home(通用12篇)
home 篇1
step one:warming up
1 let's chant
2 let's sing: in the classroom
step two:presentation
1 teach the word"study"
T:look at my home how many rooms can you see?
Ss:Five.
T:Look at the picture,which is the study?
learn to say the word"study"one by one
2 Teach the word"bedroom"
3 Teach the word "bathroom"
Activity 看嘴型说单词
以小见大(通过图片的局部,让学生猜)
home 篇2
step one:warming up
1 lets chant
2 lets sing: in the classroom
step two:presentation
1 teach the word"study"
t:look at my home how many rooms can you see?
ss:five.
t:look at the picture,which is the study?
learn to say the word"study"one by one
2 teach the word"bedroom"
3 teach the word "bathroom"
activity 看嘴型说单词
以小见大(通过图片的局部,让学生猜)
home 篇3
教学重点:句型:Is it…? Yes, it is. / No, it isn’t.
词汇:phone shelf fridge sofa bed table
教学难点 :听说认读本课生词
发音:phone不要丢掉尾音; bed shelf两个单词注意[e]的发音。
教具准备:
1. 用来做游戏的橡皮泥
2. 本课生词的单词卡片
3.配套的教学课件 Unit 4/B/ Let’s learn]
4.相配套的教学录音带
教学过程 :
(一) 热身/复习(Warm-up/Revision)
1、复习句型:Where is …? It’s on/in/…
游戏:Guess: “Where is …?”
教师藏起铅笔、书、橡皮、铅笔盒等物。学生闭上眼睛,猜一猜。用:“It’s in/on”来回答。 游戏先由教师示范,然后在小组中进行。
2、用学过的句型描述:
学生出示自己设计的房子的图画,用学过的语言进行描述。如:This is my house.
It’s big. I have a living room. I have a study….
先在小组里做这个活动,然后请个别同学展示自己的图画,给大家介绍。
(二) 呈现新课 (Presentation)
1、教师出示Let’s learn的课件(教材配套),提问“What can you see in the picture?”鼓励学生们积极发言,尽量说。
2、学生会说到TV. table. chair desk甚至bed 等词。如果学生说出本课的生词,教师要特别鼓励,并反复的读几遍,加深学生的印象。如果学生指着table说成了desk, 教师可通过图片对比两个单词的不同。
3、针对学生第2项说的情况进行生词的学习:
教师图片出示phone等图,教学生一一学说生词,每个生词示范读后,都请大部分学生试读。注意phone的尾音。
4、教师播放课件,学生跟读学习。
5、游戏:将本课时的单词上下左右贴在黑板上,播放录音,学生听一听,指一指。再次打乱图片顺序,学生根据录音指图片。教师还可请能力强的学生说单词,其他学生指图片。
6、让学生听录音,跟读Let’s learn中生词。然后教师随意说词,学生快速的指出。
(三)趣味操练 (Practice)
游戏1:Let’s do (Unit 4/B/let’s do)
1) 学生听录音,边听边做。
2) 教师边发出口令,边示范动作。示范后,教师发出口令,学生做动作。
3) 教师在黑板上展示Let’s do的图卡,让学生看看图,做一做,说一说。
4) 比比谁最快,教师快速出示图卡或者说指令,学生迅速反应,做出动作。
游戏2:听一听,摆一摆
教师说词,学生按顺序摆词卡。
(小组游戏)
游戏3:布置我的家
学生以小组为单位活动(四人一小组最好),每小组准备一张大图画(由小组成员在上节课共同设计的家),教师用英语描述(如:The table is in the kitchen. The shelf is in the bedroom.)学生用自己的词卡摆一摆。
(四) 扩展性活动(Add-activities)
捏一捏,说一说
学生以小组为单位活动。学生们准备橡皮泥。每个学生捏一样东西。摆在小组设计的
家的图片中。摆完后,用英语描述。(鼓励孩子综合运用本单元的词汇)
板书设计 :
教案点评:
第四课时教案设计思路
本课时的语言项目为掌握phone、 shelf、fridge、table、sofa、bed等词。
Let's do部分训练学生听指令做事情的能力,在活动中掌握词汇。呈现新课环节,教师先出示Let’s learn的课件,提问导入 生词的学习。教师设计了多种形式的游戏、活动帮助学生操练单词。同时教师在教学生词的过程时,有意识的将单词带到语言交流中进行,让学生在对话中掌握词汇。Let's do部分通过TPR的活动, 让学生在听听做做中进一步巩固本课时的生词。最后通过“捏一捏,说一说”的游戏使学生将本单元的词汇进行综合运用,培养了学生的协作精神,提高了学习英语的趣。
集体讨论家装的探究活动
探究内容:
1.What can you see in the classroom?
