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人教版PEP英语五年级上册unit1 第一课时-课件

Wu Yifan: Yes, he is . Oliver: Great ! I like funny teachers.
Who’s your math teacher?
Miss Wang is my math teacher.
What’s he/ she like?
Who’s your Chinese teacher?
What’s he/ she like? He/ She is....
Who’s your best friend? What’s he like?
Who’s your teachers? What’s she like?
看图回答问题：
• 1、Is she young?
No, she isn’t. She’s old.
• 2、Is he strong?
Yes, he is .
3、Is he strict?
No, he isn’t. He’s funny.
• 4、Is she quiet ?
Yes, she is .
Let’s say
Who’s your math teacher?
Mr/Miss…
Chinese teacher English teacher math teacher science teacher art teacher music teacher P.E. teacher
13、He who seize the right moment, is the right man.谁把握机遇，谁就心想事成。2021/7/292021/7/292021/7/292021/7/297/29/2021 •14、谁要是自己还没有发展培养和教育好，他就不能发展培养和教育别人。2021年7月29日星期四2021/7/292021/7/292021/7/29 •15、一年之计，莫如树谷；十年之计，莫如树木；终身之计，莫如树人。2021年7月2021/7/292021/7/292021/7/297/29/2021 •16、教学的目的是培养学生自己学习，自己研究，用自己的头脑来想，用自己的眼睛看，用自己的手来做这种精神。2021/7/292021/7/29July 29, 2021 •17、儿童是中心，教育的措施便围绕他们而组织起来。2021/7/292021/7/292021/7/292021/7/29

人教版(PEP)英语四年级上册《Unit1Myclassroom》(第一课时)教案

人教版（PEP）英语四年级上册《Unit 1 My classroom》（第一课时）教案一. 教材分析《PEP》英语四年级上册Unit 1主要围绕着教室的场景进行描述，内容涉及到教室里的各个部分以及与之相关的日常用品。

本节课的主要目标是让学生掌握有关教室的场景和相关词汇，如：desk, chr, window, door等，同时让学生能够运用所学的词汇进行简单的句子表达，如：“This is my classroom. This is my desk.”等。

二. 学情分析四年级的学生已经具备了一定的英语基础，能够听懂并简单运用一些日常用语进行交流。

但是，对于一些新的词汇和句型，他们可能还需要加强练习和巩固。

此外，学生的学习兴趣和积极性也需要被激发和保持。

三. 教学目标1.知识目标：让学生掌握有关教室的场景和相关词汇，如：desk, chr,window, door等，并能够运用所学的词汇进行简单的句子表达。

2.能力目标：通过小组合作和互动交流，提高学生的口语表达能力和团队协作能力。

3.情感目标：培养学生对英语学习的兴趣，激发他们积极参与课堂活动的热情。

四. 教学重难点1.重点：掌握有关教室的场景和相关词汇，如：desk, chr, window,door等，并能够运用所学的词汇进行简单的句子表达。

2.难点：正确发音和运用词汇进行句子表达，尤其是对于一些长单词和复杂句型的掌握。

五. 教学方法1.情境教学法：通过设置教室的场景，让学生在真实的环境中学习和运用所学词汇。

2.互动教学法：通过小组合作和游戏活动，激发学生的学习兴趣，提高他们的参与度和积极性。

3.任务型教学法：通过完成各种任务，让学生在实践中运用所学知识，提高他们的实际运用能力。

六. 教学准备1.教室场景的图片和实物道具。

2.词汇卡片和句子卡片。

3.教学PPT和多媒体资源。

4.小组合作任务和游戏活动的准备。

七. 教学过程1.导入（5分钟）利用多媒体展示教室的场景，引导学生观察并说出他们所看到的物品。

新人教英语八上Unit1第一课时(SectionA1a-2d)

