part of their holiday in _____ (French) and the other in England.

8. Bell is ______ (know) for inventing the telephone.

9. The Chinese use _________ (chopstick) instead of knives and forks.

Keys: leaves, widely, is broken, its, lively, isn’t, France, known, chopsticks Homework

上网搜索你所喜欢的中国传统工艺品相关情况，用所学的句子写一个报告。

篇4：7B牛津英语unit5教案

welcome to the unit

Teaching aims and demands:

New words：ability , Superdog , fly , careful , collect elderly

Teaching methods: task-based approach

Teaching task: 1 to revise vocabulary about helping people in the community

2 to generate ideas about ways to care for and help others

Teaching aids: tape recorder

Teaching procedures:

一. Warm-up

Talk to students about Superman . Guide students to understand the meanings of “can” and “can’t” .

二 Main task

1 Ask for suggestions of some typical ways students help you , the school , the community and others . Write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .

2 Ask students to look at the pictures on page73 . Explain the context . Check understanding of the words “ planting , clean up , elderly “ . Then ask students to read descriptions a-f and de the task .

3 Check answers with the class .

4 Ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .

5 Do a class survey . then fill in the following form .

activities always usually often sometimes never

Helping old men

Planting trees

三 Exercises :

练习一Welcome to the unit

一、词汇

1 Thank you for （bring） me presents and cards .

2 He is a (细心的)boy .

3 I saw a lot of smoke (come) from next door .

4 I poured some water over my jacket . That’s what I did for my (safe).

5 Fire can be very (danger) .

6 It is important to be (care) with fire .

7 Children should not play with (match) .

二、翻译句子

1 我们可以为希望工程捐款。

We can for .

2 她是一位细心的学生，课堂上她总能认真听讲。

She is a student . She always to the teachers .

3 少先队员们为老人们一周两次打扫房间。

The Young Pioneers the rooms for twice a week .

4 七年级一班的学生将去河边植树。

The students of Class1Grade 7 near the river .

5 李平经常帮助老人。

Li Ping often .

6 他经常在车上让座。

He often someone on the bus .

7 他正在为希望工程筹集东西。

He is Project Hope .

8 你们这星期五去老年公寓吗？

Are you this Friday ?

7B牛津英语unit5教案 Reading a brave girl

Reading a brave girl

Teaching aims and demands:

New words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,

Teaching methods: task-based approach

Teaching task: 1 to introduce and expand vocabulary to describe dangerous situations

2 to guess general meaning from picture , key words and context

3 to identify names of specific places and actions

4 to skim the text for overall meaning and scan for detail

Teaching aids: tape recorder

Teaching procedures:

一. Warm-up

Talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .

二 Main task

PartA

1 Review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .

2 Encourage students to draw on their own knowledge about such incidents . Have they heard about similar incidents ? What happened ? Ask :

1 Who had the accident ?

2 Who helped in the emergency ?

3 How did it end ?

3 Listening the text and repeat after the tape , then tell the you the name of the hero in the text .

4 Ask six students to read one paragraph each . then ask at least “Yes /No” about the article to check understanding

1 Did Wang Fang go out on 10th May ?

2 Was there a fire in the kitchen ?

3 Was there a lot of smoke ?

4 Did Wang Fang run out of the building ?

5 Did the fire burn Wang Fang ?

6 Did she stay in hospital for two months ?

5 Read the text carefully again then answer the following questions :

1 What happened on 10th May ?

2 Who saved Mr Sun ?

3 Why could Mr Sun not get out of the kitchen ?

4 How did Wang Fang put out the fire ?

5 Why was Wang Fang in hospital ?

6 Explain the useful expressions in the the text

① help her neighbour out of a fire / danger

eg Yesterday Jim helped a little girl out of danger .

② alone = by oneself

My parents were out just now. I am alone / by myself now .

Peter can do his homework alone / by himself .

③ hear someone shouting

see / watch / find / hear sb do sth ( doing sth )

eg I often see them play football on the playground .

The teacher found them talking happily when she came into the classroom .

④ 79-year-old

eg. Mr Sun is a 79-year-old man . = Mr Sun is 79 years old .

⑤ be in hospital

My friend was ill yesterday , so she is in hospital now .

⑥ It’s important / good / + 形容词 for sb to do sth .

eg. It’s good to give someone a seat on a bus .

PartB

1 Ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .

2 According to the text , use the correct words in the box to complete the conversation between Wang Fang and the interviewer .

3 Ask students to read the conversation in pairs . Then invite two or three pairs to present it to the class .

PartC&D

1 Read the text for this task and make sure that students understand it .

2 Ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .

3 Ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .

4 Read the instructions to the class and ask students to find the correct picture on their own . Check answers as a class .

5 Ask them to think of any other safety advice .

eg . Don’t play on the street .

Cross the street at the zebra crossing .

三 Exercise

一、词汇

1 That man （quick） ran away .

2 Don’t (抽烟) here , please .

3 Jack fell (跌倒) off the ladder and (hurt) himself .

4 We should (study) hard .

5 It’s important (learn) English well .

6 We went to visit Uncle Wang and (bring) some flowers to him .

7 The fire (burn) the house .

8 He can (swim) very well .

9 Suddenly I heard someone (shout) to the next room .

10 The firemen rushed into the house (救) that little baby .

二、用适当的单词填空

1 That old man was ill hospital .

2 It’s important to be careful fire .

3 Mr Li put the fire a blanket .

4 Don’t pour water her jacket .

5 I heard a strange noise next door .

6 Mr Fang lives next to my room . He’s my good .

7 We often cook meals in the .

8 We should be when we cross the road .

9 How the girl is ! She saved an old man from the water .

10 That girl is to go out at night . So she often stays at home and watches TV .

三、根据课文完成短文

Mr Sun is Wang Fang’s . He is years old . He

lives . One day , Wang Fang him “ Fire , Fire !” So she

out and Mr Sun’s house was on . Mr Sun his leg , He

can’t get out . What can she do ?