2. What can you see in the school?
3. What can you see in your living room?
探究目的:巩固不同日常用品的英语表达。
探究形式:组织学生进行集体讨论:
探究过程:
1. 教师引导学生就以上的话题进行英语交流。
2. 小组谈论。
3. 学生畅所欲言的表现自己,教师要注意鼓励能力稍差的学生发言。
4. 对表现好的学生教师应给予适当奖励。
home 篇4
Lesson 38教案示例
课题:Unit 7 Lesson 38
难点:句型:Is …in the classroom?
词汇:all, right.
难点:all的发音,It’s a fine day的意思。
过程:
复习
1.热身活动
A.全班齐说A rhyme: Snow(第34课)
B.Pairwork: Talk about a person. 教师先示范。建议示范对话如下:
T: Hi, (Mary), who’s that girl over there?
S: She’s my friend, (Linda).
T: Is she a teacher?
S: No. She is a middle school student.
T: She’s so tall. How old is she?
S: Sorry, I don’t know. Maybe she’s fifteen.
T: Is she an English student?
S: Yes, I think so.
T: Thank you, (Mary).
2.快速提问:学生用以下疑问词快速提问,教师逐一快速回答。如:Who…? How old…? Where…?
3.师生会话:复习第27课会话。
4.听词头读音,做拼写单词游戏。教师发出单词词头单音如[m],学生听后马上说出如:mother并口拼m-o-t-h-e-r. 以便复习本册或以前所学过的四会单词,如:man, mum, mother,morning, middle,map. may等。又如[b]音开始的单词如:ball,blue,black,brother,book,bus,boy,banana,bird,bag,box,boat等。也可以进行小组竞赛,看哪个小组拼出的多而且正确。每拼对一个词为小组争得1分。
二、介绍新语言项目与教学方法
1.词汇与句型教学
本课四会掌握的单词有all right和句子All right. Is Peter in the classroom? 教学方法及建议如下:
A.“all”的发音已在前面几课中出现过数次。在此教师应注意学生[1]发音的准确,以防乡音干扰,对词义也应给予足够的重视:三人或三人以上才能称为all,二人用both. 可先做以下练习,然后再让学生试总结,如:教师问学生A:What class are you in? 答:Class 1. 再问学生B,B答:I am in Class 1, too. 接着提问第3名学生C,C答:I am in Class 1, too.
教师这时可说:You there are all in Class 1.并让这3名同学一齐说:Yes, we all in Class 1. 然后全班同学一齐说,We are all in Class l. 如果学生不完全懂。教师可以再问另一个问题但方式不变。如:What row are you in, (Li Lan)? 等。教师边讲边把all写在黑板上的四线格内,同时注音标。
B.小对话:教师在课前可找一名英语学习较好的学生协助教师共同准备好下列对话,以备课上示范。对话如下:(情景:师生在教室外对话)
T: Hi, (Li Yan) Is that your classroom?
S: Yes.
T: Is Peter in the classroom?
S: No, he isn’t.
T: Where is he? Is he in the garden?
S: Sorry, I don’t down.
T: Let’s go and see.
S: All right.
