人教版英語教案
作為一名老師，常常要根據(jù)教學(xué)需要編寫教案，編寫教案有利于我們準確把握教材的重點與難點，進而選擇恰當(dāng)?shù)慕虒W(xué)方法。那么寫教案需要注意哪些問題呢？下面是小編幫大家整理的人教版英語教案，希望能夠幫助到大家。
人教版英語教案1
一、學(xué)情分析：
我們六(1)班和六(3)共113人。兩個班部分學(xué)生基礎(chǔ)比較好，能準確掌握所學(xué)的知識點。但也很多學(xué)生由于基礎(chǔ)較差，單詞量不多，沒有掌握做題技巧，主要在聽和寫兩方面較弱。針對學(xué)生不足的方面，進行專項，有效的復(fù)習(xí)。
二、復(fù)習(xí)目標：
1、認讀四會單詞，在學(xué)生原有的基礎(chǔ)上增加一定的單詞量，并且按照要求背誦四會單詞。能完成四會單詞默寫，分類的練習(xí)。
2、認讀教材中出現(xiàn)的一些詞組的用法。能完成英漢互譯和連線的習(xí)題。
3、掌握教材中出現(xiàn)的句型，和一些簡單的與教材內(nèi)容有關(guān)的語法知識。能夠區(qū)分教材中出現(xiàn)的句型，運用翻譯補充所學(xué)句子。
4、能夠認讀教材中的短文，能獨立完成一些較容易閱讀題。
5.能跟每單元的內(nèi)容，例如：Myweekendplan,Mypenpal,introduceparents’jobs,等相關(guān)的寫作練習(xí)。
三、復(fù)習(xí)內(nèi)容及要點：
1、單詞。單詞是英語的基礎(chǔ)和復(fù)習(xí)的重點。
1)按詞性歸類復(fù)習(xí)單詞。有關(guān)交通工具，地點，職業(yè)，情緒等方面的'單詞。
2)按詞匯表復(fù)習(xí)單詞。每天聽寫一個單元單詞。
2、詞組。詞組是學(xué)習(xí)英語的關(guān)鍵，它是復(fù)習(xí)英語的良好途徑，同時又是學(xué)習(xí)句子的基礎(chǔ)。把詞組歸類，分類掌握。要讓學(xué)生學(xué)會自己組詞。
3、句子。句子是學(xué)習(xí)英語的重點，也是本冊教材的重點和難點。
1)指導(dǎo)學(xué)生在語境中復(fù)習(xí)句子。
2)根據(jù)句子類型指導(dǎo)學(xué)生在比較中復(fù)習(xí)句子，教給學(xué)生適當(dāng)?shù)恼Z法知識。
3)讓學(xué)生能夠運用句型進行問答練習(xí)。
4、閱讀，寫作。根據(jù)每單元的話題進行練習(xí)。
四、復(fù)習(xí)方法及原則
1、加強單詞的朗讀和默寫，給學(xué)生明確的任務(wù)，使他們也能盡自己能力過好單詞關(guān)。將詞組復(fù)習(xí)與單詞分類復(fù)習(xí)相聯(lián)系。在復(fù)習(xí)過程中，要緊緊抓住教材中的短文，做到精讀和導(dǎo)讀相結(jié)合，在較短時間內(nèi)起到良好的教學(xué)效果。把單詞、詞組、句子和閱讀作為一個有機整體，在復(fù)習(xí)過程中將它們緊密聯(lián)系起來，合理安排復(fù)習(xí)內(nèi)容，提高學(xué)生整體運用知識的能力。
2、以聽說讀寫為主要途徑，讓學(xué)生多讀，在復(fù)習(xí)中培養(yǎng)學(xué)生郎讀英語的習(xí)慣，在學(xué)生多讀多說的基礎(chǔ)上不斷提高聽和寫的能力。聽說讀寫要有機結(jié)合，才能相輔相成。學(xué)生基礎(chǔ)差，見過的英語習(xí)題比較少，要從習(xí)題入手，讓學(xué)生盡可能的多做習(xí)題。
3、進行分類專項訓(xùn)練，幫助不同層次的學(xué)生獲得不同的提高和收獲。學(xué)生兩極分化現(xiàn)象嚴重，那么對不同層次的學(xué)生就要提出不同的要求。對于成績較差的學(xué)生復(fù)習(xí)重點應(yīng)放在單詞，句型等基礎(chǔ)知識上。
總之，緊張的復(fù)習(xí)工作已經(jīng)全面展開，我們要以學(xué)生為主體，要求從實際出發(fā)，讓所有的學(xué)生都獲得一定的提高和進步，不但在考試中取得好成績，也為以后的學(xué)習(xí)打下堅實的基礎(chǔ)。
五、期末復(fù)習(xí)課時安排：
課時安排復(fù)習(xí)內(nèi)容
12月25，26日復(fù)習(xí)Unit1,2,3的重點單詞
12月29,30,日復(fù)習(xí)Unit1,2,3的重點句子
12月31日,1月4日復(fù)習(xí)Unit4,5,6的重點詞匯
1月5，6日復(fù)習(xí)Unit4,5,6的重點句子
1月7,8日詞匯句型專項練習(xí)
1月9日寫作練習(xí)
1月12,13日綜合練習(xí)
人教版英語教案2
教學(xué)準備
教學(xué)目標
Teaching aims:
1) Get the students to master some important words, phrases and sentence patterns.
2) Enable the students to use the language points by themselves.
教學(xué)重難點
Teaching important points:
Master the usages of “more than , come up, over, be based on, present, a/ the number of”
Teaching difficult points:
present: v adj
教學(xué)工具
課件
教學(xué)過程
1 Do you know that there is more than one kind of English?
more than one不止一個
eg：
More than one girl in this school holds such a view.
more than one后跟___________,作主語時，謂語動詞要用______。
more than
1). more than +num(數(shù)詞) :over
She showed the visitors around the museum,_______________________________
___________________________________________(其建造花了3年多時間)
2)more than +n: not only
Music is more than just a sound--- it’s a way of thinking.