Quickly , she back , water over her jacket , then into

the fire . She was . She helped Mr Sun out .

After this , Wang Fang often says :”Fire can be very . It’s to

be with fire . “

五、翻译句子

1 玩火是危险的。

It’s fire .

2 她有一个8 岁的女儿。

She has daughter .

3 今晚我一个人在家。

I at home tonight .

4 在五月十日， 那男人从或里救出一个小女孩。

, that man a girl a fire .

5 我们应该互相帮助。

We .

6 那场火烧毁了屋子里的一切。

The fire in the house .

7 他迅速跑回公寓去取钥匙。

He quickly his flat the key .

（B）

8 他正在写一篇1500字的故事。

He is .

9 我哥哥今天不能来上学因为他的腿受伤了。

My brother because .

10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。

The mouse cut the rope and helped the lion .

11 孙太太住院多长时间了？

was Mrs Sun ?

12 我们应该互相学习， 互相帮助。

We should .

13 学好英语是非常有用的。

It’s to .

7B牛津英语unit5教案 Vocabulary

Vocabulary

Teaching aims and demands:

New words：grateful , quick , slow , rude , recommend , award , super , sportswoman

Teaching methods: task-based approach

Teaching task: 1 to develop an understanding of the use of adjectives in different context

2 to use suitable adjectives to describe people’s behavior and character

Teaching aids: tape recorder

Teaching procedures:

1 Make sure that students understand the concept of opposites , Give some similar examples . eg . hot /cold , fast / slow , big / small

2 Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. Give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . When we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . When we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .

3 Ask students to look at the words in the left column of Part A and do the task on their own .

4 Have one student read out a word from the left column and another student give the opposite word from the right column. Write the correct answers on the board .

5 Explain the context of Part B . You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .

6 Ask students to read two reports on their own first . Ask them to try to make sense of what is being said in the reports .

7 Then students read the first report again and use the mixed-up letters to help them make a suitable adjective .

8 Follow the same procedure for the second report . Ask students to read out the report one sentence at a time . Write the missing words on the board .

9 Ask students to write a report about one of the classmates using one of the reports in Part B on page 77 as a model . Encourage them to use as many adjectives as possible .

7B牛津英语unit5教案 Grammar

Grammar

Teaching aims and demands:

Teaching methods: task-based approach

Teaching task: 1 To recognize and understand how to use “can” and “could” to express ability in the present and past .

2 To recognize and understand how to use “can” and “could” to talk about possibility in the present and past .

3 To recognize degrees of possibilities when u8sing “may and “might”

Teaching aids: tape recorder

Teaching procedures:

1 Revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible .

2 Students have already learned the use of “can” and “may” in making requests(Book7A , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .

3 Ask students to identify activities that they can do well . Write students’ statements on the board . First write “ I can “ on the board .

4 Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects

5 Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . We use “can” to say that we are able to do something . We use “could” to say that we were able to do something in the past .

6 Ask students to work out the rule on their own . Then they check with a partner and confirm that their answer is correct with the whole class .

7 Ask students to check the information table in Part1 about the Beijing Sunshine Secondary School students’ abilities . Reinforce the use of “could/ could not” for the past and “can / can not” for the present . Then they complete the sentences on their own .

8 Check students’ understanding of the grammar tables on page79 . Then explain the negative and question forms using “can /could” in Part2 .Ask them to work out the correct information by referring back to the table on page78 .

9 Students do Part A2 first on their own and then check their completed sentences with a partner , Then ask students to read the conversation in pairs .

10 Check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.

Part B

1 Tell students that they are now able to talk about their present and past abilities using “can/could” . Introduce the idea that we also use “can/could” to express possibilities .

2 Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .

3 Explain to students the concept of possibility . We use “can” to say that something is possible . We use “could” to something was possible . However, we are not talking about the chances that something will happen . Provide examples using students’ own experience :

School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home .

It will be warm tomorrow so we can wear short sleeves .

4 Ask them to do PartB1 in pairs , For less able students , allow them refer to the table on the top of page 80 .

5 Check the answer as a class . Pay special attention to any common mistakes and clarify them . choose five students to read aloud .

Part C

1 Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . Tell them that “might” is the past tense form of “may” .However , we also use “might” to talk about possibility .

2 Explain the context by talking to students about the Class 1 Grade 7 students’ summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .

3 Ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .

4 Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities .

5 Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ I’m sure” and “highly possible” . These words will determine the use of specific modal verbs .

6 Then ask students to complete sentences 1-4 at the bottom of the page . Check the answer as a class activity . Clarify any possible problems .

篇5：一年级下册英语Unit5课后练习题

一年级下册英语Unit5课后练习题

一、Read and choose(选择相对应的答句)10分

1.What’shelike?

()2.Who’syourartteacher?

()3.DoyouknowMr.Young?

()4.Isshestrict?

()5.Isheyoung?

A.Mr.Jones.B.Yes,sheis.C.Heisold.

D.No,heisn’t.E.No,Idon’t.

二、英汉选择(10分)

1.()What’sshelike?         A.她很有趣吗?

2.()Isshefunny?                B.她怎么样?