1a Match the activities with the pictures[a-g].
待在家里
e 1. stayed at home __f___
bc d
2. went to New York City __b___
a
3. visited my uncle _g____夏令营
4. went to summer camp __d___
相当多的；相当于many adj.精彩的；绝妙的 place in Guizhou. You can see quite a few waterfalls in China, but Huangguoshu Waterfall is very special，
adj.特别的 because it's great and beautiful. It's the biggest waterfall in China.
➢Was there anything interesting on the news this evening?
2c Role-play conversations between Grace, Kevin and Julie.
A: Grace, where did you go on vacation?
1. How was Tina’s trip?
A. Bad.
B. So-so.
√C. Excellent.
2. Who did Tom go to summer camp with?
√A. His friends. B. His family. C. Nobody.
1c Make conversations about the people in the picture.

StarterUnit1第一课时 (1)

Starter Unit 1 Good morning!第一课时(1a~2e)Ⅰ. 在四线格里写出以下字母对应的大写或小写形式。

1. 2. 3.4. 5.Ⅱ. 根据汉语提示，写出相对应的字母组合或单词。

6. 光盘；激光唱片________________________________7. 你好；喂______________________________________8. 英国广播公司__________________________________9. 好的__________________________________________10. 早晨；上午___________________________________ Ⅲ. 单项选择。

( )11. 在四线格中占格相同的一组字母是________。

A. gbB. dfC. aeD. ch( )12. 以下字母是元音字母的一组是________。

A. EGB. ACC. BED. AE( )13. 按字母表顺序排列的一组字母是________。

A. CEHB. DAEC. GFCD. BHF( )14. 用来表示铅笔芯硬黑的字母组合是________。

A. BHB. HBC. GHD. HG( )15. 你早晨遇见了Helen，应该说“________”。

A. Hi, Helen.B. Morning good, Helen.C. Good morning, Helen.D. Helen, good morning. Ⅳ. 情景交际。

在横线上填上适宜的单词补全对话，每空一词。

16. A: Hi, Wei Fang.B: ________, Cindy.17. A: ________, Alice!B: Hello, Zhou Jin!18. A: Hi, Liu Fei! Good morning.B: Hi, Gao Jun! Good ________.19. A: Morning, Dale!B: ________, Eric!20. A: ________, Bob!B: Good morning, Grace!名校讲坛1. Good morning! 早上好！当人们在早晨或上午见面时可用“Good morning! ”相互问候。

北师大版英语七年级上册Unit1Lesson1PhotosofUs(第一课时)优秀教学案例

（二）讲授新知
在讲授新知时，我会结合教材内容，为学生讲解人称代词、介绍家庭成员朋友、谈论兴趣爱好等相关知识点。我会用生动的例子和实际情境，让学生更好地理解和掌握这些知识点。同时，我会鼓励学生积极参与，提问他们一些问题，如：“Can you introduce your family and friends in English?”，让学生在实际语境中运用所学知识。
在实际教学中，我发现许多学生在初学英语时，对开口说英语存在恐惧心理，害怕发音不标准，害怕被同学嘲笑。针对这一问题，我采用了任务型教学法和交际式教学法，让学生在真实的语境中练习英语，提高他们的语言运用能力。此外，我还注重培养学生的文化意识，让他们了解中西方文化差异，从而更好地理解和运用英语。
为了提高教学效果，我还运用了多媒体教学手段，如图片、视频等，激发学生的学习兴趣，帮助他们更直观地理解课文内容。在教学过程中，我充分关注每一个学生，鼓励他们积极参与课堂活动，表达自己的观点，从而提高他们的自主学习能力和合作精神。
在教学过程中，我注重引导学生主动参与，鼓励他们大胆开口说英语，培养他们积极交流的兴趣和习惯。同时，我还运用多媒体教学手段，为学生提供丰富的学习资源，激发他们的学习兴趣，帮助他们更好地理解和运用英语。
（三）情感态度与价值观
在本节课中，学生需要培养以下情感态度和价值观：
1.自信：学生通过实际的英语交流和任务完成，提高他们对英语学习的自信心，克服开口说英语的恐惧心理。
北师大版英语七年级上册Unit1Lesson1PhotosofUs（第一课时）优秀教学案例
一、案例背景
本案例背景以北师大版英语七年级上册Unit1Lesson1PhotosofUs（第一课时）为载体，旨在探讨如何在英语教学中有效提升学生的语言技能、交际能力和文化意识。本节课的主要内容包括：学生自我介绍，介绍自己的家庭成员和朋友，以及谈论自己的兴趣爱好。通过本节课的学习，学生能掌握基本的日常英语表达，提高他们的自信心，培养他们积极交流的兴趣和习惯。