3) more than +adj/v : very
聽到這個消息我很高興。
____________________________________.
4) more A than B與其說B倒不如說A
與其說他聰明倒不如說他勤奮。
________________________________.
2. Yes . I’d like to come up to your apartment.
1)走近，靠近 練一練： 他走近我問我去車站的路。 ___________________________________________________________. (2)(被)提出 In order to finish the task on time, a good piece of advice came up at the meeting. 誤區(qū)警示：come up作“被提出”講時是不及物動詞短語，不能用被動語態(tài)。 拓展： (1)Can you tell me how the accident came about?_____ (2)I came across my old classmate in the street.______ (3)The author’s new book will came out next week.________ (4)My dream has at last come true._______ (5)The doctor came up with a good idea at the meeting._____ 3 So why has English changed over time? Over: during 在過去的幾年間，我的家鄉(xiāng)發(fā)生了巨大的改變。 ____________________________________________________________. The girls sing songs over their work 4 It was based more on German than the English we speak at present. base：vt建于…之上;以…為基礎(chǔ) 用法：base A on B A be based on B One should always base his opinion on facts. 變?yōu)楸粍樱篲__________________________________________________________. Exercise: 她的結(jié)論是建立在科學(xué)研究的基礎(chǔ)上的 _____________________________________________________________. 教學(xué)是以科學(xué)為基礎(chǔ)的一門藝術(shù)。 Teaching is an art __________________________________. at present =at the moment o Mother is busy preparing dinner at present. present (adj.) 1)現(xiàn)在的，目前的，可作前置定語 目前的形勢________________________ 2)出席的，在場的，可作后置定語和表語 出席的.人們：__________________________ 他出席了昨天的會議。 ____________________________________________________. 所有出席會議的人都同意我的計劃。 _____________________________________________. o present (n.)禮物=gift o present (vt.) present v.贈送，提出，展現(xiàn)， present sb. with sth.或present sth. to sb. 把…贈送給,頒發(fā),授予 Eg. On his birthday, his friends____________________________(送給他一本書) ◆即學(xué)即練 根據(jù)括號中的漢語提示完成下列句子。? (1)How many people _______________ (出席)at the meeting? (2)The experts ___________________ (出席會議的)were from different parts of the world.? (3)What is your_________________ (現(xiàn)在的住址)?? (4)The mayor ____________ (頒發(fā)) a silver cup to the winner next week.? (5)What are you busy doing_______________ (目前)? (6)He gave his mother__________ (一件禮物).? 5. For example, India has a very large number of fluent English speakers . Today the number of people learning English in China is increasing rapidly. a number of許多，后接______名詞，作主語時謂語動詞用_____. The number of …的數(shù)量，后接_____名詞，作主語時謂語動詞用______. 1)去年許多人失業(yè)了。 _____________________________________________. 2)出國的人的數(shù)量正在增加。 ___________________________________________. 隨堂檢測：單句填空 1 The film ___________(base) on a novel by Lu xun. 2 _________(actual), I am busy at the moment. 3 Many people believe the English _________(speak) on TV and on the radio is standard English. 4 The number of students _________(pass) the exam _____(be) increasing rapidly. 單句改錯： 1 She came up a new idea a new idea at the meeting. 2 More than one person are against the plan. 3 I am sorry he is out at the present. 4 Basing on facts, the novel sells well. Translation 1對于一個中國人來說，把英語說得和說英語的本地人一樣流利是不容易的。 2一個原因就是英語的詞匯量很大。 3去西方國家學(xué)英語的人數(shù)快速增加。 4很多人盡力充分利用每個機會說英語。 5我們都知道，說得越多，就越流利。： 連句成篇：用上面的句子，根據(jù)以下的提示寫一篇小短文 對于中國人來說…….一個原因是…….為了更好的學(xué)好英語，近年來……此外…….因為眾所周知…… Homework Write a passage using the words ,phrases and sentence patterns that we have learn. 教學(xué)目標 1. To practise listening comprehension. 2.To practise making decisions and reasoning 教學(xué)重難點 1. To practise listening comprehension. 2.To practise making decisions and reasoning 教學(xué)工具 課件 教學(xué)過程 Step1. revision 1. check the homework exercises. 1). It has been reported that children will be offered free education. It has been reported that free education will be offered to children. 2). It has been said that we will be offered the latest computer science course book. It has been planned that the latest computer science course book will be offered to us. 3). I have been told by Peter that I will be lent his notebook computer for a week. I have been told by Peter that his notebook computer will be lent to me for a week. 2. Question: What can computers be used as? Step2. Lead-in As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT? (TV, radio, CD-ROM, DVD, books……) Step3. Listening (SB) 1. Pre-listening: What are the changes brought by different forms of IT ? What are the advantages and disadvantages of them ? 2. While-listening: Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.) Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together. Type of IT Advantages Disadvantages TV You can both listen and watch. You cannot write to friends. Web You can find information. It is very expensive. Radio You can listen to English. You cannot watch a film. Book You can get information. Sometimes it is out of date. 3. Post-listening: 1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions. I think that…. In my opinion, …. I believe that…. I agree because…. I disagree because…. I’ve decided that…. 2) (group work): Discussion : Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.) Step4. Speaking 1. Pre-speaking Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you. 2. While-speaking 1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why. Information input: Show students some pictures of different computers (desktop computer & laptop computer & …) Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.) Supporting an opinion Challenging an opinion I think that … , because … Perhaps, but what if / about … First, … Have you thought about … One reason is that … What makes you think that I think it is better because… I don’t like it because…. (Pair work )Use the expressions to support your opinion or challenging other’s opinions. 2) Oral report: (individual work ) Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that… 3. Post-speaking Conclusion—What useful expression do we use to make a decision and reason? (In this way, they can review and use the words and phrases again.) Step6 Pre-writing Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel. Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”? Step7 Writing Say: Write a passage about the result of your discussion! It should contain: What do you have to do? What is the child like? What is the parents’ requirement of the child? What do the parents want you to do? What does the child want you to do? Then what will you do? How do you feel? Sample writing: Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food. The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child! So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan! Step8 Assessment Get the students to assess their writing ability according to the following the questions: 1. Is your composition well developed? 2. Are your ideas well organized to the point? 3. Do you have a good choice of words and idioms in your writing? 4. Do you get a good mastery of complex structures of language? 5. What kind of mistakes have you made in your writing? Step9: Homework Write about your discussion. You may begin like this: Hello, everyone. My name is XXX. I’m 321 model android. I work for the Li family…. 課后小結(jié) 學(xué)了這節(jié)課，你有什么收獲? 課后習(xí)題 完成課后習(xí)題一、二。 板書 Unit 3 Computers 一．教學(xué)內(nèi)容與分析： 1．Let's ae. 本部分是讓學(xué)生學(xué)會，并制作搖搖樂。 2．Let's sing. 本部分是一首新年問好的歌曲，曲調(diào)孩子們都較熟悉。 二．課前準備： 1．教師準備一個搖搖樂的成品，兩個紙杯，一些透明膠紙，一些米，各色彩筆。 2．學(xué)生每人準備兩個紙杯，一些透明膠紙，一些米，各色彩筆。 3．教師準備一月一日的日歷。 三．教學(xué)步驟 1．熱身/復(fù)習(xí)（War-up/Revisin） (1)教師讓學(xué)生聽Happ New ear的歌曲，并讓他們跟著節(jié)奏拍手。 (2)學(xué)生間進行日常對話。 (3)將學(xué)生分兩組，一邊拍手，一邊說第二課時學(xué)的'歌謠。 2．新課展示（Presentatin） (1)教師舉起制作好的搖搖樂說：This is a shaer.重復(fù)：a shaer。然后指著制作的工具說：Let's ae a shaer. (2)教師按照課本上呈現(xiàn)的制作程序，一邊用英語講解，一邊呈現(xiàn)給學(xué)生。 (3)教師使用一月一日的日歷教：New ear。 3．趣味操練（Practice） (1)請學(xué)生拿出他們事先準備的材料，指導(dǎo)學(xué)生按步驟進行搖搖樂的制作。每句話中的第一個動詞都是教師要強調(diào)的部分，一定要配合手勢，幫助學(xué)生理解和記憶。教師可適當(dāng)給學(xué)生充分的時間，讓學(xué)生用顏色筆將搖搖樂畫得更漂亮些。 (2)讓學(xué)生跟隨錄音一起學(xué)唱歌曲Happ New ear，可在唱歌時打出相應(yīng)的節(jié)拍。也可將全班分成兩組，二重唱，或分男女二重唱。 4．課堂評價（Assessent） 做活動手冊本單元第4、5部分。 5．課外活動（Add-activities） 在新年的時候?qū)⑦@首歌唱給家長和同學(xué)聽，也可在學(xué)校元旦聚會的節(jié)目中表演合唱這首歌。 一、教學(xué)分析： Let’s talk部分主要是會話學(xué)習(xí)。通過Miss White和學(xué)生第一次見面打招呼的情景，提供學(xué)生要學(xué)習(xí)的核心句型Hello/Hi, I’m …要求學(xué)生能理解對話大意，能正確理解對話大意，能用正確的語音語調(diào)朗讀對話，能在語境中運用Hello/Hi跟別人打招呼并用I’m …介紹自己。本課時的學(xué)習(xí)內(nèi)容在兒童英語有相關(guān)的學(xué)習(xí)單元，學(xué)生對打招呼和簡單的自我介紹有初步的了解。本課為接下來的詢問對方姓名對話學(xué)習(xí)打下基礎(chǔ)。這是正式學(xué)習(xí)英語的第一節(jié)課，對培養(yǎng)學(xué)生的學(xué)習(xí)興趣，激發(fā)英語學(xué)習(xí)熱情尤為重要。Let’s play部分讓學(xué)生在游戲活動中鞏固練習(xí)所學(xué)問候語及自我介紹用語。Let’s sing部分通過學(xué)唱歌曲“Hello!”，讓學(xué)生感知英語學(xué)習(xí)帶來的快樂。 二、教學(xué)目標： 1、知識目標：聽懂、會說Hello./Hi.I'm…. 2、能力目標 (1)能夠在真實情景中在教師的幫助下理解對話大意，會使用見面打招呼、自我介紹的日常用語。 (2)能夠按照正確的語音、語調(diào)及意群朗讀對話，并能進行角色表演。能夠聽懂、會唱歌曲“Hello”。 (3)能夠在情境中運用Hello!Hi!與別人打招呼;能夠在情境中運用舉行I’m...自我介紹。 3.情感、文化目標 (1)情感態(tài)度：培養(yǎng)學(xué)生樂于開口，敢于開口講英語的習(xí)慣，激發(fā)學(xué)生想學(xué)、樂學(xué)英語的興趣和愿望。 (2)文化目標：了解中西方名字的不同形式。 三、教學(xué)重、難點： 1、重點：主要是見面打招呼和自我介紹的會話學(xué)習(xí)，使學(xué)生在不同的生活情景中聽懂、會說Hello./Hi.I'm…. 2、難點：自我介紹用語I’m …的發(fā)音不容易到位，學(xué)習(xí)起來較難，教師要適時糾正，切不可挫傷孩子的學(xué)習(xí)積極性。 四、教學(xué)過程： Step 1 Preparation 1、 Free talk T: Hello, boys and girls.I’m….I’m your English teacher.(PPT教師作簡單自我介紹)Welcome to my English class! 2、 Introduce English 教師用交談的方式與學(xué)生討論一下英語的作用以及學(xué)習(xí)英語的意義。讓學(xué)生知道雖然還沒學(xué)習(xí)英語，但是我們已經(jīng)會說一部分英語了!引導(dǎo)學(xué)生說說我們?nèi)粘Ｉ钪幸呀?jīng)會說或比較熟知的`詞匯，如TV,CD,VCD,DVD,OK!Yeah!Hi!Bye!Cool!Wow!E-mail,cartoon等等來激發(fā)學(xué)生想學(xué)英語的興趣和愿望。對回答較好的學(xué)生進行評價，鼓勵。 3、Enjoy the song “ Hello ”.師播放錄音,讓學(xué)生欣賞歌曲，并提問你在歌曲中聽到那些單詞，試著說一說。 Step 2 Presentation 1、Look and guess.What are they talking about? (觀看文本視頻，猜一猜老師和同學(xué)們正在討論什么?A打招呼B數(shù)數(shù)字)鼓勵學(xué)生勇于表達，建立學(xué)好英語的信心。 2、教學(xué)Hello! T: Hello, boys and girls.教師與學(xué)生見面打招呼，呈現(xiàn)hello,引導(dǎo)學(xué)生跟老師打招呼用Hello!師與生用Hello!打招呼，板書。師教讀、示范發(fā)音，注意重音、領(lǐng)讀，板書，生跟讀，生齊讀，開火車讀。 3.教學(xué)Hi! 以同樣的方式呈現(xiàn)練習(xí)Hi! 告訴學(xué)生Hello!一般可作為熟人、親朋好友之間的打招呼用語，語氣比較隨便，還可以用Hi!替換，Hi!語氣更隨便一些。展示一些場合的圖片師生間用Hello!/Hi!打招呼。 師與一生用Hello!/Hi!打招呼，然后師與全體學(xué)生打招呼，生生練習(xí)打招呼。 4.教學(xué)I’m…. (1)展示情境圖，教師先介紹自己，Hello, I’m….You can call me Miss/Mr....師板書Miss/Mr,教讀，并解釋學(xué)生對老師的稱呼用Miss/Mr…Miss/Mr表示某老師。 (2) T: Hello, I’m….鼓勵并引導(dǎo)學(xué)生學(xué)說Hello, I’m….名字直接用漢語拼音，教師戴上Sarah等人的頭飾分別介紹并配以體態(tài)語，說： Hello!/Hi!I’m Sarah/Wu Yifan/John/Mike/Miss White/Liu Xin/Zoom/Zip.板書(中西方姓名分開板書，初步了解東西方文化的差異)，讓學(xué)生看口型強調(diào)I’m的發(fā)音。師教讀、示范發(fā)音、領(lǐng)讀，生跟讀，個讀。 (3)學(xué)生觀察板書，引導(dǎo)學(xué)生歸納總結(jié)中文名字和英文名字的區(qū)別，以及學(xué)生對男女教師的英文稱呼。 (4)學(xué)生戴上Sarah等人的頭飾說Hello!/Hi!I’m….學(xué)生用真實姓名簡單介紹：Hello! /Hi! I’m…. Step 3 Practice 1、T:Listen and point.觀看視頻，注意正確的語音、語調(diào)。 T:Listen and repeat.生跟讀，模仿正確的語言、語調(diào)。 2、Read in roles.先師生示范，再小組內(nèi)生生角色朗讀課文。 3.Let’s play.將對話中的名字換成自己的真實姓名，進行練習(xí)，小組內(nèi)練習(xí)。 4.游戲“擊鼓傳花”。教師有節(jié)奏的敲擊小鼓，學(xué)生傳花。當(dāng)教師的鼓聲停止時，拿到花的同學(xué)站起來說：Hello/Hi! I’m….如果學(xué)生已有英文名字，在此處進行練習(xí)，如果沒有，可先用中文名字代替。 Step 4 Production 1、教師為每小組準備若干名字的頭飾或卡片。一人佩戴自己喜歡的名字頭飾，小組內(nèi)的其他同學(xué)抽卡片進行打招呼練習(xí)。先師生示范，再小組交流，最后全班展示交流。 2、自我介紹，互換自制名片 由于師生第一次見面，先師與一生用Hello/Hi! I’m…進行正式自我介紹互換自制名片。再小組交流，最后全班展示交流。 Step 5 Progress 1、Summary：What have you learned today?教師指板書，引導(dǎo)學(xué)生總結(jié)本課所學(xué)內(nèi)容。如：見面打招呼、自我介紹用語等等。 2、Homework： (1)聽錄音，跟讀會話。 (2)給自己選擇一個英文名字，并制成英文名卡。師可提供部分男孩女孩的英文名字，也可附上名字含義供學(xué)生選擇。 一、學(xué)情分析： 我們六(1)班和六(3)共113人。兩個班部分學(xué)生基礎(chǔ)比較好，能準確掌握所學(xué)的知識點。但也很多學(xué)生由于基礎(chǔ)較差，單詞量不多，沒有掌握做題技巧，主要在聽和寫兩方面較弱。針對學(xué)生不足的方面，進行專項，有效的復(fù)習(xí)。 二、復(fù)習(xí)目標： 1、認讀四會單詞，在學(xué)生原有的基礎(chǔ)上增加一定的單詞量，并且按照要求背誦四會單詞。能完成四會單詞默寫，分類的練習(xí)。 2、認讀教材中出現(xiàn)的一些詞組的用法。能完成英漢互譯和連線的習(xí)題。 3、掌握教材中出現(xiàn)的句型，和一些簡單的與教材內(nèi)容有關(guān)的語法知識。能夠區(qū)分教材中出現(xiàn)的句型，運用翻譯補充所學(xué)句子。 4、能夠認讀教材中的短文，能獨立完成一些較容易閱讀題。 5.能跟每單元的內(nèi)容，例如：Myweekendplan,Mypenpal,introduceparents’jobs,等相關(guān)的寫作練習(xí)。 三、復(fù)習(xí)內(nèi)容及要點： 1、單詞。單詞是英語的基礎(chǔ)和復(fù)習(xí)的重點。 1)按詞性歸類復(fù)習(xí)單詞。