3.()Heisclever.                  C.你认识她吗?

4.()Theyarehelpful.          D.他很聪明。

5.()Doyouknowher?         E.他们都很有用。

篇6：初二英语上册unit5公开课教案

一、教学目标：

1、语言知识和能力目标：

能掌握以下单词：anyone,any过去时间之前的行为。

2、灵活运用已经学过的常用功能项目，进一步学习并掌握如何描写与分类，描写物体，和叙述等语言功能项目；

3、恰当理解和表达义务、道歉和应答，忠告等交际功能；教学重点、难点

教学重点

教学重点是每单元的A部分。A部分是基本的语言内容，该部分是以一幅新语言功能在实际生活中应用的图画展开的，所有重点词汇都在图画中描绘出来。

教学难点

教学难点是每单元的B部分。B部分是每个单元知识的扩展和综合的语言应用。该部分是在循环A部分所呈现的语言的同时引出新的词汇。

教学措施

一、听、说、读、写、四种技能相结合的教学模式。

听力教学与阅读教学是与写作教学结合在一起的，为了使学生更好地掌握，采用四种技能相结合的教学方法。书中所有对话都配有录音，每部分第一个活动都需要学生边听边看图。然后让学生确认录音中提及的物体，说话人或被谈话人，或者填出确实单词。

二、开展结对活动和小组活动

可以为学生分配搭档，也可以让他们自己选择，在开展结队活动之前，要确保每个人都要理解词汇的意义并指导活动如何进行。

三、运用先学后教，当堂训练的教学模式，精讲基础知识，加强基本训练，培养运用语言交际的能力。

在训练中，要尽量使语言形式与语言本身相联系，不要做过多地语法及语言形式的练习。

四、教学具体措施

1、摸清学生基本情况，逐步激励学生对英语产生学习兴趣。

2、重视课堂教学质量，逐步提高学生英语交际能力。

3、有意识培养学生听力、表述、朗读、书写和作业的基本能力。

4、重视思维过程系统编排，由浅入深，由易到难，由已知到未知，循序渐进，点面结合，逐步扩展，循环往现，以加深影响。

篇7：初二英语上册unit5公开课教案

教学目标：

1.会使用可数名词和不可数名词开购物单。为后两课学习购物做准备。

2. 学会讨论吃什么饭，买什么东西。

3.复习一些礼貌用语和习惯表达，如：How about…? What about…? Can you come with me? What do you have for dinner this evening? Let me and have a look.等。

教学用具：

录音机，实物投影仪，图片或实物等。 如有条件可做一商店的模型。是的可更加生动真实。

教学步骤：

Step 1 Revision

[课件展示]值日生Duty Report。

教师让学生看图片编对话，两人一组操练对话。同时教师总结售货员用语和顾客用语。

A：May I help you ?

B：Thank you. I want …of …, please.

A：Certainly. Here you are. Is that all?

B：No. And some… please.

A：How many do you want?

B：About…, please.

Step 2 Read and act

[课件展示]教师可以点击图片播放影片让学生观看。

教师点击图标播放录音并让学生跟读。让学生听录音一遍后问：Where are they?

在听录音一遍后问学生：What does Tom want to buy? What else? How many? How much are they?

听第三遍，模仿跟读，直至练熟。

Step 4 practice

[课件展示]教师点击图片播放影片让学生观看，使学生模仿情景影片中的对话，学生可根据课件中提供的食品名称和重量，两人一组自行编对话。有条件的班级可以让学生进行对话演练。

Step 5 Listen and answer

[课件展示]教师点击图标播放录音，同时让学生观看课件中的问题，要求学生边听边记。教师放三遍录音，教师核对答案时候点击鼠标，问题下方出现答案。

Step 6 Exercises

[课件展示]教师教师指导学生完成练习，复习巩固有关many和much的区别以及可数名词与不可数名词的区别。

Step 7 Game and music

[课件展示] 教师可以在完成一节课教学任务后的空余时间，播放影片给学生增加兴趣。

篇8：初二英语上册unit5公开课教案

单元教学目标：

1、Words&phrases：robot, paper, less, fewer, simple, unpleasant, factory, seem, etc.

2、will 构成的一般将来时态的陈述句、否定句、疑问句及回答.

3、There be 句型的一般将来时。

4、more , less , fewer 的用法.

5、学习一般将来时态的相关知识，学会对未来进行预测.

单元重难点：

1、will构成一般将来时态的句式。

2、There be 句型的一般将来时态。

3、more , fewer , less 的用法。

4、How to make predictions .

课前准备：

教师：录音机、所学物品的.图片。

学生：英语点金教练、练习本及相关的学习用具

教学步骤：

Step 1 Leading in(导入话题，激活背景知识)(导入话题，激活背景知识)

Greetings：Welcome to school .

What’s the date today ? Who’s on duty today ?

Do you enjoy your winter holiday ?(你喜欢你的寒假吗?)

Do you finish your Homework(家庭作业) ?(你完成你的假期作业了吗?)

Do you want to live on the moon ?(你想去月球吗?)

Can you guess what will happen in ten years ?(你能猜出十年后将会发生什么吗?)

Collect the Ss’ answers and say something about their predictions .

Step 2 Pre-task(任务前活动)

SB Page 2 ,1a .

1.Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years .

2.Read each predictions to the class .Explain the new vocabulary .

3.Read the instructions .Make sure Ss know what they should do .

4.Do it by themselves .

5.Talk about the answers with the class .

