Unit 4 第一课时教学设计2.DOC
小学英语《Unit4 At the farm PartB Let’sLearn》优质课教学设计、教案
PEP Book4 Unit4 At the farmPart(B) Let’s learn教学目标与要求1.语言知识:能够听、说、认读本课时主要单词hen, sheep, cow, horse 以及它们的复数变化。
2.语言技能:能用英语句子These/ Those are.../What arethese/those?简单介绍描述本课动物。
3.情感态度:热爱动物,尊重生态规律。
重点本课时需要重点掌握农场上常见的牲畜的名称。
难点sheep 复数的不规则变化, horses 的发音。
教具单词卡片, PPT , 录音机磁带教学环节师生活动Step1.warm-up1.Listen to a song:Macdonald had a f arm2.F ree talk（引入新课）T:Hi,children.Do you like animals?Ss: Yes,I do.T: What animals do you like?Ss:….(指名回答)T：Can you act like….(鼓励学生扮演各种小) Step 2 presentation 新知呈现1.T: What’ s this?Ss:It is pig.T:What are these?引出these 并教读。
Ss: They are pigs.（指导复数形式加小尾巴“s”）2.教学horseL isten:who’s coming?(马叫声)S :马教读horse 强调or 的发音。
Read more words with or.接着呈现图片引出复数horses 。
What are these? They are horses.What are those? They are horses.看图说话These are horses.(tall/short/thin/fat/strong/cute)3.教学sheep出示图片:Is it a horse?No,it isn’t. It’s a sheep.从meet see 等单词中教读ee 在sheep 中发[ i:]。
Unit 4 第二课时教学设计2.DOC
第二课时教学设计一、教学目标与要求1．能够听懂、会说“What are you doing? I am …”并能在情景中进行运用。
2．了解C部分的故事内容。
二、教学重、难点分析1．本课时需要重点掌握的句型是：“What are you doing? I am …”。
2．本课的难点是培养学生在实际情景中运用对话的能力，教师应注意多设计一些真实的情景增加学生运用语言的机会。
三、课前准备1．学生每人准备一张白纸，自己制作炒锅、盘子等图片或带实物。
2．教师准备录音机及录音带。
3．教师准备电话等道具。
四、教学步骤和建议1．热身（Warm-up）教师放歌曲“What Are You Doing?”的录音，学生跟唱。
2．预习（Preview）（1）同桌之间背对背，一边做动作一边用主要句型问答：What are you doing?I am …（2）Let’s try教师放Let’s try部分的录音，让学生完成听音选图。
录音内容如下：（The phone rings．）Sarah：Hello．John：Hi, Sarah．It’s John．Sarah：Hi, John．What are you doing?John：I am reading a book．What are you doing?Sarah：I’m doing the dishes．Woman：What is John doing?Woman：What is Sarah doing?3．新课呈现（Presentation）Let’s talk（1）让一名学生抽取一张单词卡片，然后躲在讲台后面。
教师带领其他学生问：“What are you doing?”，抽取词卡的学生站起来边做相应的动作边回答：“I am…”。
请五至六名学生轮流上台抽卡片，直到全班学生都初步会说句型“What are you doing?”再进行下面的活动。
（2）学生五人一组。
小学英语译林版(一年级起点)一年级下册Unit 4 Spring 教学设计 1
Unit 4 Spring 教学设计1教学目标1．能听懂、会说flower , bird , kite, tree spring2．会说句型They’re …,能正确使用复数名词，发音准确.教学重点难点教学重点：能听懂、会说flower , bird , kite, tree spring教学难点：会说句型They’re …,能正确使用复数名词，且发音准确，特别是birds和kites. 教具准备图片，多媒体教学过程Step1 GreetingT：Class beings.Ss：Stand up.T: Good morning, boys and girls.Ss: Good morning，Miss G.T: Good morning, boys.Boys: Good morning, Miss G.T: Good morning, girls.Girls: Good morning, Miss G.T: sit down, please.Step 2 presentation1. Say a rhyme<one two three>2. T: what can you see in the picture?Ss: a tree and sticks.Learn treeRead together.Read one by one.3. T: look at the picture now.What can you see?Ss: tree/ two treesT: Yes, they’re trees.Learn trees.Learn they’re.Read together.Read one by one.Practice:Show some carrots, peas, peppers, onions…Use they’re ….4. Show the picturesT: what else can you see in the picture?Learn flower/ bird/ kite.Read together.Read one by one.Read in groups.Practice5. T: now we know four things: tree, flower, bird, and kite T: The trees, flowers, birds and kites make a beautiful picture. Show the picture.T: We call it spring.Learn spring.Show the title of the unit.Learn the title.6. T: here are pictures of the four items.Color them.We will show your pictures next lesson.板书设计Unit 4 SpringTree They’r e trees. Flower flowers Bird birds Kite kites 作业设计课内跟读单词课外熟读句子。
人教版高一英语必修二Unit4 写作课 课程教学设计
Unit4 写作课名师教学设计（一）Mod ule 2 Unit 4 Wildlife protectionPeriod 5 Using language speaking and writing宁波市北仑中学唐静芬I. 教材分析：这一部分的教学内容源于必修二第四单元Wildlife protection的using language，该部分糅合了两种语言技能的训练，即说与写。
教材要求学生以小组为单位讨论野生动物灭绝的原因，然后以口头报告的形式在班上展示，最后将小组讨论结果写入提交给世界野生动物保护基金会的求助信。
通过这样的语言技能训练，学生不仅可以学到相应的语言知识、提升语言运用的能力，还能培养小组合作的能力和提高保护野生动物的意识。
学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也可以得到进一步的加强。