有關(guān)交通工具，地點，職業(yè)，情緒等方面的單詞。 2)按詞匯表復(fù)習(xí)單詞。每天聽寫一個單元單詞。 2、詞組。詞組是學(xué)習(xí)英語的關(guān)鍵，它是復(fù)習(xí)英語的良好途徑，同時又是學(xué)習(xí)句子的基礎(chǔ)。把詞組歸類，分類掌握。要讓學(xué)生學(xué)會自己組詞。 3、句子。句子是學(xué)習(xí)英語的重點，也是本冊教材的重點和難點。 1)指導(dǎo)學(xué)生在語境中復(fù)習(xí)句子。 2)根據(jù)句子類型指導(dǎo)學(xué)生在比較中復(fù)習(xí)句子，教給學(xué)生適當(dāng)?shù)恼Z法知識。 3)讓學(xué)生能夠運用句型進行問答練習(xí)。 4、閱讀，寫作。根據(jù)每單元的話題進行練習(xí)。 四、復(fù)習(xí)方法及原則 1、加強單詞的朗讀和默寫，給學(xué)生明確的任務(wù)，使他們也能盡自己能力過好單詞關(guān)。將詞組復(fù)習(xí)與單詞分類復(fù)習(xí)相聯(lián)系。在復(fù)習(xí)過程中，要緊緊抓住教材中的短文，做到精讀和導(dǎo)讀相結(jié)合，在較短時間內(nèi)起到良好的教學(xué)效果。把單詞、詞組、句子和閱讀作為一個有機整體，在復(fù)習(xí)過程中將它們緊密聯(lián)系起來，合理安排復(fù)習(xí)內(nèi)容，提高學(xué)生整體運用知識的能力。 2、以聽說讀寫為主要途徑，讓學(xué)生多讀，在復(fù)習(xí)中培養(yǎng)學(xué)生郎讀英語的習(xí)慣，在學(xué)生多讀多說的基礎(chǔ)上不斷提高聽和寫的'能力。聽說讀寫要有機結(jié)合，才能相輔相成。學(xué)生基礎(chǔ)差，見過的英語習(xí)題比較少，要從習(xí)題入手，讓學(xué)生盡可能的多做習(xí)題。 3、進行分類專項訓(xùn)練，幫助不同層次的學(xué)生獲得不同的提高和收獲。學(xué)生兩極分化現(xiàn)象嚴重，那么對不同層次的學(xué)生就要提出不同的要求。對于成績較差的學(xué)生復(fù)習(xí)重點應(yīng)放在單詞，句型等基礎(chǔ)知識上。 總之，緊張的復(fù)習(xí)工作已經(jīng)全面展開，我們要以學(xué)生為主體，要求從實際出發(fā)，讓所有的學(xué)生都獲得一定的提高和進步，不但在考試中取得好成績，也為以后的學(xué)習(xí)打下堅實的基礎(chǔ)。 五、期末復(fù)習(xí)課時安排： 課時安排復(fù)習(xí)內(nèi)容 12月25，26日復(fù)習(xí)Unit1,2,3的重點單詞 12月29,30,日復(fù)習(xí)Unit1,2,3的重點句子 12月31日,1月4日復(fù)習(xí)Unit4,5,6的重點詞匯 1月5，6日復(fù)習(xí)Unit4,5,6的重點句子 1月7,8日詞匯句型專項練習(xí) 1月9日寫作練習(xí) 1月12,13日綜合練習(xí) 一、教材分析 本學(xué)期的主要內(nèi)容為PEP小學(xué)英語六年級下冊，共有4個教學(xué)單元、2個復(fù)習(xí)單元。每單元分“A、B、C”三個部分，共12頁，復(fù)習(xí)單元為6頁。全書配有彩色卡通式插圖，設(shè)計新穎活潑，生動有趣。本教材的設(shè)計與編寫體現(xiàn)了對傳統(tǒng)外語教學(xué)思想的繼承和發(fā)展，在比較、分析和研究多種國內(nèi)外小學(xué)英語教材的基礎(chǔ)上，博采眾長，取其精華，形成了本套教材特有的編寫體系。本套教材的編寫思路是以話題為綱，以交際功能和語言結(jié)構(gòu)為主線，逐步引導(dǎo)學(xué)生運用英語完成有實際意義的語言任務(wù)，即：話題-功能-結(jié)構(gòu)-任務(wù)。根據(jù)學(xué)生的實際情況，教師可以有選擇地、靈活地安排教學(xué)內(nèi)容，有針對性地設(shè)計課堂教學(xué)活動。 二、學(xué)生分析 六年級的學(xué)生對英語學(xué)習(xí)興趣整體有所下降，兩極分化比較嚴重。所以本學(xué)期應(yīng)做好后進生的轉(zhuǎn)化工作。教師應(yīng)該面向全體學(xué)生，以學(xué)生的發(fā)展為宗旨，始終把激發(fā)學(xué)生的學(xué)習(xí)興趣放在首位，注意分層教學(xué)，引導(dǎo)學(xué)生端正學(xué)習(xí)態(tài)度，掌握良好的學(xué)習(xí)方法，培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣。 三、教學(xué)目標 1、能按四會、三會的要求掌握所學(xué)單詞。 2、能按四會要求掌握所學(xué)句型。 3、能使用日常交際用語，活用四會句型，進行簡單的交流，做到大膽開口，發(fā)音正確。 4、能在圖片、手勢、情境等非語言提示的幫助下，聽懂清晰的話語和錄音。 5、進一步養(yǎng)成良好的書寫習(xí)慣。 6、進一步養(yǎng)成聽英語、讀英語和說英語的良好習(xí)慣。 7、能運用相關(guān)的語言知識和技能，完成某項任務(wù)。 四、主要教學(xué)措施 1、以活動為課堂教學(xué)的主要形式，設(shè)計豐富多彩的`教學(xué)活動，讓學(xué)生在樂中學(xué)、學(xué)中用，從而保證學(xué)生英語學(xué)習(xí)的可持續(xù)性發(fā)展。 2、通過聽、說、讀、寫、唱、游、演、畫、做等形式，進行大量的語言操練和練習(xí)。 3、培養(yǎng)學(xué)生拼讀音標的能力，確保學(xué)生自主學(xué)習(xí)的質(zhì)量。 4、設(shè)計全面、高效的課外作業(yè)，培養(yǎng)學(xué)生良好的書寫習(xí)慣，做到整潔、規(guī)范、正確地書寫。 5、對優(yōu)秀學(xué)生盡量的多提高自身素質(zhì)，多看英語讀物，多落知識點。對差生則多利用課堂，課外的時間抓基礎(chǔ)知識，糾正個別同學(xué)的發(fā)音。努力提高學(xué)生學(xué)習(xí)英語的積極性。爭取全班統(tǒng)一進步。 五、教學(xué)進度安排 由于本學(xué)年教學(xué)時間相對較短，所以教學(xué)時間顯得十分緊張，因此對本學(xué)年的教學(xué)作如下安排： 教材共四個單元。每單元8課，其中6節(jié)新授課，新授課部分兩周完成，復(fù)習(xí)單元一周完成，計三周一個單元。書本知識共32課，不排除因為課文難，學(xué)生接受較慢而增加課時。教學(xué)中還穿插各種形式的小測驗，豐富多彩的英語活動，還有數(shù)次作業(yè)、考試的評析，同時由于放假、學(xué)生差異、教學(xué)容量、教師進修、考試等其他客觀因素的影響，我將按實際需要對課時進行適當(dāng)調(diào)整，力求達到效果。 總而言之，這半年是六年級學(xué)習(xí)小學(xué)英語的最后半年，本學(xué)期英語教學(xué)的目的就在于要使學(xué)生愛學(xué)、樂學(xué)、善學(xué)。為中學(xué)的英語學(xué)習(xí)打下基礎(chǔ)，同時教師充分利用“情景教學(xué)”這一重要方法擴展教學(xué)形式，培養(yǎng)、維持和發(fā)展學(xué)生學(xué)習(xí)英語的興趣，提高英語教學(xué)的效果。 教學(xué)目標： (一)語言知識目標 1.能夠聽說讀認單詞及短語：how,old,look,too. 2.能夠在句子中正確使用單詞和短語：how old,look. (二)語言技能目標 1.能夠用How old are you?詢問他人的年齡，用I’m…說明自己的年齡; 2.能夠在圖片的提示下識別數(shù)字1-10的英文表達及與年齡有關(guān)的表達; 3.能夠演唱課文歌曲。 學(xué)習(xí)策略： 積極主動地與他人配合完成課堂任務(wù)。 文化意識： 了解西方文化中過生日的習(xí)俗。知道一般情況下不要輕易問對方的年齡，尤其是對于年長的女性。 情感態(tài)度： 參加同學(xué)生日聚會，體驗交往的快樂，增進同學(xué)間的友誼，感受同學(xué)間的友愛。 教學(xué)用具： CD-ROM、單詞卡片、圖片 教學(xué)過程： 一.Warm up 1.Greetings. 2.Sing a song. 3.復(fù)習(xí)數(shù)學(xué)1-12 二、Presentation 1.帶領(lǐng)學(xué)生復(fù)習(xí)第一單元課文，然后針對課文內(nèi)容向?qū)W生提問：“How old is Sam?”引導(dǎo)學(xué)生給出答案：“Sam is nine.” 2.教學(xué)How old are you? I’m …… 三、 Practice 1.Pair work :同桌之間用句型How old are you? I’m…進行關(guān)于年齡的問答，請學(xué)生展示。 2.Play a game：Simon says游戲：首先請全班學(xué)生逐個報數(shù)，當(dāng)每個學(xué)生都知道自己的數(shù)字后，老師開始發(fā)出口令，例如：“Simon says ‘2,4,5 and 7,stand up,please.’” 四、Learn the text 1.T：大家知道Daming的年齡嗎?今天的手工課上，大家都在制作年齡牌，Daming鬧了一個小笑話，我們一起來看一看。 播放錄音前，請學(xué)生仔細看書上的圖，并試著猜測故事的.情節(jié)，請學(xué)生帶著疑問看CD-ROM中的動畫。 2.放錄音，要求學(xué)生邊聽錄音邊指著相應(yīng)的對話泡。 3.Now, let’s listen to the tape and follow to read it. 4.學(xué)習(xí)歌曲。 五、Consolidation 1.課堂活動用書練習(xí)1。 2.課堂活動用書練習(xí)2。 3.Bingo游戲：請學(xué)生在紙上畫出一個三行三列的表格，并在其中隨意填入數(shù)字1-9，其后，老師使用“How old are you?”向單個學(xué)生提問，請學(xué)生使用1-9的數(shù)字了隨意作答。每當(dāng)一個學(xué)生使用“I’m…。”做出回答時，其他學(xué)生就要在自己的表格中把相應(yīng)的數(shù)字圈出來。最先連續(xù)圈出一橫行、一豎行或是一斜行三個數(shù)字的學(xué)生大喊“Bingo”，該學(xué)生即是勝者。 六、Homework 用How old are you?詢問自己的家人和朋友的年齡，完成一份有關(guān)年齡的問卷調(diào)查表，向全班匯報自己的調(diào)查結(jié)果。 【教材解讀】 本單元的話題是談?wù)撎鞖馇闆r和周末活動。Story time以日記的形式記錄Yang Ling周末的一天，讓學(xué)生進一步認識和理解一般過去時的用法。教師可以利用學(xué)生用書五年級上冊Unit7 At weekends的詞匯設(shè)計教學(xué)活動，要求學(xué)生運用一般過去時描述剛過去的周末活動。 【學(xué)習(xí)目標】 1.學(xué)生能初步能理解并且會聽、會說、會讀和會拼寫單詞及詞組：cloudy, rainy, sunny, windy和會運用句型：It was sunny / cloudy / windy / rainy. 2.學(xué)生能初步聽懂并且會說、會讀單詞show, interesting, weather, high, honey, ant, bee, cloud, sky, rain 3.學(xué)生能初步感知動詞過去式的不規(guī)則變化及讀音 4.學(xué)生能初步感知天氣表達的句型 5.學(xué)生能夠?qū)τ⒄Z書寫日記格式有一定的了解 【教學(xué)重點】 1.學(xué)生能初步能理解并且會聽、會說、會讀和會拼寫單詞及詞組：cloudy, rainy, sunny, windy和會運用句型：It was sunny / cloudy / windy / rainy. 2.學(xué)生能初步聽懂并且會說、會讀單詞show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,、 3.學(xué)生能初步感知動詞過去式的不規(guī)則變化及讀音 4.學(xué)生能初步感知天氣表達的句型 【導(dǎo)學(xué)過程】 Step 1 Warm up Greeting Free talk T: Hello, boys and girls. Would you know something more about me? Two days ago, I was in Shanghai. Do you know Shanghai ? It’s a big and beautiful city. I Review : was(am的過去式) ago But now ,I am in Zhangjiagang. It’s beautiful, too. 利用簡單的兩句話，區(qū)分時態(tài)的`不同 3.T: Can you let me know something about you? Look at the screen, you can choose one part to tell me something about you. 