Explain :一般将来时态

构成：will / be going to +动词原形=

Step 3 While-task(任务中活动)

SB Page 2 ,1b .

1.Practise reading the six predictions .

2.Read the instructions to Ss .Circle the things you hear on the recording .

3.Play the tape twice .(放录音，两次)

4.Play the tape a third time .At the same time ,check the answers .

SB Page 2 , 1c .

1、Pay attention to the dialogues .

2、Read the dialogues fluently .

3、Pairwork .Work in pairs to make predictions according to the sample .

4、Ask several pairs to share their conversations to the class .

SB Page 3 , 2a & 2b .

1、Read the predictions .

2、Read the instructions and point out the sample answer .

3、Play the tape twice .Ss circle the word they hear in each sentences：more , less , fewer .

4、Check the answers .

学生探究：less , fewer 的区别。

Step 4 Post-task(任务后活动)

1、Point to the example in the sample dialogue .Practice reading .

2、Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .

Grammar Focus:

1.、Review the grammar box .Ss say the statements and responses .

2、Make summaries about “will” ,“fewer” and “less” .

Homework(家庭作业)(家庭作业)：

1、Make predictions about yourself in 10 years .Write down 5 sentences .

2、Go over the new words .

篇9：2020小学三年级英语Unit5教案

【教具准备】

1 教师准备教材配套的录音带。

2 教师准备 umbrella, vest, violin, window, wind 的图片和词卡。

3 教师准备字母卡 Aa----Ww 。

【教学过程】

1 热身、复习(Warm-up/Revision)

(1)Oral practice学生口语会话展示。教师可根据学生情况提示他们增加对内容。

(2)游戏：“猜猜看”。

教师用简笔画的方法在黑板上画某种交通工具的某个部位，边画边问：What is it? 学生随意想象，猜图说：A panda? A jeep? A pear? … 教师再继续画一两笔，让学生接着猜，并以小组为单位讨论，最后由一名学生代表说出一个答案。教师将图画完，带领学生一起说： Look! It's a … 猜对的小组赢得一分。(以交通工具、玩具和文具词为主) 还可让学生代替教师进行此项活动。

2 呈现新课 (Presentation)

(1)教师画一把雨伞，并有意识将雨伞画在某种交通工具底下。教师提问：What's under the bus/jeep? 能力强的学生说： It's an umbrella. Or : Umbrella. 教师出示准备好的雨伞或图片说：It's an umbrella. 强调Umbrella. 将图片和词卡贴在黑板上找学生认读单词。Under 是第一课时已学过的内容，再次出示词卡让学生认读，之后教师指着词卡上单词的第一个字母文学说：What letter is this? 如果学生会，请学生答，如果学生不会，教师告诉学生是 Uu，并出示字母卡片，认读Uu 。让学生分别认读字母的大小写。

(2)教师利用实物、图片和动作继续学习其它单词： vest, window可用实物讲解;violin, wind 用动作讲解。(可根据学生或教师情况更改)让学生在理解词义的基础上进一步认读单词。注意violin, wind的发音要到位。 在较熟练的认读单词再后学习字母Vv, Ww 利于掌握发音，掌握字母形状。讲解时，将Ww的大小写同 Mm 的大小写比较，将Vv 的大小写同Uu 的大小写比较。教师要注意提示学生Vv 的发音，需用牙齿咬下嘴唇。

(3)让学生听录音，用手指着字母及单词，跟读 Let's say 部分。

(4)Let's do

a. 教师播放 Let's do 部分的录音，边听边让学生观看教师的动作。按歌谣的顺序出示 A—W的字母卡。

b. 再次播放Let's do 部分的录音，让学生边听边说边做动作。

3 趣味操练 (Practice)

(1)游戏1：Silent Speech

告诉学生教师将换一种方法说字母------唇说，既说字母的时候不发出声音。学生看教师的口形，猜教师“说”的内容。说的字母为Aa----Ww 。

(2)折一折，猜一猜。

教师将某个字母卡对折或用其它方法折叠，只露字母的某个部位，让学生猜一猜是哪个字母。还可以让学生亲自动手折字母，猜一猜。

(3)将学生分为2大组，一组读Let's do 中的句子，另一组做句子中动词所示的动作。

(4)学玩字母后，教师让学生做活动手册中的描红字母。

4 课堂评价 (Assessment)

做活动手册本单元第31页的练习，方法和步骤同以前。

5 扩展性活动(Add-activities)

Making letters by queuing

可将学生带到室外，或将教室的桌椅尽量向后摆，让学生自己分小组或找伙伴按字母形状站立排成字母。

【板书设计】

第三课时探究活动

探究内容：朗读比赛

探究目的：提高认读能力，增强朗读水平，鼓励学习自主性

探究形式：

1) 在固定的时间中认读短文，自我学习。

2) 鼓励学生相互提问，相互帮助

3) 开展朗读比赛。

探究过程：

1) 告诉学生活动放发：自学、互助、竞赛，并告诉学生要在规定的时间里比比各小组的朗读和互助情况。

2) 比赛内容：

A pencil box

An eraser, a ruler and pencils,

Red, yellow, blue, white and black.

I put them in my pencil-box,

As they are all my good friends.

An eraser, a ruler and pencils,

Red, yellow, blue, white and black.