C:教师与该生对话示范两遍。然后教师将单词all, right及句子All right. 和Is Peter in the classroom? 边读边写在黑板上的四线格内。
D.拼读与书写单词和句子的方法与步骤同前。
E.Pairwork:同桌两人重复A中的小对话。
F.替换练习:Pairwork,利用Let’s practise一项中的人名、介词短语和句型进行替换问答练习。
2.会话教学
课前准备工作:教具图片,天气图片有晴天,雨天,下雪等。
以图片助说话:教师指着上述天气图片,依序讲英语。Please look at this picture (晴天图). It's a fine day. And look at that picture,please (阴雨天). It isn't a fine day. This isn’t a fine day. (下雪图)等。然后指晴天图问Is it a fine day? 让学生试答Yes,it’s a fine day. 然后再对其他几张图提问Is it a fine day? 让学生回答,检查学生是否懂得这句话It's a fine day的意思和读音。
B.通过身体手势语,讲清climb the hill(即爬小山)的意思和发音。
C.以姿势助说话,即教师竖起大姆指讲Great!(真棒或太棒了!太好了!等)。
D.听会话录音:录音方法同前。
E.Pairwork:模仿录音会话,两人互换角色。
三、兴趣活动:
Guessing game: 三人一组,每人在卡片上写上一句类似Jack is at home或Peter is in the classroom.等的句子。也可以一人写两张,然后把它们汇集起来反放在桌子上,其中一人抽出任何一张卡片,问Where’s Jack? Guess!(即用Where’s …?提问)另外两人可以通过问题方式来猜,如:Is he in the garden? Is he in the classroom? Is he at home? 等两人共问四次。如果猜对了,持卡片的同学说:Yes, you’re right. 如猜错了,持卡片的同学说:Yes, you’re right. 如猜错了,他可以说:No, the isn’t.或No, you’re wrong. 凡在四次内猜对者为胜,反之为负。胜者有资格再重新抽一张卡片继续做这种游戏。
片继续做这种游戏。
四、课堂练习及家庭作业
1.听音写中文
根据录音,将听到的每个句子译成中文写在空格中。
2.读和写
朗读并抄写在课课堂练习中的单词和句子。
五、板书设计
Lesson 38
All [R: l]
Right Is Peter in the classroom?
Let’s go and see.
All right
教案点评:
教师指导学生描述一个人,Pairwork: Talk about a person. 再利用前一课的课文表演,复习关于某人在哪儿的相关知识。再进入课文词汇和句型的学习,学习对话的新内容,让学生进行替换练习,表演课文对话等。再进行会话教学,操练Is it a fine day?等关于天气的表达。通过 三个游戏,完成替换练习和口语操练的游戏。由浅入深,动静结合。
探究活动
表述名称
形式:小组活动
内容:分别在教室的不同角落放置如盒子、袋子等不透明的物品,里面都装有一些东西,将全班学生分为几个小组,也可按座位的排列进行分组,通过小组内部的语言交流及实际观察,说出都装有哪些东西。
活动中,要求用到“What's in the bag?”
建议:可以在教学过程 的第三步“语言项目的操练与操练方法”中使用。
home 篇5
unit 8 li ming goes home
lesson 61—64
一、一周知识概述
1.进一步学习如何谈论将要做的事情或进行的活动。
2.了解西方告别及礼物赠送文化。
3.课文中出现的一些词汇及表达法。
二、重难点知识讲解
(一)重点单词
1.cost
(1)用作动词,意为“价值为;需花费”。
e.g.these chairs cost$5 each.
这些椅子每把价钱为5美元。
how much does it cost?
这个东西值多少钱?
the meal costs him ¥150.
这顿饭花了他150元.
(2)用作名词,意为“价格,价钱;费用”。
e.g.high cost of car repairs 昂贵的汽车修理费
cost of living 生活的花销
2.remember 记着,记住,回想起
(1)remember sb./ sth 记得……
e.g.i can’t remember his name.
我不记得他的名字了。
(2)remember to do sth. 记得去做某事(事情未做)
e.g.please remember to bring the book to school.
要记得把书带到学校来。
jack, remember to give the present to your mother.
杰克,要记得把礼物给你妈妈!
(3)remember doing sth. 记得做了某事(事情已做)
e.g.i remembered turning the light yesterday evening.
我记得昨晚关了灯。
my mother remembered giving me the money.