出示Favourite Food, Favourite Animal, Hobbies三個話題 在Favourite Food話題中引出本課相關(guān)單詞dumplings, honey 在Favourite Animal話題中引出本課相關(guān)單詞parrot延伸到parrot show 在Hobbies話題中引出I like drawing and writing diaries very much. Teach: diaries diary T:Look ,these are my pictures. Let’s look at them. Teach: sunny cloudy windy rainy T: These pictures are about the weather. Teach: weather Step 2. Presentation 1.show a picture T: This is Yang Ling. She likes drawing and writing diaries ,too. 出示日記抬頭部分 T: This is a diary of hers. What a day! What day is it today? Sunday What date is it today? 20th September(9月20號) 滲透英文日記的書寫格式 引出課題Unit 2 What a day! T:Let’s look at Yang Ling’s pictures. What can you see in the picture? (1)S:I can see some children in the park. T:Who are they? S: Su Hai, Mike, Liu Tao and Yang Ling. (2) We can see some parrots in the park. (3) fly kites (4) rain 4.Let’s talk出示課文相關(guān)圖片展開討論 Look and match在此過程中教授動詞過去式的特殊變化形式 go→went see→saw become→became fly→flew are→were Then read the sentences in the right orders. (Teach: wet) 5.Read the diary by yourself, then finish the exercise. (T/F) 6.Read the diary 找出表達天氣變化的句子，再過渡到事件變化的句子 在此活動中教授bring過去式brought, can過去式could Step 3.Consolidation 1.Let’s read a.Read after one. b.Read together. c.Read one by one. 2.T:What do you think of her day? Happy? Interesting? Terrible? Bad? Step 4.Homework 1. Read the text. 2. Try to retell the diary according to YL’s pictures. 板書設(shè)計： Unit 2 What a day! It was sunny / cloudy / windy / rainy. go→went fly→flew see→saw are→were become→became bring→brought 第1課時 SectionA1a—2d 教師寄語：時鐘不能倒轉(zhuǎn) 學(xué)習(xí)目標：掌握本節(jié)課的13個單詞. 初步介紹一下復(fù)數(shù)的概念. 學(xué)會運用介紹人的句型以及these/thoseare 和詢問人的句型 學(xué)習(xí)重難點：掌握指示代詞this/these,that/those的用法 學(xué)習(xí)過程： 一、自主學(xué)習(xí) 學(xué)習(xí)任務(wù)一：熟練掌握本節(jié)課的詞匯. 個人試讀,組內(nèi)相互糾正發(fā)音. 老師領(lǐng)讀,學(xué)生自己糾正自己的發(fā)音. 自己讀并記住漢語意思,組內(nèi)檢查. 小組競賽,看誰記的多而快. 認真觀察1a的圖片,將單詞與圖中的人物搭配,小組討論并核對答案. 聽錄音,完成1b,小組核對答案. 學(xué)習(xí)任務(wù)二聽錄音,完成,小組核對答案. 介紹家人,引入復(fù)數(shù)的概念. Thisismyf________, 把下列單詞變?yōu)閺?fù)數(shù)形式. mother—__________father—_________brother—_________sister—________ friend—___________grandfather—____________grandmother—____________ 總結(jié)名詞變復(fù)數(shù)的規(guī)則:______________________________________ 不規(guī)則變化this—__________that—_________is—__________ 學(xué)習(xí)任務(wù)三:熟練運用介紹人的句型:This/thatis以及These/thoseare和詢問人的句型Isthis/that┅ 1、看圖片1a,引入 2、用Thisis┅Theseare┅句型依次介紹Dave的其他家人。 3、小組競賽看誰介紹的最多. 二、合作共建 小組討論:遠處的人應(yīng)如何介紹? 三、系統(tǒng)總結(jié) 總結(jié)如何介紹自己的家人. 四、診斷評價 (一)英漢互譯 hisfriends___________theseboys___________hergrandmother____________ 你的父母親___________他的'妹妹們____________那些女孩們____________ (二)選擇 , AisBareCamCyour Aa,bananaBan,bananaCan,bananaDa,bananas (三)用單詞的適當(dāng)形式填空. ,thisis_________(I) (parent). (be) (be) 【中考連接】(四)據(jù)句意和漢語填空. (蘋果) (弟弟們). ' (五)漢譯英 1、這些是你的朋友嗎? Are________________________________? 2、那些是他們的尺子嗎?不,不是. __________________their__________? No, 五、課后反思 通過本節(jié)課的學(xué)習(xí),我的收獲是 感到自己有待加強的 What are you doing? 一、教學(xué)重點： 動詞短語及其ing形式：drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone 。 句型“What are you doing?”及其回答“I’m doing the dishes/….”。 二、教學(xué)難點： 動詞短語ing形式的讀音，教師要多做示范，逐步引導(dǎo)學(xué)生流暢地連讀。 三、課前準備： 教師準備各種動詞短語卡片、圖片。 教師準備本課時Let’s chant, Let’s learn, Let’s sing的錄音帶。 教師準備鍋、鏟、電話、碗碟等小道具。 教師準備本課時所需課件。 四、教學(xué)過程： 1、Warm up (熱身) 活動一：口語練習(xí) 教學(xué)參考時間：2—3分鐘 教師就學(xué)生所學(xué)過的內(nèi)容或當(dāng)時情景進行日常交際，目的在于運用語言。可以是學(xué)生自我介紹，也可以是學(xué)生間對話練習(xí)。 如：My name’s …. I’m 10/11 years old. I like pink and blue. I like to eat fish and hamburgers. I can swim and I can speak English. 2、Review (復(fù)習(xí)) 活動二：師生交流 教學(xué)參考時間：2—3分鐘 師生就所學(xué)知識進行交流，主要使用表示能力的句型，目的在于復(fù)習(xí)動詞短語。 教師拿出動詞短語的圖片，說：Look at these pictures. 。隨后，拿出其中一張圖片與學(xué)生交流，如：I can draw.并做畫畫的動作。最后問：Can you draw?引導(dǎo)學(xué)生說：Yes, I can.或Me, too. 在此基礎(chǔ)上，初步滲透動詞短語。教師繼續(xù)說：I can draw. I can draw a fish.引導(dǎo)學(xué)生說I can draw a book/a kite/….最后，教師引出We can draw pictures.強調(diào)并帶讀draw pictures 。 教師繼續(xù)鼓勵學(xué)生表述能力的句子，鼓勵學(xué)生說出所學(xué)的動詞及動詞短語。問：What can you do?學(xué)生回答：I can dance and cook.等。 3、Presentation (呈現(xiàn)新知) 活動三：詞匯學(xué)習(xí) 教學(xué)參考時間：5—6分鐘 教師指著動詞卡片說：I can draw a fish. Now, I am drawing a fish.邊說邊在黑板上畫魚，并強調(diào)I am drawing a fish now.用彩色粉筆強調(diào)ing 。鼓勵學(xué)生做畫畫的動作，邊做邊說I am drawing a fish/a cat/an apple/…. 教師播放課件。 內(nèi)容為本課時動詞圖片和短語拼寫，每次出一幅圖和其相配的短語的英文拼寫及短語的發(fā)音。具體順序如下： doing the dishes, drawing pictures, cooking dinner, reading a book, answering the phone 教師出示洗碗的動作卡片，學(xué)生聽發(fā)音后，教師說：I am doing the dishes.此時可作為擴展知識，告訴學(xué)生洗碗有兩種表達方法，即I am doing the dishes.或I am washing dishes. 繼續(xù)播放課件。用相同的方法讓學(xué)生理解、認讀：drawing pictures, cooking dinner, reading a book, answering the phone 。教師注意學(xué)生動詞ing形式的讀音，必要時多練習(xí)幾遍，并糾正學(xué)生的發(fā)音。 教師回放課件內(nèi)容，學(xué)生再次跟讀。同時教師詢問：What are you doing?鼓勵學(xué)生說完整句，如：I am doing the dishes. I am reading a book. I am cooking dinner. …此環(huán)節(jié)中，教師板書句型What are you doing? I am doing the dishes. I am reading a book. I am cooking dinner. … 教師播放Let’s learn部分的錄音，學(xué)生邊聽邊指邊讀，力爭做到“眼到、手到、口到、心到”。 活動四：快速反應(yīng) 教學(xué)參考時間：3—4分鐘 教師帶領(lǐng)學(xué)生做快速反應(yīng)的游戲。教師說本部分的.動詞短語，如：do the dishes,讓學(xué)生說出它的ing形式：doing the dishes 。 教師把本部分的五張動作的卡片面朝上貼在黑板、窗戶、門、墻等地方，然后說一張卡片上的短語，如：answering the phone，學(xué)生迅速地指向該圖片，指得又快又準確的學(xué)生為勝者。教師還可以用卡片的字母一面進行游戲。 學(xué)習(xí)目標： 熟練掌握P10-11新單詞。 掌握句型： (1)A: What’s this in English? (2)A: Is this that your pen? B: It’s a B: Yes , it is . No , it isn’ A：How do you spell it? B: 學(xué)習(xí)重點：掌握句型： 學(xué)習(xí)難點：談?wù)搶の飭⑹鹿媾茖懛?/p> 一、自主學(xué)習(xí) 寫出并讀出下列單詞。 棒球________筆記本______手表______打電話_______電腦_____ 失物招領(lǐng)_____電子游戲______一套_____學(xué)校_____________ 翻譯短語。 給邁克打電話123 _________________在失物招領(lǐng)處___________________ 一串鑰匙___________________ 二、合作交流 1)Check the 2)Do1a,1b,, pair 3)Listen to the tape, do 2a, Some students give the 4)Group Practice the Finish 5) Write down the dialogs . 6)Do 3a,3b, 三、達標測評 (一)、根據(jù)首字母或漢意填單詞。 ’s this ?It’s a ___(棒球) How do you s___ it ? W-A-T-C-H, watch (手表). Is that your ___(電腦游戲)in the ______(失物招領(lǐng)處)? (二)、完成句子。 