3)给学生5分钟自己练读。

4)告诉学生可以相互帮助。

5)比赛：

第一轮，每人读一句。

第二轮，找每组代表读儿歌。

6)总结比赛结果，为优胜组和优秀个人发奖。小学三年级英语教案《Unit5 Where is my ruler 第三课时》

篇10：2020小学三年级英语Unit5教案

【教具准备】

1 教师准备教材配套的录音带。

2 教师准备Let's learn 部分的教学课件。

3 教师和学生都准备所学单词的玩具。

4 教师准备所学交通工具类单词卡片和图片。

5 学生按小组准备眼罩。

【教学过程】

1 热身、复习(Warm-up/Revision)

(1)日常口语练习。让学生在课下将日常用语和其它知识综合在一起，自编自演一个对话。每节课进行1—2组，所用时间为3—5分钟。

(2)学生俩人一组，表演Let's talk 部分的对话。

(3)游戏：

Simon says

教师发出指令，学生执行指令。规则是：如果指令前有Simon says ,学生执行指令，否则被罚下，如：

T: Simon says, put a pencil-box on your desk.。学生将铅笔放在书桌上。如教师只说：Put a pencil-box on your desk. 学生则不做任何动作。指令语以介词为主。

2 呈现新课 (Presentation)

(1)教师画简笔画呈现新知

a. 教师首先画两个圆形， 问：What is it? 学生回答： It is a bike.

b. 用同样的方法出现其它交通工具bus, jeep, taxi 。

(2)让学生看动画， 学习Let's learn部分的词汇。

(3)教师出示准备好的单词卡片，让学生逐个再次认读单词。

3 趣味操练 (Practice)

(1)学生俩人一组，每次一人戴上眼罩，另一个同学手举玩具，让戴眼罩的同学摸摸玩具的一小部分，进行问答练习：What is it? It is a bike(…)。

(2)游戏：Where is it?

教师将玩具准备好，请一位学生面对黑板，然后将一个玩具如：taxi放在某处如： in a desk ，全班学生问： Where is the taxi? 让前面的同学猜在哪?

(3)四人一组，说说51页Let's play 部分的图片上各物品的位置。

4 课堂评价 (Assessment)

做活动手册第30页的练习，方法和步骤同以前。

5 扩展性活动(Add-activities)

将学生带到室外，让学生将自己准备好的文具或其它物品藏起来，大家自由寻找，比一比，谁的寻宝最成功。之后，让猜东西的人和找东西的人一起说说此物的位置。遇有不会的单词或地点词时做适当记录，以便下面的学习。

【板书设计】

第二课时探究活动

找玩具

探究内容： 巩固新单词， 复习方位介词的表达

探究目的： 巩固新知，提高英语表达能力

探究形式： 观察，思考，学习，应用

探究过程：

(1) 学生将带到学校的玩具如bike, taxi, bus, jeep等藏在教室里不容易发现的地方。

(2)学生自己找同伴互相找对方的玩具， 用到“Where is the bike?” “It's in/on …”。

(3)教师可根据学生的实际情况增加单词：beside, behind, next to, near …， 扩大学生的知识面。

篇11：2020小学三年级英语Unit5教案

1 教材分析

教材的 Let's talk 部分是通过情景会话，让学生学会提问和回答物品所在位置 Where's…? It's in / on / under… ，并能在实际情景中自然运用。 Let's practise 部分是通过游戏练习所学的Let's talk 部分的内容，提供给学生一个实际运用语言的机会。在两部分知识学、练的同时能听、说、认读以下单词 car, plane, desk ,chair, bag, in, on, under 。

2 教法建议

本课时主要是通过情景会话让学生学会提问和回答物品所在位置的句子，使学生在一定的情景中听懂、会说并理解句子 Where's …? It's in / on / under… 。教师让学生课前准备好所学文具类单词，在讲授新句子时可通过游戏 “捉迷藏” 来导入句型 Where's…? It's in / on / under… 。在了解新句型的基础上，利用教学课件学习新对话，从而认读本课时的单词。最后，再次通过游戏傅锡、巩固所学的Let's talk 部分的内容，游戏可分集体游戏和小组游戏两种，并将寻找文具扩展到寻找玩具或身边的其它事物。

第二课时教学建议

1 教材分析

本课时分Let's learn 和 Let's play 两部分。Let's learn部分主要是教学几个表示交通工具的单词：bus, bike, jeep, taxi并初步了解短语“Look out!”的含义。 Let's play 部分是为了练习第一课时所学的Let's talk 部分的内容，提供给学生一个在实际生活中运用语言的机会。

2 教法建议

本课时主要学习几个表示交通工具的单词：bus, bike, jeep, taxi ，学生对这几个单词已有了初步了解，再次学习时，教师要设计易于调动学生兴趣和学习积极性的活动。在导入新课时，用简笔画导入新课， 还可用真实的玩具让学生感知，用色彩鲜艳的图片吸引学生，用熟悉的声音调动学生。然后运用动画课件呈现新知。操练环节， 教师可设计有趣的活动让学生在玩玩动动中巩固所学。

第三课时教学建议

1 教材分析

本课时包括 Let's say 和 Let's do 两部分。Let's say部分是为培养学生听、说、读、写字母Uu, Vv, Ww ，并让学生听懂、会说这些字母开头的单词umbrella, under, vest, violin, window, wind 。Let's do 部分是通过有节奏、有韵律的指令语，来复习和巩固字母 A-W 。并初步了解表动作的词语 show, point, type, colour, say ，也为学生的语言学习提供一定基础。 A-T是本册书Unit 1 到 Unit 4 的字母教学内容。

2 教法建议

在讲授字母和单词时，教师利用实物、图片和动作将字母和单词同时出现，让学生在理解词义的基础上学习。如：umbrella, vest, window可用实物讲解;violin, wind 用动作讲解。(可根据学生或教师情况更改) 理解词义后利于表述单词，较熟练的认读单词再后学习字母利于掌握发音，掌握字母形状。

【课题】Unit Five Where is my ruler?