II. 学生分析：来自省一级重点中学的高一学生，通过必修一的学习，已逐渐进入高中英语学习状态且适应了高中英语学习的强度，在课堂上的表现也越来越积极主动活跃。
而且同学之间已非常熟悉，应该能较为积极地参与小组讨论活动。
本单元前面的内容学习已为这堂课做了很多铺垫，所以学生讨论起濒危动物的面临灭绝的原因和解决对策来也是得心应手。
III. 教学整体设计及意图：教师通过角色代入，以Daisy（本单元阅读课的女主人公）的名义带领学生阅读野生动物基金会官方网站的新闻，一起探寻书信的写作内容与结构，接着通过Daisy自己的写作尝试让学生总结出写作时的关注点，然后鼓励学生讨论亚洲象濒危的原因和对策，最后要求学生就小组讨论内容写一封给野生动物基金会的求助信。
这样的设计就使得写作要求的出现不显得那么得生硬突然，话题引出显得更加自然，每一步骤的衔接也更为直接顺畅。
整堂课融合了听说读写四种技能的训练，在乐趣中学习，在学习中培养思维品质和文化品格。
IV. Teaching aims1. Students are able to learn the basic structure and the content of a letter.2. Students are able to train their speaking ability and thinking ability through discussion in groups.3. Students are able to train their writing ability through independent writing, correcting others’ and polishing.4. Students are able to raise their awareness of wildlife protection.V. Important points and difficult points1. It’s important to help the students learn the structure and content of a letter and also important to train their speaking and writing ability.2. It’s difficult for students to get the entire content of the letter, especially appropriate reasons and solutions.VI. Teaching proceduresStep 1: lead-in1. Daisy’s self-introduction:“Hello,I’m Daisy! Still remember me? I’m the girl who is really concerned about endangered species.”2. Daisy’s good news:“Yesterday, I searched the official website of WWF and I saw the good news Learn about us and get fund. Wow! I’m interested in it. I’m eager to get involved! Let’s read the news together.”Learn about us and get fund!For more than 50 years, WWF has been protecting the future of nature. The world's leading conservation organization, WWF works in 100 countries and is supported by almost five million members worldwide.Now good news comes. We are going to offer 10% of our donation to some programs of worldwide conservation activities. If you want to help save some rare animals, please share with us their endangered situations and what you can do to protect them. Later we will estimate whether we should support them or not. Now take action and *************************************.设计意图：角色代入Daisy，使学生对老师更有一种亲近感，营造了朋友间的交流氛围和沟通模式，增加了师生间的互动。
小学英语_Unit4Myhome教学设计学情分析教材分析课后反思
PEP 小学英语四年级上册Unit 4 My home教学内容This is my living room. It has a smallsofa and a green table. It has a big TVand a blue fridge.The plant is near thesofa, and the phone is on the table. Thekeys are on the TV and the glasses areon the fridge. I can watch TV in it. Ilike my living room very much.教学分析一、教学目标1.知识目标：（1）能够理解、掌握描述房间的四个基本步骤: Beginning --Things (房间内的大陈设)--Positions（房间内大陈设和大陈设间的位置关系）--Activities（在房间内的活动）--Ending。
（2）能够根据语言支架，完整有序地描述家中物品的摆放和陈设。
2. 能力目标：（1）能够对如何描述房间有了比较清晰、全面的认识。
（2）能够根据教师的引导，进行完整、有序地口语表达，并在表达时关注语言的逻辑顺序和句式结构。
3. 情感态度、学习策略目标：（1）通过本课的学习，培养和保持学生的英语学习兴趣。
（2）引导学生注重合作学习，培养合作、沟通、交流的意识和能力。
（3）培养学生爱自己的家、爱自己的家人的情感。
二、教学重难点分析1. 教学重点为根据描述房间的步骤，有序地、完整地描述房间中物品的摆放和陈设。
2. 难点为关于房间大陈设与小陈设之间位置关系的描述，即The...is/are..., and the...is/are...是本节课的难点。
三、课前准备CAI，Word cards教学过程What room is it? What’s in the rooms?扣，不仅复习了本单元的重点单词、句型，还激发了学生的学习兴趣，创建和谐快乐的课堂氛围。
最新语文版中职英语基础模块 下册unit 4《the information age》教案.doc