(完整版)Unit1Myday第一课时教案

Unit 1 My day第一课时教案【教学内容】本单元学习的主题是日常学习生活以及周末活动安排。

主情景图通过张鹏和来自西班牙的新朋友Pedro 讨论他在西班牙的学习生活，Amy和Sarah以及Zoom and Zip分别讨论各自周末活动的情景呈现本单元要学习的核心句型。

【教学目的】知识与能力目标：一、句型1。

能够听、说、读、写句型：When do you get up？I often get up at 7 o'clock. What do you often do on the weekend？I often clean my room and wash my clothes。

Sometimes I play ping-pong with Zhang Peng。

2.能够在情景中运用句型When do you get up?I often get up at 7 o’clock。

What do you often do on the weekend？I often clean my room and wash my clothes. Sometimes I play ping—pong with Zhang Peng.询问并回答某人的日常作息与周末安排。

3。

能够在语境中理解词汇finish class ， go back to school ,classes start ,就学校的课程安排时间进行回答;能够理解句型Why are you shopping today? I’m also hard—working.的意思，并能正确发音。

4。

能够按照正确的语音、语调、意群朗读对话，并能进行角色表演。

5.能够在图片的帮助下理解Robin的台词；能够按照正确的语音、语调、意群朗读Robin的台词；能够运用核心句型书面完成书信填写任务。

二、词汇1。

能够听、说、读、写五个有关日常作息活动的词组:do morning exercises ， eat breakfast ， have …class , play sports , eat dinner以及四个日常活动的词组：clean my room ， go for a walk ， go shopping ， take a dancing class .2.能够在语境中正确运用这些词组询问并回答关于日常休息和周末安排的问题、描述日常活动与周末安排。

Unit1第一课时教案

Period1 Festivals around the worldWarming-up & ReadingTeaching ProceduresStep I Leading inT: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?Ss. Yes. Of course!T: When did you feel most happy and excited?Ss: At the Spring Festival.T: Who can tell us why? Any volunteers?S1: Because it is the most important festival in our country.S2: Because I got a lot of lucky money from my parents.S3: Because I needn’t study at festivals and there was a lot of delic ious food to eat.How great.S4: Because I met my cousins and friends who I hadn’t seen for a long time.T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?Ss: New year, Yuan xiao festival…:T: Quite right. That’s called the Lantern’s Festival. How about some other festivals?Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…T: You have done a good job, boys and girls! .Step ⅡWarming –upFestivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know.Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.Discuss in groups of four1.What’s your favourite holiday of the year? Why?2.What festivals or celebrations do you enjoy in your city or town? Do you likespending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?Step VIReading1.ScanningT: Open your books and turn to page one. I’d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3. ( Ask the student to look through the questions and then read the text silently.)( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)2.Intensive reading( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)T: Read the text loudly for a second time and them try to tell if these sentences are True or False.3.Reading and discussionT: Read the text a third time and then work impairs to do Exercise 2 on Page 3.( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.)4.Explanation(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)T: Now I will discuss some important sentences and phrases in the passage.Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.In memory ofIn India there is a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain India’s independence from Britain.People are grateful because their food is gathered for the winter, and because a season of agricultural work is over.The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.The country is covered with cherry flowers so that it looks as though it might be covered with pink snow.The suggested explanation:An attributive clause.The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.in memory of … serving to recall sb, to keep him fresh in people’ minds.He wrote a poem in memory of his dearest wife, who died in an accident.in honor of ( showing great respect or high public regard)in hopes/the hope of (hoping)in defence of (defending)a noun phrase followed by an attributive clause as the appositivetwo clauses for reasonenergy→energetic adj. ( full of or done with energy)look forward to ( to is a preposition here.)devote to, be/get used to, get down to , stick toe.g. I’m looking forward to hearing from you.Step V ListeningT: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).。