我妈妈记得已经把钱给我了。
3.surprise
(1)用作不可数名词,意为“惊奇,惊讶”。
e.g.she looked up in surprise when i called her.
我叫她时,她吃惊地抬起头来看。
to my surprise, he passed the exam.
我感到惊奇的是他竟然通过了考试。
(2)用作可数名词,意为“令人吃惊的事物”。
e.g.what a surprise!
多么令人惊奇啊!
the gift is a surprise to me.
那礼物对我来说是一个惊奇。
(3)用作动词,意为“使……吃惊”。
e.g.if you are going to leave this city, it will really surprise me.
如果你正准备离开这座城市,那可真的要令我大吃一惊了。
his anger surprised us.
他的愤怒使我们很惊讶。
(二)重点句型
1.how many gifts do you need, li ming?
李明,你需要多少礼物?
(1)how many意为“多少”,其后接可数名词的复数形式。
e.g.how many girls are there in your class?
你们班有多少女生?
how many books do you want?
你想要多少本书?
(2)how many和how much
how many和how much都可以表示“多少”,但how many后接可数名词,而how much后接不可数名词,这是两者的最大区别。
e.g.how much meat do you want to buy?
你想要买多少肉?
how much water is there in the glass?
杯子里有多少水?
(3)由于不可数名词可以用一定的计量单位来表示,若要对这些计量单位来提问时,则用how many.
e.g.how many pieces of bread does she want?
她想要几片面包?
how many bowls of porridge do they need?
她们需要几碗稀粥?
在上面的两个句子中,虽然bread和porridge都是不可数名词,但是由于有a piece of和 bowls of这样的计量单位来衡量,提问时用 how many。
(4)how much除了可以表示数量的多少,还可以表示金钱的多少,翻译时说成“多少钱”。
e.g.how much is that red t-shirt?
那件红色t—恤衫多少钱?
how much are the apples?
这些苹果多少钱?
2.it’s time to say good-bye. 该是说再见的时候了。
(1)it’s time to do sth. 该是干……的时候了。
e.g.it’s time to go to school.
该是上学的时候了。
it’s time to go swimming.
该是去游泳的时候了。
(2)在上面的短语中还可插入sb,即为:it’s time for sb. to do sth.
e.g.it’s time for my mother to cook supper.
该是我妈妈做晚饭的时候了。
it’s time for li ming to go home.
该是李明回家的时候了。
3.the kite looks like an airplane. 那个风筝看上去像一架飞机。
look like 看上去像……
e.g.the cat looks like a hat.
那只猫看上去像一顶帽子。
the girl looks like her mother very much.
那女孩长得非常像她母亲。
home 篇6
module 5 my hometown and country
一. 教学内容:
module 5 my hometown and country
二. 重点、难点
形容词比较级(1)
三. 具体内容
(一)形容词比较级(1)
在英语中,如果a比b大、比b高或比b长,该如何表达呢?首先请看下列例句:
dalian is smaller than shanghai. 大连比上海小。
shanghai is busier than small cities. 上海比小城市繁忙。
new york is bigger than cambridge. 纽约比剑桥大。
从以上例句可以看出,在对两者进行比较时,形容词要采用比较级的形式。形容词比较级之后要用than引出比较的对象。
在形容词比较级中首先要注意的是形容词比较级形式的构成。这里我们介绍第一种构成形式,即规则变化的第一种形式:单音节或少数双音节形容词的词尾加er。但是在加er时,不同的形容词在形式上还会有不同的变化,请看下表:
单音节和少数双音节词 构 成 方 法 原级 比较级
一般在词尾加er
tall, long, short, old,
small; taller, shorter, longer,
older, smaller
以字母e结尾的形容词,
直接加r nice, fine, large
nicer, finer, larger
以重读闭音节结尾的形容词,
如末尾只有一个辅音字母,应
先双写该字母,再加er big, hot, red, thin
hotter,
bigger,
redder, thinner
以“辅音字母+y”结尾的形容
词,先把y变成i,再加er busy, early, easy
busier, easier earlier,
注意:表示比较时,原来的句子结构并没有改变,只是将形容词变成比较级的形式,然后在后面用than连接所比较的对象。譬如,原来的句式是shanghai is busy,在与另一个城市相比时,则只将busy变成busier,后面加上“than+比较对象(如small cities)”即可。
如果基本句式是在与其他城市比较时,也是将形容词变成比较级的形式,其他结构不变,然后再接“than+比较对象”即可,如than hong kong。这样就出现了类似下面的句子:
tom is a taller boy than my son. 汤姆是个比我儿子高的男孩儿。
hong kong is a busier city than tianjin. 香港是个比天津繁忙的城市。
(二)text:
1. victoria peak 太平山
太平山(victoria peak)海拔554米,位于香港岛西南部,是香港岛的第一高峰,它一直被视为香港的标志。夜幕降临时的景色最为壮观动人,被列为世界四大夜景之一。
2. what’s the population of shanghai? 上海的人口有多少?