【教学重点】日常用语Where's …? 及其 It's in / on / under…

【教学难点】句子： Where is my car? In the toy box? 的理解

【教具准备】

1 教师准备教材配套的录音带。

2 教师准备 Let's talk 部分的教学课件。

3 教师和学生都准备 pen, pencil, ruler, eraser, bag 等文具和car, toy box, ball, plane, doll 等玩具。

4 教师准备所学单词的卡片和图片。

5 学生准备白纸和水彩笔，准备画画用。

6 学生按小组准备眼罩。

【教学过程】

1 热身、复习(Warm-up/Revision)

(1)学生日常用语练习。

(2)游戏 Show me the …

教师或学生说单词，如pencil 一词，师生共同说Show me the pencils. 师生举起铅笔。这样，用同一种方法练习其它文具类单词。教师和学生共同游戏，可增进游戏效果和师生间的交流。

(3)教师播放第一册Unit 2 B部分 Let's chant 的录音，学生边听边拍手，有节奏地吟唱。

2 呈现新课 (Presentation)

(1)游戏：“捉迷藏”

教师出示文具pen, pencil, ruler, eraser, bag …… 让学生自由用英语表述，之后告诉学生：All of these are mine. They can move. Please close your eyes. 告诉学生我的文具也长了脚，可以和同学们做捉迷藏的游戏，请把眼睛闭紧。教师将其中一个文具，如：ruler 藏在某个同学的课桌底下，问：Where is my ruler? 学生自由讨论，能用英语的说英语，不会的单词可做动作表示。用此方法引出单词：in, on, under 的教学。并让学生看词卡，认读单词，最后将词卡贴在黑板上。

(2)动一动：为了复习介词in, on, under ，设计“动一动”的活动。

教师告诉学生左手是地点，右手是物品。当教师说其中的某个单词时，学生用两手表示出某物所在位置。如：in ，学生应将右手放到左手中，并将右手包紧，表示in 。

on 是将右手放在左手上。

under 将右手放在左手底下。

(3)教师播放Let's talk部分录像，初步了解新对话内容。并提问：

What can you see? 学生可根据记忆说单词或句子，目的在于训练记忆和表述英文。学生说多说少教师都应给予鼓励。

(4)再次观看课件。之后找学生选择教师手中的物品，按其顺序表演对话并摆放物品。

a. 在 car, toy box, ball, plane, doll 等玩具中选择所用物品。

b. 在课桌上寻找并摇头说：No.

c.在toy box 中寻找并说：No.

d. 发现玩具车就在椅子底下。

学生表演的同时，教师放慢速度用英语表述。

(5)播放Let's talk部分动画，学生跟读。还可让学生扮演角色， 和动画对话。

提示学生：当你想询问某物在哪里，可以说：Where is …?

3 趣味操练 (Practice)

(1)游戏：Listen and do

按教师的指令做动作或摆放物品。比一比，谁能将所有的动作坚持到底。指令如下：

Put the left hand on your head. 教师适当提示left 的含义。

Put a bag under your chair. 注意：做此动作时，前一个动作的姿势不便。即左手放在头上的同时，将书包放在椅子底下。

Put a pencil-box on your desk. 仍然是做此动作的同时不改变上一个动作。

Put an eraser in your pencil-box.

Put three pencils under the pencil-box.

Put a ruler on the eraser.

比比看，谁能将动作坚持到底为胜。教师可根据各班情况增减指令语。

(2)小组活动：四人一组，做 Let's practise 的游戏。

一名学生藏学习用品并问：Where is my …? ，另一名学生带上眼罩猜用品在哪里 In your bag?/ In your desk? ，再有两名学生一个做裁判，一各做记录员，每人只有两次猜的机会，猜对一次，做一次记录，最后猜对次数多的是优胜者。之后，俩俩交换，继续进行。

(3)做本课时Let's talk 部分的巩固练习，两人一组，扮演对话中的人物，教师可鼓励学生适当改变对话中的单词，或适当增减句子。

4 课堂评价 (Assessment)

做活动手册本单元 Let's talk 部分的练习，方法和步骤同以前。

5 扩展性活动(Add-activities)

教师让学生拿出准备好的白纸和水彩笔，准备按指令画画。指令内容如下：

Listen and draw

Draw a ball in a toy box.

Draw a car on a toy box.

Draw a plane under a toy box.

Draw a doll in a girl's hands.

教师让学生交上来他们的画，可以为学生创设一个自由展示的空间。凡是愿意将绘画展览的同学，统一把画贴在指定的地点，此地点作为英语角(English corner)。

另为，教师还可让学生随心画一幅画，并将所画内容用英语讲一讲。

篇12：高一英语必修一unit5教案

(一) 教材地位和教学内容分析

本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。Reading设计为本单元的第2课时。本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具体描写1976年唐山大地震的震前、震中和震后。本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。但文章的结构较明显，较容易归纳出各部分的中心词。