人教版小学四年级英语上册第一单元unit1 my classroom 第一课时教案

Unit1 My classroom 第一课时教学重点：学习What’s in the classroom?及相关单词：classroom, window, door, picture, board, light教学难点：1．window一词注意w的发音，不要与v的发音混淆，教师在教学中应及时纠正。

2．在回答“What’s in the classroom?”时，注意单词复数的读音。

教具准备：1．教材相配套的教学课件［Unit 1 Let’s learn/A］2．教材相配套的教学录音带3．教师自制的单词卡4．一张画有教室的大图教学过程：（一）热身、复习（Warm-up / Revision）1．教师播放第一册Recycle 1单元中得“Chant and find”部分，学生跟着录音一起说。

2．教师出示与chant内容相符的图片，问：“What’s in the picture?”让学生进行回答。

Picture一词由这里引出。

3．复习pencil, ruler, bag, book, pencil-case, sharpener, eraser, crayon,pen等单词。

4．引导学生用以上单词做问答练习，如：What’s in the bag? What’s in the pencil-case ?5．在学生回答出问题后，教师可再追问：How many pencils/pens…?使学生能用复数进行回答。

如：What’s inthe pencil-case? A ruler, two pencils…（二）呈现新课（Presentation）1．教师把一张画有教室的大图贴到黑板上，说：This is a classroom. What’s in the classroom?2．学生听懂后，教师可先试着让学生回答，能说出英文的学生给与表扬（desk, chair, picture都已学过），也可让学生用中文回答。

Unit1Tidyup!第一课时单元整体教学设计

6. 小组合作与交流：
- 在小组活动中，学会合作、分享，培养团队精神。
- 运用所学英语进行讨论和交流，提高口语表达能力。
1. 核心词汇：
- clean：用于描述打扫卫生的动作，如“Clean the desk.”（擦桌子）。
- tidy：表示整理、收拾，如“Tidy up your room.”（整理你的房间）。
技能训练：
总结归纳：
在新课呈现结束后，对所学知识点进行梳理和总结，强调重点和难点，帮助学生形成完整的知识体系。
（四）巩固练习（预计用时：5分钟）
随堂练习：
设计随堂练习题，让学生在课堂上完成，检查学生对新知识的掌握情况。鼓励学生相互讨论、互相帮助，共同解决问题。
错题订正：
针对学生在练习中出现的错误，进行及时订正和讲解。引导学生分析错误原因，避免类似错误再次发生。
3. 学生可能遇到的困难和挑战：在本节课的学习过程中，学生可能会在以下方面遇到困难：①对新词汇的发音和拼写掌握不牢固；②在真实语境中，对祈使句的使用不够熟练；③在描述整理活动时，可能无法灵活运用所学句型和词汇。此外，部分学生可能在口语表达方面存在紧张、不自信等心理障碍。
针对以上分析，教师应在教学过程中注意分层指导，关注学生的个体差异，创设轻松愉快的学习氛围，激发学生的学习兴趣和自信心。同时，通过丰富多样的教学活动，帮助学生克服困难，提高英语综合运用能力。
（三）新课呈现（预计用时：25分钟）
知识讲解：
清晰、准确地讲解本节课的核心词汇和句型，如“tidy up”, “put away”等，结合实例帮助学生理解。突出重点，强调难点，通过对比、归纳等方法帮助学生加深记忆。
互动探究：
设计小组讨论环节，让学生围绕整理活动中的英语表达展开讨论，培养学生的合作精神和沟通能力。鼓励学生提出自己的观点和疑问，深入思考。