This is my (變?yōu)榉穸ň? _________________ That is my pencil (變?yōu)橐话阋蓡柧洳⒆隹隙ǚ穸ɑ卮? _____________________________ ______________________________ _______________________________ 一、教學(xué)內(nèi)容與分析： 1.Fill in the blanks 本部分提供學(xué)生26個字母，通過補全字母幫助學(xué)生區(qū)別和辨認字母的大小寫。同時，讓學(xué)生清楚26個字母的排序，認識其字母的代表單詞。 2. Let's sing. 本部分是一首字母歌，歌曲耳熟能熟，瑯瑯上口。 二、課前準備： 1.師生準備已學(xué)過26個字母的`大小寫及其讀音。 2.教師卡片，錄音器材 三.教學(xué)步驟 1.熱身/復(fù)習(xí)(Warm-up/Revision) (1)學(xué)生間進行日常對話。 (3)將學(xué)生分兩組，一邊拍手，一邊唱第一單元的ABC song。 2.新課展示(Presentation) (1)字母接龍：教師隨便念出一個字母，學(xué)生馬上反應(yīng)出其字母前面或者后面一個字母。完成課本第69頁Fill in the blanks的練習(xí)，或把它布置成家庭作業(yè)。 (2)Bingo游戲：提前讓學(xué)生在英語本上畫出九方格，游戲開始前，先讓學(xué)生寫下自己喜歡的九個大寫或者小寫字母。游戲開始，教師或者請一位學(xué)生隨意念出三個字母，其字母能夠連成直線就站起來大聲喊出Bingo. (3)學(xué)唱歌曲Sing a song中的歌曲。學(xué)生可以一起拍手演唱。教師也可以增加難度，要求學(xué)生唱到元音字母時起立。 3.趣味操練(Practice) (1)“倒金字塔游戲”快速認讀單詞，教師先快速呈現(xiàn)一個字母讓學(xué)生馬上認讀出來，接著呈現(xiàn)兩個，三個…按照學(xué)生水平，如此增加字母的數(shù)量。 (2)根據(jù)字母代表單詞自編歌謠。 4.課堂評價(Assessment) 做活動手冊本單元第4、5部分。 5.課外活動(Add-activities) 將這首歌唱給家長和同學(xué)聽。 一、教材內(nèi)容分析 本課時的教學(xué)內(nèi)容為新起點五年級下冊第五單元教材第56-57頁內(nèi)容，即：Get ready, A Listen and tick, B Chantand say和C Let’s write.在A部分，借助Get ready圖和對話錄音，情境化地呈現(xiàn)了本課的目標詞：went to the beach,drank cold drinks, swam in the sea, ate ice-cream, went to the Stone Forest,bought some gifts, saw flowers, tookpictures等短語;讓學(xué)生通過看、聽、選擇等途徑來感知并學(xué)習(xí)這些短語。B部分通過歌謠幫助學(xué)生操練詞匯并學(xué)習(xí)另外兩個目標詞，同時體會It wasboring.等句子在交際情境中的運用。C部分是學(xué)生根據(jù)語境，使用恰當(dāng)?shù)脑~語填空。 二、學(xué)生情況分析 五年級的學(xué)生在本套教材第八冊的第三單元學(xué)習(xí)了Travel Plans學(xué)習(xí)了sea, ski, eat seafood, visit the MogaoCaves, West Lake, row a boat, the Great Wall, takephotos等描述旅游景點名稱及相關(guān)活動的單詞和短語，學(xué)生能夠用We can …初步表達在風(fēng)景名勝中所從事的相關(guān)活動。這些為本節(jié)課的順利開展打下了基礎(chǔ)。 三、教學(xué)目標 通過本節(jié)課的學(xué)習(xí)，學(xué)生能夠達到以下目標： 1.能夠聽懂、會說went to the beach, drank cold drinks, swam in the sea, ateice-cream, went to the Stone Forest, bought some gifts, saw flowers, tookpictures等單詞和短語，嘗試借助拼讀規(guī)律記憶它們，并能夠根據(jù)語境選擇恰當(dāng)?shù)膯卧~形式填空。 2.能夠通過說唱歌謠，以及運用談?wù)撨^去旅游情況的功能句I went to … I climbed …等操練本單元的重點詞匯。 3.能夠根據(jù)語境選擇單詞的恰當(dāng)?shù)男问教羁铡?/p> 四、教學(xué)重難點 教學(xué)重點： 能夠聽懂、會說went to the beach, drank cold drinks, swam in the sea, ateice-cream, went to the Stone Forest, bought some gifts, saw flowers, tookpictures等單詞和短語，嘗試借助拼讀規(guī)律記憶它們，并能夠根據(jù)語境選擇恰當(dāng)?shù)膯卧~形式填空。 教學(xué)難點： 能夠通過說唱歌謠，以及運用談?wù)撨^去旅游情況的功能句I went to … I climbed …等操練本單元的重點詞匯。 五、教學(xué)步驟 1.熱身(唱一唱) T: Good morning, boys and girls. Ss: Good morning, Miss Fan. T: Look at these beautiful pictures. Where is it? (點擊課件，出現(xiàn)三亞風(fēng)景圖片) Ss: Sanya. T: Great! Is it a beautiful place? Ss: Yes. T: Did you go to Sanya? Ss: Yes. / No. T: When did you go Sanya? S: I went there … T: - went to Sanya. Our friend——Bill went to Sanya, too. What did Bill dothere? Let’s have a look. 設(shè)計意圖：開門見山，直入正題。 2.學(xué)習(xí)(學(xué)一學(xué)，練一練) (1)單詞教學(xué) �、俳虒W(xué)went to the beach T: Where is it? (點擊課件，出現(xiàn)海灘) S:海邊/沙灘 T: Yes. It’s beach. (點擊課件，出現(xiàn)beach單詞) How to read the word? (出現(xiàn)teach,each) 學(xué)生讀單詞，根據(jù)舊單詞試著拼讀新單詞。 設(shè)計意圖：用舊單詞學(xué)習(xí)新單詞的方法，培養(yǎng)學(xué)生學(xué)習(xí)能力。 T: /bi:t?/ S: /bi:t?/ T: Do you like the beach? S: Yes. T: What can you see there? S: I can see the sea, the sand and … T: Is it beautiful? Ss: Yes. T: It’s so beautiful, so Bill went to the beach. (點擊課件，出現(xiàn)went) went to thebeach Ss: went to the beach T: Look at the picture. Bill went to the beach. Who else went to thebeach? Ss: Bill’s parents. T: You are right. You should go to the beach with your parents. 設(shè)計意圖：在學(xué)習(xí)的過程中適時進行安全教育是必須的。 T: Who went to the beach in our class? S: Me. T: Bill went to the beach. - went to the beach, too. What did Bill dothere? 設(shè)計意圖：在說周圍同學(xué)的`經(jīng)歷的時候，同時也是鞏固新學(xué)的動詞過去式。 �、诮虒W(xué)swam in the sea T: The sea is blue. It’s hot. Bill swam in the sea. /sw?m/ S: /sw?m/ T: Bill XXXXXXXX. (教師引導(dǎo)學(xué)生說圖) S: Bill swam in the sea. T: Did you swim in the sea, -? S: Yes. T: - XXXX. (教師引導(dǎo)學(xué)生用學(xué)過的動詞過去式短語說句子) S: - swam in the sea. ③教學(xué)drank cold drinks T: Bill swam in the sea half an hour. He was tired. What did he do then?Look! (點擊課件)He XXXX. (教師引導(dǎo)學(xué)生說句子) Drank hot drinks? S: No. T: Bill drank cold drinks. /dr??k/ S: /dr??k/ T: Can you drink cold drink after exercises? S: No. T: Drinking cold drinks after exercising is not good for our body. Youshould drink warm water. Right? S: Yes. T: Did you drink cold drinks in last summer? Ss: Yes. / No. T: After Bill drank cold drinks, he swam in the sea again. He swam andswam. Half an hour, he was tired again. What did he do? �、芙虒W(xué)ate ice-cream T: Look! (點擊課件) He ate ice- cream. /eit/ S: /eit/ T: What does a—e say? Ss: It says /ei/. T: OK. Was Bill right? S: No. T: What should he do? S: He should drink warm water. T: Clever. ⑤教學(xué)went to the Forest Stone T: Bill went to Sanya. What about Lily? Where did Lily go? Look! (點擊課件)Where is it? S: Kunming. T: Good job. Did Lily go to Kunming with her parents? S: No. T: Who? S: … T: Lily went to Kunming with her uncle’s family. Where did Lily visit?Look! (點擊課件)Where is it? S:石林 T: the Stone Forest Ss: the Stone Forest T: The Stone Forest is very beautiful. Lily went there. Who went there inour class? S: Me. T: What did you do there? S: … (教師幫助學(xué)生用過去式表達) �、藿虒W(xué)saw flowers T: Look! What are these? S: Flowers. T: Beautiful? S: Yes! T: Lily went to the Stone Forest. The flowers were there. Lily saw flowers./s?:/ S: /s?:/ T: I saw many flowers. Did you see flowers? (手指課件上面的花兒) S: Yes. I saw flowers. ⑦教學(xué)took photos T: What did Lily do after seeing flowers? (點擊課件，出現(xiàn)詞組和舊單詞) S: took photos T: You are so clever. Who took photos for Lily? S: Lily’s uncle. T: Good. Did you take photos when you had a trip? S: Yes. T: OK. We will talk about your photos. ⑧教學(xué)bought some gifts T: When Lily’s trip was over, she went to a shop. What did she do?