Unit4 The Information Age_____________教学设计The content of my lesson is English for Vocational School Basic Module Ⅱ Unit4 (The Information Age) I’ll be ready to begin this lesson from five parts: Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedures, and blackboard design. First, let me talk about the teaching materials.Part1 teaching materials.The unit is about “TV and Internet” By learning this unit, We’ll enable the students to know. Both TV and the Internet are certainly great wonders of modern science and technology. At the same time, let the students learn how to use it in a good way.So, I think the teaching aims are as follows:Teaching Aims and demands:1. Knowledge objects:a) The Ss can use the key words and the main phrases:go through, settle on , be worried about ,communicate with, a variety of, get addicted to, stay up late, result from, make good use of ,benefit from.b)Read the text to answer the questions of“Reading comprehension”2. Ability objects:1) To train the Ss’ ability of working in pairs.3. Emotion or moral objects:1). Train students’ co-operation ability.2). Let the students learn how to use it in a good wayTeaching important points:The Ss can use the main phrases:go through, settle on , be worried about ,communicate with, a variety of, get addicted to, stay up late, result from, make good use of ,benefit from. Teaching difficult points:Discuss how to understand and use TV and Internet in a good way.Part2 Teaching methods:According to the characteristics of students,I used the subject Participation in teaching, at the same time, to take the reading, discussion,and guide. First: Read the text to answer the questions of“Reading comprehension”Second:Guide the students to understand the long and difficult sentences. Third: pair work or group work to solve the problems:How could we make good use of TV and the Internet?Finaly,Teacher reviews the results of the group to discuss.Part3Studying Methods:1)study by himself----read the text to answer the questions.2)Work in groups to discuss----understand the long and difficult sentences. Part4Teaching Procedure:Step1. Lead-inT: With the development of the information technology, people use different means to communicate with others. Can you tell me what they are?Ss; TV, cell phone, computer, Internet, blog and so on.[Show some pictures to motivate the Ss interest]T: Why are TV, cell phone and computer so popular?Ss: Free talk (work in pairs)Step2 Listen the videoAsk Ss to listen to the text and pay attention to the pronunciationStep3. Pre-reading1)We use TV and the Internet almost every day in our life. How can we use themin a good way? (Make preparations for the lesson)2)Read quickly with the questions of “Reading Comprehension”3)Stress the important points------Understsnd the long and difficult sentences.Master the main phrases: go through, settle on , be worried about ,communicate with, a variety of, get addicted to, stay up late, result from, make good use of ,benefit from.1.Eg: In the evening ,they do nothing but turn on the TV, slowly go throughall the channels and finally settle on the one they like.1）turn on “打开（电灯/自来水/电器）”类似的词组有：turn off “关闭（电灯/自来水/煤气）turn up “出现，露面；开打（收音机/电视机）音量”turn down “拒不理会；关小，调低（收音机/电视机）音量”turn to “寻求帮助，求教”2）settle on 选定Settle down “坐下来；安居下来”2.The Internet addiction, mostly resulting from playing online games, is doinga lot of harm to the growth and development of teenagers and interferingwith their studies.result from…“源自，由于，因…引起”interfere with…“妨碍，干扰”（Have a full understanding of the text）3.So,parents and teachers are worried about this.Be worried about “担心，忧虑”。
上外版高中英语必修第二册 Unit 4 Sports Period 1 Reading A教案