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a ruler
a cup
完成p1.1a
1a Write English words for the
things in the picture.
1. __m__a_p__
2. _c_u_p_____ 3. _r_u_l_e_r___ 4. __k_e_y____
Introduce oneself and
greet people.
(介绍自己和问候他人）
Hello, Cindy!
I’m Dale.
Cindy
Good morning!
I’m Cindy.
Dale
Nice to meet you.
Hi. My name’s Gina.
I’m Jenny. Nice to meet you! Gina Jenny
Section A 1a—2d
教学目标：1. 学习并熟练掌握下列单词。 name, nice, to, meet, too, your, Ms., his, and, her, yes, she, he, no, not2. 学习并熟练掌握下列句型，介绍自己或他人，问候他人。
What’s your name? My name is Gina. I’m Gina.What’s
Nice to meet you, too.
What’s your name?
Hello. Alan. I’m Ms. Brown
Ms. Brown
Alan. Alan
Listen and number
1b the conversations.
2 A: What’s your name?
B: Alan. A: Hello, n. I’m Ms. Brown.
No, she isn’t. She’s Linda.
Zhang Ziyi
Look at the pictures and make conversations.
A: What’s his name?
Jim B: His name is…/ He is… Tony A: What’s her name?
B: Her name is…/She is…
Tom
Linda
Practice the conversations
2c in pairs.(给同学们练然后给两组展
示)
Hello! What’s your name?
My name’s…
I’m…
Nice to meet you!
(给同学们练然后给两组展示)
What’s his name?
What’s her name?
his name? His name is Bob. He’s Bob. What’s her
name? Her name is Cindy. She Cindy. Nice to meet
you! Nice to meet you, too! Are you Helen? Yes, I
am. /No, I’m not. Is he Mike? Yes, he is. /No, he isn’t. Is she Mary? Yes, she is. /No, she isn’t.3. 识读英语姓与名，辨认男名或女名。Boys’ name: Tom, Mike, Jack, Bob, Dale, Eric, FrankGirls’ name: Mary, Alan, Jenny, Gina, Jane, Linda, Alice, Cindy, Helen Ms. + 姓：Ms. Miller, Ms. Brown
1 A: Good morning! I’m Cindy.
B: Hello, Cindy. I’m Dale. A: Nice to meet you!
1.听力1b 2.翻译句子 3.熟读句子
3 A: Hi. My name’s Gina.
B: I’m Jenny. Nice to meet you! A: Nice to meet you, too.
教学重点：能够熟练运用所学单词和句型，介绍自己或他人，问候他人。
教学难点：能够熟练运用所学单词和句型，介绍自己或他人，问候他人。
预习：完成课堂作业P10课前预习
新授课
1.自主学习书本95页unit1中p1,p2单词，要求会自己拼读
课件导入课文
What’s this?
a map
a key
His name is … Her name is …
Are you Dale? Cindy
No, I’m not. I’m Cindy.
Yes, I am.
Dale Are you Gina?
Look at this conversation. Is he Bob?
Is she Jenny?
Bob Linda Yes, he is.
1c Practice the conversations
above in 1b with your partner.
A: Hello! /Hi/ Good morning/afternoon! What’s your name? B: Hello! /Hi/ Good morning/afternoon! My name is …/ I’m … A: My name is … B: Nice to meet you.. A：Nice to meet you, too.
2a Listen to the conversations and number the pictures.
3
2
4
2b Listen again. Circle the names
you hear.
Eric Mike
Tom Alice Bob Jack Mary Ms. Miller
Look at the picture. Who is he / she?
Yao Ming
—What’s his name? (his: 他的)
— His name is Yao Ming. / He is Yao Ming.
—What’s her name? (her: 她的)
— Her name is Zhang Ziyi. / She is Zhang Ziyi.