(點擊課件) S: bought some gifts T: Right. What did she buy? S: She bought some gifts. T: Super. (2)Listen and tick T: Now open your book and turn to P57. Let’s listen and tick. Take out yourpencils. (點擊課件) 學(xué)生聽音，打勾，班內(nèi)校正，及時評價。 (3)Chant and say T: Look at the picture. What did Bill and Lily do? S: Bill swam in the sea. Lily bought some gifts. T: Read the sentence by yourself. 學(xué)生自己讀句子。 T: Are you right? Let’s listen and follow it. (點擊課件) 學(xué)生聽音跟讀，班內(nèi)展示，及時評價。 (4)Let’s write T: Look here. Where is it? (點擊課件) S: Sichuan. T: What can you see? S: I can see … T: What can you do there? S: I can … T: Miss Fan went to Sichuan last summer vacation. This is my passage aboutmy trip. Can you help me finish it? Ss: Yes!學(xué)生做練習(xí)，班內(nèi)展示，及時評價。 (5)Homework 1. Read the dialogue on P56. 2. Say Chant to your parents. 3. Write a short passage about your trip. 設(shè)計意圖：家庭作業(yè)以說為主，檢測學(xué)生是否真正掌握本節(jié)課的內(nèi)容。作業(yè)實行分層，讓孩子根據(jù)自己的學(xué)習(xí)能力選作，真正實現(xiàn)了以生為主。 六、板書設(shè)計 整個板書以本節(jié)課的教學(xué)重難點為主，輔之以教學(xué)評價。評價是這樣進行的：全班分成5大組比賽，看誰得到的小紅旗最多。最后用這個板書來進行整節(jié)課的小結(jié)。 教學(xué)內(nèi)容 教學(xué)目標 1Able to use the sentences: What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art. 2Learn the new words and expressions in A and B 教學(xué)重點難點 What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art. 教學(xué)準備Tape recorder ,word cards 教學(xué)過程 Sep1 Warm-up 1 Let’s sing 2 Ask and answer Sep2 Presentation Main Scene: Let the Ss look at Main Scene, divide the Ss into two groups , then take turns to describe the actions . Let’s try Let’s talk 1 Show the dialogue ,let the Ss look at it quickly ,then turn it over . Let the Ss tell : Which sentence is new? 2 Ask and answer 3 Practice the dialogue in pairs 4 Listen and repeat 5 Act it out and then make a new dialogue with the new words Good to know Sep3 Consolidation and extension Do the Exs of the activity book 教學(xué)目標 1. Ability goals能力目標： To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance. To get The Ss to master some key words such as witness，abandon，yell，drag，flee and so on. 2. Learning ability goals學(xué)能目標： To enable the Ss to talk about animals under the sea. To help the Ss know the importance of the relationship between animals and humans. 教學(xué)重點和難點 Teaching important points教學(xué)重點 Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs. Teaching difficult points教學(xué)難點 1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading. 2. Help the Ss tell apart from Before，During and After in the story. 教學(xué)過程 Step1.Warming Up： Talk about animals under the sea. 1. Have you ever seen some marine animals？ 2. What have you seen，and where have you seen them？ I have seen a/some/many…… in/on/from…… amazing marine animals：seal，turtle，dolphin，sea-horse，sea-star，shark，angelfish，jellyfish，lobster，coral Step2.Fast-reading： 1. Find out the Background Information of the story：writer，career，writing style，time，place，main character. 2. Find out the Main Idea of the passage：What’s the first story mainly about？ Step3.Careful-reading： 1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first？When did he believe it was a true anecdote？ 2. How many paragraphs are there all together in story1？The hunt can be divided into 3 stages. Stage1：before the hunt：（para. 2-6）： Old Tom’s doing：throwing itself out of … and crashing down again… Why？to tell the whalers…，…by the boat…，circling back to …Why？to lead the whalers… Whalers’ reaction：Another whaler __________. George _____ ___ _____ Clancy，and Clancy ______ after him. They __________ the boat and ______ ____into the bay. Stage2&3：Dur ing and after the hunt：（para. 7-9）： Killer whale’s doing：The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________；and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead，its body wa s _______ down into the depths of the sea. Whalers’ reaction：The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot. Conclusion：They have amazing relationship. They work as a team. Step4.Summary Working at the _______station，I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales. On the afternoon I arrived at the station，as I was __________ my accommodation，I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom，who announced there would be a ___________. Using a _________，we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing；and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________，the whale soon died. Very soon，its body was ________ by the killers down into the _______ of the sea. 課后習(xí)題 Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact，whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion？Are you for or against the banning whaling？Consider the problem carefully and we’ll have a discussion tomorrow. 一、教學(xué)目標：共一課時 A.知識目標： 1.掌握三會詞匯：book chair desk 2.學(xué)會問候語“How are you? I’m fine, thanks. ”。 B.能力目標： 1.能熟練演唱歌曲“How are you?”，演唱流利，發(fā)音準確。 2.會使用句子“What’s this?”來問自己不知道的東西，并能夠用“It’s a…”回答。 C.情感目標： 讓學(xué)生禮貌的同他人打招呼和問候，做個懂文明講禮貌的好孩子。 二、教學(xué)重點： 1.新單詞：三會(會聽、會說、會認)：book chair desk 注意：desk是指書桌或是辦公桌，而在日常生活中常用的桌子要用table 2.新句型：(會聽、會說)： What’s this? It’s a ________.這是什么?這是________。 How are you? I’m fine.你好嗎?我很好。 三、教學(xué)難點：What’s this? It’s a ________.這是什么?這是________。 四、教具、學(xué)具：CAI課件，錄音機，圖片 五、教學(xué)流程： Class opening Greeting 1)教師用“Hello / Hi!”問候全班，要求學(xué)生回答“Hello/Hi!” 2)教師同學(xué)生做手偶游戲，進行“What’s your / her / his name?”的對話。 New Concepts 1、Listen a song： A、教師可以先自導(dǎo)自演一段對話，如： A:Hello B:Hi! A:What’s your name ? B:My name is ________. A:Oh, how are you? B: I’m fine. 然后反復(fù)強調(diào)最后這兩句話，在激起學(xué)生的好奇心后，教師可以直接告訴學(xué)生這兩句話的意思，并告訴他們這兩句話的運用環(huán)境。在學(xué)生理解后就可以播放歌曲了。 教師播放歌曲“How are you?”。再利用歌曲中的課件展示一遍這組對話，讓學(xué)生充分的加以理解。之后讓學(xué)生兩人一組，鼓勵他們之間進行對話模仿練習(xí)。 B、利用實物教授book chair desk在學(xué)生理解這幾個單詞的意思后引出對話：What’s this? It’s a ________. 2. Practice： 1)I ask , you answer 教師在教室里來回走動，隨意指著一本書、一張桌子或一把椅子詢問“What’s this?”，學(xué)生來回答。教師可以快速指出物品或出示圖片，由于小學(xué)生競爭好勝的.