上外版高中英语必修二Unit 4 SPORTS Period 1 Reading A教学设计课题A Open Letter toBasketball单元Unit 4 学科English 年级SeniorGrade 1教材分析Reading A is an open love letter. In the letter, Jordan is showing us his passionate and authentic love to basketball , including the ups and downs in his relationship with basketball.教学目标与核心素养1. Knowledge objectives: passionate love for basketball helping Jordan become thegreatest basketball player;2.Skill objectives: close reading; understanding the text by summarizing;3.Emotional objectives: love of doing sports; never quitting;4. Thinking quality objectives: doing a loss-gain analysis of doing a sport;重点un derstanding how love of basketball helps Jordan become the greatest basketball player;难点1.Subjunctive mood in “if” clause and the main clause;2.Understanding metaphorical expressions like “That night, ... in the final seconds of the championship game against Georgetown, you found me in the corner and we danced. ”3.Polysemy: referring to context to pin down the particular meaning in use;教学过程教学环节教师活动学生活动设计意图导入1.presenting pictures of differentsports;2.presenting a survey questions ondoing sports;3.Making a quick evaluation on theimportance of sports in your life;1. recognizingdifferent sports;2. answering surveyquestion to theirown conditions;3. doing their ticks ofevaluation;1. introducingsports;2. leading to thediscussion ofrelationshipbetween youand sports;讲授新课PPT 5, “Reading of para. 1”(1)Reading(2)Question Time;(3)Dialogue Time(4)Link to NCEEE2017(5) Group WorkAll these activitiescan be carried outindividually, in pairsor in groups.1. Summarizingcheckswhetherstudentsunderstand thetext, and helpsstudents toexpressthemselvesusing relevantvocabulary.2. DialogueTime tasks aredesigned topractise thewords andexpressionslearned andspeaking aswell.3. Link toNCEEE 2017is designed totest thegrammar pointsof subjunctivemood ;4. Group Worktasks aredesigned forstudents topractisingtranslationskills, and tohave adiscussion onsome hardlanguage points;PPT 6, “Question Time”1.Summarize the first two paragraphs in one sentence.I got to know basketball 28 years ago, and I didn't know what would happen to me and basketball later.PPT 7, “Question Time”2. Note the verb tenses in the following sentence.It’s been almost 28 years since the first day we met.“it” refers to time;“has been”－present perfect tenseof “b”;“met”－past tense of “meet”3. Translate the above sentence into Chinese.我们相识距今已有28载。
人教精通版六年级英语下册Unit4《GeneralRevision1》(Part2)教学设计
Unit4 Part2 (Task5-8) 教学设计一、教学内容与分析1. Task 5: Read, look and tick or cross.本部分要学生通过阅读与观察的方式对句子判断对错，从而考查学生对behind，on the left, between, in the front of等表达方位的方式的掌握情况。
教师引导学生观看书上的图片，看看每个建筑物的方位都是怎样的。
教师引导学生说出更多表述方位的词语及搭配，如near, beside, between, in front of, behind, on the left, on the right。
2. Task 6: Listen, write and read.本部分内容目的在于通过听、读、写的方式来对关于社区的单词和介绍进行汇总。
教师可以将Fun time教学环节使用过的所有的建筑物及方位单词图片或者卡片进行张贴，这样重复利用教具不仅节省时间，也为下面提到的活动的有效开展提供了支持。
3. Task 7: Listen, write and read.本部分通过听、写然后读的方式来指导学生们再次明确生活与学习中的各项规则。
通过should与shouldn’t将规则进行分类。
在听力训练中，教师应注重锻炼学生按照单词——短语——句子的顺序循序渐进地加以训练培养。
4. Task 8: Listen, write and speak.本部分内容是任务7的延续，在任务7中，学生已将听到的内容以信息片段的方式记录下来。
在任务8中，教师应引导学生围绕“要成为一名好学生，你应该怎样做”为主题，鼓励学生展开思考。
本部分内容仍然采用听力预测的方式，在做听、写活动之前，根据不完整的文本信息，预测可能听到的内容。
学生听力能力的培养也是本部分的主要内容。
二、课前准备1. 教师准备音频或电脑，任务6、任务7和任务8部分的音频文件。
在课上的相应环节给学生播放音频材料。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
第一课时教学设计
一、教学目标与要求
1．能够听、说、读、写动词短语的ing形式：drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone。
2．能运用句子“What are you doing? I am doing the dishes / …”询问别人正在做什么并作答。
3．通过说唱Let’s chant部分的歌谣巩固复习Let’s learn部分的动词短语和句子。
4．学唱歌曲“What Are You Doing?”。
二、教学重、难点分析
1．本课时需要重点掌握五个动词短语的ing形式，能够理解下一课时的主要句型“What are you doing?”并能用“I am doing the dishes / …”作答。
2．针对本课时的难点之一，动词短语ing形式的读音，教师要多做示范，逐步引导学生流畅地连读。
三、课前准备
1．教师准备各种动词短语卡片、图片等。
2．教师准备锅、铲、电话、碗碟等小道具。
3．教师准备实物投影仪、录音机及录音带。
四、教学步骤和建议
1．热身（Warm-up）
（1）教师放歌曲“What Are You Doing?”的录音。
（2）日常口语练习，以下内容供参考：
What can you do?