population n. 一般用作单数,表示“人口,居民”。如:
what’s the population of canada? 加拿大的人口有多少?
china has a large population. 中国的人口很多。
3. i’m from cambridge. 我来自剑桥。
剑桥是英国的一座文化古城,以剑桥大学而闻名。每天都有来自世界各地的游客到此观光旅游。
4. it’s on the river cam. 它(剑桥)位于康河河畔。
剑桥大学的名称cambridge就来自康河的名称cam。
5. it’s famous for cambridge university. 它(剑桥)以剑桥大学而闻名。
be famous for表示“因……而闻名”。如:
china is famous for the great wall. 中国以长城而闻名于世。
france is famous for its fine food and wine. 法国以它的佳肴和美酒闻名于世。
6. london is the capital of the uk, with seven million people, so it’s bigger and busier than cambridge. london is in the south of england and it’s on the river thames. the river is 336 kilometres long. london is an old city—about 2,000 years old.
伦敦是英国的首都,有700万人口,所以比剑桥要大,也更繁忙。伦敦位于英格兰南部、泰晤士河畔。泰晤士河长336公里。伦敦是一座具有大约两千年悠久历史的古城。
with seven million people 中的with 是介词,表示 “有”“带有”, 如:
he is a man with a lot of money
beijing is a city with lots of old buildings.
about 2,000 years old 用来补充说明 an old city.
【典型例题】
一. phonetics:(指出划线部分读音不同的选项)
1. a. look b. soon c. school d. broom
2. a. duty b. student c. bus d. excuse
3. a. hello b. those c. go d. clock
4. a. quarter b. farm c. far d. start
5. a. sport b. form c. forget d. morning
6. a. hot b. photo c. box d. sorry
7. a. foot b. look c. good d. soon
8. a. have b. black c. banana d. family
9. a. about b. answer c. along d. ago
10. a. secret b. guess c. dress d. desk
答案:1—10 acdacbdcba
二. choose the best answer
1. —do you know the woman over there? —yes, she’s_____ aunt.
a. lily and lucy b. lily’s and lucy’s
c. lily’s and lucy d. lily and lucy’s
2. _____ is the population of shanghai?
a. how many b. how much c. what d. how
3. the changjiang river is _____ than any other river in china.
a. shorter b. longer c. the shortest d. the longest
4. it is _____today than yesterday. shall we go swimming this afternoon?
a. the hotter b. hot c. hottest d. hotter
5. an elephant is_____ than a tiger.
a. heavy b. very heavy c. the heavier d. heavier
6. this apple is_____ than that one.
a. big b. bigger c. biggest d. the biggest
7. e-mail is much _____ than long-distance calling.
a. cheap b. cheaper c. cheapest d. the cheapest
8. which is _____to learn, fishing or swimming?
a. easy b. easier c. the easier d. more easily
9. merry christmas, george! here is a card for_____, with _____ best wishes.
a. you; our b. us; your c. you; your d. us; our
10. how much ink _____ in the bottle?
a. has b. are there c. is there d. hay
答案:1—10 dcbddbbbac
三. 根据所给的第一个字母,填入一个适当的词:
1. london is f__________ for big ben, buckingham palace and tower bridge.