(二)教学目标

1. 语言知识目标：

a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。

b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。

2. 语言技能目标：

a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意;通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词;通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。

b) 让学生复述课文，分析、感悟作者的写作意图。

c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。

a)学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人和有关地震的形成和减少地震所造成的损失等一般知识。

b)懂得地震无情人有情，即使发生了多么可怕的灾难，国家和解放军兵都会不顾自身安危，奋力抢救，培养学生一方有难、八方支援的互助友爱精神。

c)了解自然灾害会给人类带来严重的破坏性后果，让学生进一步感悟、领会到人类应与自然界和谐共处。

d)培养学生的合作意识和“合作学习”的习惯。

e)欣赏课文中优美句子，了解一些英语修辞手法，使学生在学习完课文之后得到一次美的享受，一次心灵的愉悦和升华。

(三)教学重点和难点：

1. 重点

1)让学生了解唐山大地震，了解地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。

2)训练学生的阅读技巧，提高阅读能力。侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力：

a.文章段落中心词把握能力。

b.根据主题快速捕捉文章重点细节的能力。

c.总结归纳能力。

3)重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。

4)欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。

2.难点

1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。

2) 如何使学生学会提取、筛选和重组文章中的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。

三、说教学方法

1、任务型语言教学法

任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习要强调通过“做中学”、“学中做”，使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，进行一次就地震后幸存者的访问。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。

2.直观法(视听教学法)

充分利用多媒体教学手段，通过播放影视剪辑，与课文主题相关的图片、图表等直观手段，在充分调动学生学习兴趣的同时，降低学习难度，突破重难点。

3.合作学习教学法

合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。因此，本课打破传统的教师单向灌输，采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。

四、说教学过程

STEP1 导入 lead-in

在课堂开始，我会给学生播放一段有冯小刚导演拍的-《唐山大地震》的片段节选，让学生能通过-能理解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去了解这篇文章的兴趣，积极加入课堂。 Step2 pre-reading 读前

在这个环节我会在学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环节的阅读中找出答案。

Step3 while reading

在这个环节当中我设计了3个活动

第一个活动 activity1 fast reading

给学生几分钟的时间，让后让学生快速阅读这篇文章，并找出在读前所给题的答案，在读完文章之后，让几个同学来进行回答。

第二个活动 activity2 scanning

放录音，让学生跟随录音快速阅读，并要求学生找出每一段落的中心句，并在读完之后，要求得出这篇文章的整体大意。并让学生起来进行回答

第三个答案：acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。

首先我会将整个班级分为若干个小组，每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题，(true or false),要求学生以小组的形式进行抢答。并作出得分记录，最后还要评选出第一名。在抢答过程当中，我并不只单单是以游戏的形式来完成这一任务，只是简单的完成对错题，我会要求每组在抢答的过程当中，要对他们所选的答案进行解释说明为什么。让学生在这个过程当中真正玩有所得。

Step 4 post-reading

这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式，设计五道选择题，用幻灯片展示出来，并让学生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节当中对刚刚已经学习知识进行巩固。

Step5 summary

在这一环节中我会整堂课做一个简短的总结，并再一次强调本次课的重难点。让学生明确本课的重点，再一次明确课堂目标。和引导学生对这篇文章的情感态度进行升华。

Step6 homework

作业：

1、要求学生背诵本次课的重点词汇和短语

2、要求完成相应联系。

3、要求学生课后通过各种途径查到关于地震的常识，并去了解一些 逃生的小常识，下节课来全班同学一起分享。

篇13：高一英语必修一unit5教案

教学重点难点：

(一)重点

1. 本单元的生词、短语

2. 有关旅游的一些表达法

3. 掌握游记与来往书信的写法

4. 复习动词的用法以及现在进行时用于将来的表达法

(二)难点

1. 动词时态的综合运用

2. 语法操练与语言交际活动的有机结合

3. 一些开放性话题的实现

4. 课外查阅资料的能力培养

教学目标

1. 语言知识与技能

1) 熟练掌握与话题相关的常用词汇与表达法

2) 培养学生听、说、读、写四技能的综合运用能力

3) 使学生能就given topics较好地完成一些开放性话题

4) 培养学生使用图书馆、网络查阅资料的能力

2. 情感态度与文化意识

1) 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣

2) 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势

3) 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识

4) 带领学生领略世界风光之美的同时，增强他们的环保意识

3. 学习策略

1) 兴趣教学策略,其中包括对话、讨论、表演等

2) 开放式教学策略，如：brainstorm, role play, given situations 等活动

3) 任务型活动策略，在做中学，在交际中进行真实运用

为了有效地达到以上教学目的，我设计了以下六个任务：

1)The students are to discuss the means of transportation

2)The students are to describe a place they know

3)The students are expected to know what an adventure travel is like

4) The students are supposed to take a virtual travel

5) The students are to write a travel diary/letter

6) The students are to finish a proposal letter/make a survey report

我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。

任务型语言教学的倡导者认为，掌握语言的途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到状态。

篇14：小学一年级英语Unit5 Whos he 练习题

小学一年级英语Unit5 Whos he 练习题

( )1. What _____ he like?

A. am B. is C. are

( ) 2. ―Who’s your English teacher? ― ________.

A. Miss White. B. She’s kind. C. Yes, she is.

( ) 3. ―Is Miss White kind? ― ________.

A. Yes, she is. B. Yes, he is. C. No, he isn’t.

( ) 4. ―Do you know Chen Jie? ― ________.

A. Yes, he is. B. Yes, I do. C. Yes, I can.

( ) 5. ―What’s Miss White like? ―________

A. His name is John. B. He is shy. C. She is kind.

( ) 6. ―Is ____ strict? ―Yes, he is.