Can you cook the meals?
Can you clean your bedroom?
Can you do the dishes?
2．预习（Preview）
教师出示一个动作短语卡片，如：do the dishes，说：“I can do the dishes．”，引导学生说：“Me, too．”，然后教师用其他的动词短语卡片进行替换，带领学生继续操练。
3．新课呈现（Presentation）
Let’s learn
（1）教师再次拿出“do the dishes”的卡片，同时在黑板上写下
“do the dishes”。
教师边做洗碗的动作，边对学生说：“I am doing the dishes．”，然后在黑板上的短语后面加上“ing”变成“doing the dishes”。
教师引导学生做洗碗的动作，并跟说：“Me, too．”。
然后继续用其他的卡片进行替换，通过适当的动作引导学生理解现在进行时表达的含义，并初步熟悉其陈述句的表达法。
（2）教师出示一张卡片，如：do the dishes，让学生做洗碗的动作。
教师问：“What are you doing?”，引导学生回答：“I am doing the dishes．”。
然后用相同的方法让学生理解、认读：drawing pictures, reading a book, cooking dinner, answering the phone。
教师注意学生动词ing形式的发音，必要时进行指导。
（3）做“快速反应”的游戏：教师说本部分的一个动词短语，如：do the dishes，让学生说出它的ing形式：doing the dishes。
教师注意适时纠正学生的发音。
（4）给学生提供调色盘、电话、碗碟等小道具，教师问：“What are you doing?”，引导学生边做动作边回答：“I am drawing pictures / doing the dishes / cooking dinner / answering the phone / reading a book．”。
（5）让学生听录音，跟读Let’s learn部分的词汇，要求学生边听边指，力求做到“眼到、手到、口到、心到”。
（6）教师把本部分的五张动作的卡片面朝上贴在黑板、窗户、门、墙等上面，然后说一张卡片上的短语，如：drawing pictures，学生迅速指向该图片，指得又快又准确的学生为胜者。
一轮过后，可以翻转卡片词汇，继续做游戏，操练认读动词短语的ing形式。
（7）教师依次出示本部分的五张短语ing形式的卡片并提问：“What are you doing?”，学生做出相应的动作并回答：“I am …”。
然后教师打乱卡片顺序，逐渐加快提问的速度，要求学生快速作答。
Let’s chant
教师放Let’s chant部分的录音，让学生听录音跟读两遍后试着分组说唱歌谣。
4．巩固和延伸（Consolidation and extension）
（1）做本单元A Let’s learn部分的活动手册配套练习，教师指导学生规范书写。
（2）Let’s sing
教师放本部分的录音，学生听。
教师带领学生跟节奏读歌词，并试着跟录音分男女生轮唱。
（3）做“听音乐传盒子”的游戏：教师把“drawing pictures”、“doing the dishes”、“cooking dinner”、“reading a book”、“answering the phone”等词条折叠后放进一个盒子里。
音乐开始，学生按顺序传递盒子。
音乐一停，拿到盒子的学生在盒中抽取一张词条，教师引导其他学生提问：“What are you doing?”，抽到词条的学生根据词条上的短语边做动作边回答：“I am …”。