2. the earth is b__________ than the moon but s__________ than the sun.
3. new york is b__________, b__________ and n__________ than washington d.c..
4. sam is t__________ than tony but s__________ than daming.
5. hong kong is h__________ than shanghai in summer.
答案:1. famous 2. bigger; smaller 3. bigger; busier; noisier 4. thinner; stronger 5. hotter
home 篇7
重点:句型:Is it in/on/under/…? Yes, it is. No, it isn’t.
词汇:isn’t
难点:发音:it is 连读,isn’t
教具准备:
1.图片study, bathroom, bedroom, living room, kitchen
2.教材相配套的教学课件[Unit 4 Let’s talk]
3.教材相配套的教学录音带
过程:
(一)热身/复习(Warm-up/Revision)
1.做游戏:教师把图片study, bathroom, bedroom, living room, kitchen放在讲台桌上,让一个学生到前面来看教师指定好的图片,然后向全班同学做出在该房间可发生的动作,让其他同学来猜一猜他看到的是哪张图片。
2.做A部分Let’s do 的游戏。一个同学说指令,让其他同学根据指令做可能发生的动作。
3.Sing a song“My bedroom”.
(二)呈现新课 (Presentation)
1.教师对一个学生说:I have a new eraser. Do you have it? Where is it? 让学生回答以上问题。教师继续对其他学生说:I have…. Do you have it? Where is it? 让学生回答:It’s in/on/under…
2.教师分别指着书、本、铅笔、尺子、橡皮等实物凭借记忆再次询问以上学生:Is it on your desk? Is it in your pencil-box? Is it in your desk? Is it under your book? 在学生回答出Yes和No的基础上,引导他们用Yes, it is. No, it isn’t 来回答。
3.做猜一猜的游戏。教师告诉学生有一些东西(物体或动物)分别放在家中的各个房间里。让学生猜一猜他们到底在哪个房间中。把学生分为两大组,一组学生必须使用句型Is it in/on/under…?来猜,另一组学生看着图用Yes, it is. No, it isn’t 来回答。
教师所给的单词是:desk, bed, cat, chair, TV, sofa, book, bag.
4.教师通过叙述故事,导入 课文对话。
教师:一天,Sarah来到Chen Jie的家中,在Chen Jie的卧室里,看到她家的猫把她的新橡皮给叼跑了。你知道,猫把橡皮叼到哪里去了吗?可让学生先用句型Is it in…?来猜一猜。
5.让学生观看教学课件。[使用Unit 4 Let’s talk/A]
看完课件后,让学生回答:Where is the cat?
6.听录音,跟读课文对话。
7.让学生做对话表演。
(三)趣味操练 (Practice)
1.做Let’s play部分的游戏。
让一个人蒙上眼睛,其他的人来藏一件物品。然后,让蒙上眼睛的同学猜Where’s…., 蒙上眼睛的同学用Is it in/on/under/…?来猜。其他同学用Yes, it is. No, it isn’t 来判断。如果猜对了,换人继续游戏。如果猜错了,要被罚演节目。
2.猜袋中物
教师从书包中拿出一件东西放入一只不透明的袋子里,由每组的第一名学生轮流猜,可以问:“Is it a banana(an apple, orange)?”猜对了为优胜。
(四)扩展性活动(Add-activities)
看图猜词
以每一纵行为一组进行竞赛,教师先出示一些单词的图片,然后收起来,再从中抽出一张放在身后,由每组的第一名学生轮流猜,可以问:“Is it a plane (bus, bike)?”回答:Yes it is.或No,It isn’t.等。哪个组猜对了就给记10分,然后接着往下猜,第一排的学生猜过后第二排接着猜,最后得分最多的组为优胜。做游戏时,还可以找一位学生来主持,由他让学生们猜。
板书设计:
Unit 4 My home
Is it in/on/under…?
Yes, it is.
No, it isn’t.