A. she B. he C. it

篇15：Unit5 the seasons英语说课稿

一、教材分析

(一)说课内容:

《牛津小学英语》6B Uunit 5 The Seasons 第一课时

(二) 本课在本单元内容中的地位。

本课是牛津小学英语6B中的Unit 5 The seasons第一课时的教学内容。本课的核心内容是“季节”。所涉及的主要句型有： Which season do you like best? I like… Why? Because it’s … I can…本课主要学习四会单词：spring, summer, autumn, winter. 三会单词：best, because 日常交际用语：Which season do you like best? I like… Why? Because it’s … I can… 本课内容比较贴近学生的实际生活，语言运用情景也比较真实。本节课是本单元的基础，也是重点之一。通过学习掌握四季的名称和特点，同时通过对课文重点句子的学习，学会用本课句型与同伴交谈，了解其他人的季节喜好及原因，并在此基础上进一步运用所学，描述最喜欢的季节，提高学生听、说、读、写综合素质能力。

(三)教学目标

1.知识目标：

(1)听懂、会说、会读weather ,spring ,summer, autumn ,winter

(2)能听懂、会说、和会读单词season ,because ，best,snowman

(3)能听懂、会说、和会读日常交际用语Which season do you like best ? I like … best Why ? Because … I can …

2.能力目标：

(1)培养学生一定的语感和良好的语音、语调

(2)能就四季说出自己喜爱的活动

(3)会唱课文中的歌谣

(4)结合本课的内容，对喜爱的季节及原因(相应的活动)进行互问互答。

3.情感目标：

(1)维持学习英语的兴趣，建立学好英语的自信心。

(2)鼓励学生多进行有意义的活动。

(3)培养学生爱国精神，增强世界意识。

4.文化目标：

(1)了解国内外生活差异，开拓视野

(2)了解不同地区季节和气候的不同。

5.策略目标：

(1)学生能积极运用所学英语进行表达和交流。

(2)对所学内容能主动练习和实践。

(3)积极与他人合作，共同完成学习任务

(四)教学重点

四个表示季节的单词及日常用语

Which season do you like best ? I like … best Why ? Because … I can …

(五) 教学难点

运用所学的内容来描述最喜欢的季节。

二、学情分析

本课面向的是已有一定英语基础的六年级学生，经过近四年的学习，学生们已经具备了初步的听、说、读、写能力，尤其是听、说、读的能力。另外他们还具备了一定的计算机操作能力。因此，他们完全有能力在教师引导下进行网络环境下的'自主性学习。同时，本单元的教学内容又贴近于学生的生活，因此本课时的教学内容对学生来说不难理解，关键是四会单词和句型的学习及其在日常生活中的综合运用。

三、教法学法

(一)教法

1. 多元智能教学法

通过英语学科与信息技术、天文、地理相结合，秉成“以学习者为中心”的教育理念。开发学生视野，发挥学生潜能。此外，有利于老师了解学生不同的学习风格，灵活运用教学法，培养学生沟通的能力。

2. 交际法

组织学生利用网站提供的资源自由交谈，了解其他人的季节喜好。

(二) 学法

1.自主学习法

这节课以学生为主体，从复习，自学新课，到课后作业，都是同学们利用网络，在教师的引导下，自主地学习。他们可以根据自己的学习情况选择他们感兴趣的内容。

2. 交际法

学生之间通过交谈，了解其他人对季节的喜好。

六、教学过程

为了完成教学任务,达到学以致用的教学目标,我安排了以下教学环节.

(一)自然交谈，创设情境。

1.学生与老师自由交谈。

What date is it?

What day is it?

What’s the weather like today?

2.在交谈的基础上，唱歌“What’s the weather like today”。 这一环节旨在复习关于天气的内容，以自由的交谈和轻松的歌曲，创设愉快的英语学习氛围。

(二)利用图片，学习单词句型。

1.T：Let’s learn a lesson The seasons.

Teach :season

T:How many seasons are there? What are they? Click “words and dialogues” learn the words and sentences by yourselves.

(三)检查自学 获取反馈

1.检查几个季节单词的掌握情况。

教学：Spring Summer Autumn Winter。检查学生的自学情况，根据学生的掌握情况，有的放矢地教学新单词。单词的读音是重点。

2.检查学生的对句型的掌握情况

选择4个季节其中的一幅或两幅图与同伴交谈。本环节利用课本的图片，让学生自由交谈，检查学生对下列句型的掌握情况：What season is it? What can you see in ……? What can you do in ……? What’s the weather like in Changhzou in……?由由远及进，交谈话题贴近学生生活。

(三) 开拓视野 运用新知

1.T: Do you want to know more about the four seasons? Let’s go to Readings. 学生自学Readings中的阅读材料。

2.Feedback

T:What can you learn from Readings.学生说说在阅读材料中学到了什么关于四季的内容。

3.练习巩固，完成板书。

本环节开阔学生的视野，增加对四季内容的语言输入量，维持学生的学习兴趣。同时在练习中巩固上一环节所学的关于四季的单词和句型。

(五)巩固深化 综合运用

1.T: Do you like spring/summer/……?

Which season do you like best? Why?

Teach: best because

学生应用句型自由交谈。

2. T: Turn to page 41.Wok in pairs.

学生用书上的图和所学句型自由交谈。

3.Small talk : my favourite season学生在之前的环节中，已经积累了许多关于四季的资料，在此基础上，学生口头练说小作文：我最喜欢的季节。本环节让学生运用Which season do you like best?I like ……。 Because it’s …….I can ……，了解同伴的对季节的喜好，并综合运用本课所学，让学生描述自己最喜欢的季节，培养学生热爱生活、热爱大自然的思想感情。

(六)总结新课 布置作业

1.T:what can you learn from the lesson? 学生小结。

2.Homework

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