意識比較強，這樣就可以鍛煉學(xué)生的反應(yīng)能力，調(diào)動他們參與活動的積極性。 2)Play a game“Stop,go” 把學(xué)生分為幾組，先由一個小組來進行。此小組的幾名學(xué)生低頭來回走動，教師喊“Stop!”，示意學(xué)生停下來，同眼前的學(xué)生進行問候，練習(xí)對話“How are you?”。 3)Sing a song 兩個環(huán)節(jié)的游戲過后，讓學(xué)生放松一下，師生同唱這節(jié)課學(xué)的歌曲“How are you?”從而調(diào)動每一個學(xué)生參與的積極性。 3、 Make dialogue： 教師引導(dǎo)、鼓勵學(xué)生每天見面的時候說問候語，久而久之就能很自然的脫口而出了。 Class Closing Goodbye! 教學(xué)目的和要求： １、能聽懂晦朔本課的會話。 �。病⒛苈犝f讀寫單詞pencil，pencil—box。 �。�、能正確讀出字母“o”在開音節(jié)中的讀音和閉音節(jié)中的讀音。 教學(xué)重點： 能聽懂晦朔本課的會話。 教學(xué)難點： 能正確讀出字母“o”在開音節(jié)中的讀音和閉音節(jié)中的讀音。 教學(xué)步驟： 第一課時 一、復(fù)習(xí) １、組織學(xué)生唱一首學(xué)過的歌曲。 ２、檢查第3課的.會話和四會掌握的單詞。 ３、請一對學(xué)生表演第三課對話。 二、介紹新語言項目與教學(xué)方法 a．詞匯教學(xué) 本課四會掌握的單詞有pencil和pencil—box。Pencil一詞時生詞，教法如下： �。�、教師出示一支鋼筆，問學(xué)生：What’s this in English？學(xué)生回答：It’s a pen。教師再出示一支鉛筆，問學(xué)生：What’s this in English？若學(xué)生不能說出，教師給予回答：It’s a pencil 。讓學(xué)生跟教師重復(fù)pencil，a pencil，It’s a pencil然后把pencil寫在黑板上。 �。病⒆寣W(xué)生口拼pencil一詞，邊口拼邊書空。然后在練習(xí)冊上摹寫。 �。�、教師出示一個新的鉛筆盒，問學(xué)生：What’s this in English？學(xué)生回答后，教師說：Yes，it’s a pencil—box。 It’s a new pencil—box。把new一詞說得口氣重些。 �。�、教師帶讀It’s a new pencil—box。數(shù)遍。 ５、讓學(xué)生口拼pencil—box一詞，并邊口拼邊書空，然后在練習(xí)冊上摹寫。 b．會話教學(xué)。 １、教師拿出一支新的鋼筆，對學(xué)生說I have a new pen。并把這句話寫在黑板上，讓學(xué)生朗讀。然后教師把“pen”一詞擦掉，讓學(xué)生用這一句型完成句子，I have a new ……，啟發(fā)學(xué)生使用學(xué)過的詞如：book，bag，ruler等詞，當(dāng)學(xué)生說：I have a new pencil—box時，教師走過去 說：Oh，good 。May I have a look？ ２、讓學(xué)生跟教師重復(fù)：May I have a look？和Oh，good。 May I have a look？ ３、教師和一個學(xué)生進行對話。教師拿出新鉛筆盒，對學(xué)生說I have a new pencil—box。啟發(fā)學(xué)生和教師對話：Oh，good 。May I have a look？這時教師說：Certainly。 Here you are。 �。础⑼纼扇司毩�(xí)會話，要求學(xué)生做會話表演。 �。�、學(xué)生與教師會話，找一個學(xué)習(xí)好的學(xué)生和教師一起進行會話表演。 �。�、讓學(xué)生跟教師重復(fù)May I use it？和Sure。讓學(xué)生同桌兩人利用文具等實物練習(xí)以上的對話。 �。贰⒙犝n文會話錄音。 第二課時 c．語音教學(xué) １、教學(xué)準備：把本課中read and listen部分的單詞按課本上的形式做成兩列火車圖片。 �。病⒔處煂⒁涣谢疖囐N在黑板上，同時對學(xué)生說：Try to read the words yourselves。 �。�、找2—3個學(xué)生朗讀單詞后，全班學(xué)生齊讀。啟發(fā)學(xué)生總結(jié)字母“o”的發(fā)音。 �。�、聽語音練習(xí)錄音。 三、興趣活動 �。�、教師發(fā)出指令：Show me your pencil，please。 �。�、學(xué)生根據(jù)指令舉起鉛筆。 �。�、教師讓集體或個人口拼單詞：Spell the word “pencil”，please�？谄凑_的加分�？善匆韵滤鶎W(xué)四會單詞：pen，pencil—box，book，ruler，bag，cap等。 四、課堂練習(xí)： �。�、聽音畫畫。 內(nèi)容： 1）Draw a pencil，please。 2）Please draw a pen。 3）Draw a ruler，please。 4）Please draw an apple 。 5）Draw a pencil—box，please。 ２、讀和寫。 五、家庭作業(yè) 讀課文三次，抄寫四會單詞五次。 教學(xué)目標 To learn to talk about kinds of music To learn to read about bands To study The Attributive Clause (in/ for/ with/ by+which/ whom) To learn to write an e-mail 教學(xué)重難點 To study The Attributive Clause (in/ for/ with/ by+which/ whom) To learn to write an e-mail 教學(xué)工具 課件 教學(xué)過程 I. Warming up Warming up by describing Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture. Warming up by discussing Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture. Classical music Country music Rock ‘n’ Roll Rap Orchestra Folk music Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another. II. Pre-reading 1.Thinking and saying Have you heard about any of the famous bands in the world? List some if you can. For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”. 2.Listening, talking and sharing Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class. For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life. Do you know anything about “The Monkees”? For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them. III. Reading 1.Reading aloud to the recording Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 2.Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. Collocations from THE BAND THAT WASN’T dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band 3.Reading to identify the topic sentence of each paragraph Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. 1st paragraph: How do people get to form a band? 2nd paragraph: Most musicians meet and form a band. 3rd paragraph: One band started as a TV show. 4th paragraph: “The Monkees” became even more popular than “The Beatles”. 3.Reading and transferring information Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band. How do people get to form a band? Members High school students Reasons They like to write and play music. Places They practice their music in someone’s home. Forms They may play to passers-by in the street or subway. Results They can earn some extra money. They may also have a chance to dream of becoming famous. How was The Monkees formed and became a real band? The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones beginning of the band It began as a TV show. style of the performance They played jokes on each other as well as played music. first music and jokes Most of them were based loosely on the band called “The Beatles”. development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music. changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band. 4. Reading and understanding difficult sentences As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me. IV. Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4. Closing down by having a discussion Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why? For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band. Do you agree that the jokes were more important than the music for this band? Give a reason. For reference: Yes. I think it is the jokes that really attract more fans. No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh. Closing down by retelling the form of the band The Monkees. I shall write some key words and expressions on the board. You are to retell the form of the band according to these words. 課后小結(jié) 學(xué)了這節(jié)課你有什么收獲? 課后習(xí)題 完成課后習(xí)題一、二。 板書 Unit 5 Music 【英語教案】相關(guān)文章： 英語教案06-24 小學(xué)英語教案11-03 大班英語教案01-26 大班的英語教案03-15 小班的英語教案01-24 中職英語教案01-17 幼兒英語教案【精選】06-27 英語教案最新06-23 小學(xué)英語教案(精選)06-19 牛津英語教案06-21人教版英語教案3
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