教案点评:
本课时主要通过情景对话学习句型Is it in/on/under... Yes, it is. No, it isn't。教师首先通过游戏复习上一课时所学的单词study, living room, bedroom, bathroom和kitchen。为课文对话作了铺垫。然后运用已学句型I have ...Do you have ...? Where is ...?等导入 本课新句型Is it in/on/under...?及回答Yes, it is. No, it isn't. 通过做猜一猜的游戏, 初步涉及课文内容。教师通过叙述故事大概情节的方式,导入 课文对话。对话教学中,教师设计多种活动让学生操练本课时的主要句型。使学生在趣味性的活动中,更好的掌握所学知识。
描述居室结构的探究活动
探究内容:Watch, draw and say
目的:在掌握本课所学单词的基础上,运用所学句型对自己的家进行描述。
形式:个人活动与集体活动相结合。
过程:
1)学生在白纸上画出自己家的居室结构。
2)学生按照所画的图对自己家的房间进行描述。如:This is my home. Two bedrooms, one bathroom....My bedroom is small. It has one door and one window.
3) 互相进行评比,看谁说得最好。
home 篇8
Lesson 38教案示例
课题:Unit 7 Lesson 38
难点:句型:Is …in the classroom?
词汇:all, right.
难点:all的发音,It’s a fine day的意思。
过程:
复习
1.热身活动
A.全班齐说A rhyme: Snow(第34课)
B.Pairwork: Talk about a person. 教师先示范。建议示范对话如下:
T: Hi, (Mary), who’s that girl over there?
S: She’s my friend, (Linda).
T: Is she a teacher?
S: No. She is a middle school student.
T: She’s so tall. How old is she?
S: Sorry, I don’t know. Maybe she’s fifteen.
T: Is she an English student?
S: Yes, I think so.
T: Thank you, (Mary).
2.快速提问:学生用以下疑问词快速提问,教师逐一快速回答。如:Who…? How old…? Where…?
3.师生会话:复习第27课会话。
4.听词头读音,做拼写单词游戏。教师发出单词词头单音如[m],学生听后马上说出如:mother并口拼m-o-t-h-e-r. 以便复习本册或以前所学过的四会单词,如:man, mum, mother,morning, middle,map. may等。又如[b]音开始的单词如:ball,blue,black,brother,book,bus,boy,banana,bird,bag,box,boat等。也可以进行小组竞赛,看哪个小组拼出的多而且正确。每拼对一个词为小组争得1分。
二、介绍新语言项目与教学方法
1.词汇与句型教学
本课四会掌握的单词有all right和句子All right. Is Peter in the classroom? 教学方法及建议如下:
A.“all”的发音已在前面几课中出现过数次。在此教师应注意学生[1]发音的准确,以防乡音干扰,对词义也应给予足够的重视:三人或三人以上才能称为all,二人用both. 可先做以下练习,然后再让学生试总结,如:教师问学生A:What class are you in? 答:Class 1. 再问学生B,B答:I am in Class 1, too. 接着提问第3名学生C,C答:I am in Class 1, too.
教师这时可说:You there are all in Class 1.并让这3名同学一齐说:Yes, we all in Class 1. 然后全班同学一齐说,We are all in Class l. 如果学生不完全懂。教师可以再问另一个问题但方式不变。如:What row are you in, (Li Lan)? 等。教师边讲边把all写在黑板上的四线格内,同时注音标。
B.小对话:教师在课前可找一名英语学习较好的学生协助教师共同准备好下列对话,以备课上示范。对话如下:(情景:师生在教室外对话)
T: Hi, (Li Yan) Is that your classroom?
S: Yes.
T: Is Peter in the classroom?
S: No, he isn’t.
T: Where is he? Is he in the garden?
S: Sorry, I don’t down.
T: Let’s go and see.
S: All right.
C:教师与该生对话示范两遍。然后教师将单词all, right及句子All right. 和Is Peter in the classroom? 边读边写在黑板上的四线格内。
D.拼读与书写单词和句子的方法与步骤同前。
E.Pairwork:同桌两人重复A中的小对话。
F.替换练习:Pairwork,利用Let’s practise一项中的人名、介词短语和句型进行替换问答练习。
2.会话教学
课前准备工作:教具图片,天气图片有晴天,雨天,下雪等。
以图片助说话:教师指着上述天气图片,依序讲英语。Please look at this picture (晴天图). Its a fine day. And look at that picture,please (阴雨天). It isnt a fine day. This isn’t a fine day. (下雪图)等。然后指晴天图问Is it a fine day? 让学生试答Yes,it’s a fine day. 然后再对其他几张图提问Is it a fine day? 让学生回答,检查学生是否懂得这句话Its a fine day的意思和读音。
B.通过身体手势语,讲清climb the hill(即爬小山)的意思和发音。
C.以姿势助说话,即教师竖起大姆指讲Great!(真棒或太棒了!太好了!等)。
D.听会话录音:录音方法同前。
E.Pairwork:模仿录音会话,两人互换角色。
三、兴趣活动:
Guessing game: 三人一组,每人在卡片上写上一句类似Jack is at home或Peter is in the classroom.等的句子。也可以一人写两张,然后把它们汇集起来反放在桌子上,其中一人抽出任何一张卡片,问Where’s Jack? Guess!(即用Where’s …?提问)另外两人可以通过问题方式来猜,如:Is he in the garden? Is he in the classroom? Is he at home? 等两人共问四次。如果猜对了,持卡片的同学说:Yes, you’re right. 如猜错了,持卡片的同学说:Yes, you’re right. 如猜错了,他可以说:No, the isn’t.或No, you’re wrong. 凡在四次内猜对者为胜,反之为负。胜者有资格再重新抽一张卡片继续做这种游戏。
片继续做这种游戏。
四、课堂练习及家庭作业
1.听音写中文
根据录音,将听到的每个句子译成中文写在空格中。
2.读和写
朗读并抄写在课课堂练习中的单词和句子。
五、板书设计
Lesson 38
All [R: l]
Right Is Peter in the classroom?
Let’s go and see.
All right
教案点评:
教师指导学生描述一个人,Pairwork: Talk about a person. 再利用前一课的课文表演,复习关于某人在哪儿的相关知识。再进入课文词汇和句型的学习,学习对话的新内容,让学生进行替换练习,表演课文对话等。再进行会话教学,操练Is it a fine day?等关于天气的表达。通过 三个游戏,完成替换练习和口语操练的游戏。由浅入深,动静结合。
探究活动
表述名称
形式:小组活动
内容:分别在教室的不同角落放置如盒子、袋子等不透明的物品,里面都装有一些东西,将全班学生分为几个小组,也可按座位的排列进行分组,通过小组内部的语言交流及实际观察,说出都装有哪些东西。
活动中,要求用到“Whats in the bag?”
建议:可以在教学过程 的第三步“语言项目的操练与操练方法”中使用。
home 篇9
unit 4 my home
单元教学目标
能力目标
(1) 能够简单描述自己的家,结合学过的语言描述各个房间及室内家具陈设的名称、特征等,如:this is my house. it’s big. i have a living room. this is my bed.
(2) 能够询问、猜测物品的位置,并能做出相应的问答,如:where’s (where’re)…? is it (are they) in/on/under…? yes, it is (they are). no, it isn’t (they aren’t).
(3) 能够听懂并发出一些指令,如:go to the living room/…watch tv. read a book. take a shower. have a snack. have a sleep. sit on the sofa. water the flower. answer the phone. open the fridge. set the table.
(4) 会唱歌曲“my bedroom”.
知识目标
(1) 熟练掌握单词home, room, school, classroom, door, window, desk, chair的拼写。
(2) 听说认读a、b部分let’s learn, let’s talk.中的单词和句子。
(3) 理解let’s do, let’s chant等部分的内容。
(4) 了解story time, good to know等部分的内容。
情感、策略、文化等有关目标
(1) 情感目标:培养学生对家的热爱。鼓励学生大胆设想自己未来的家居。
(2) 学习策略:注重合作学习。
(3) 文化目标:了解西方国家的房屋结构及各部分的名称。
第一课时
teaching aims:
1. enable to understand and say: welcome to my home! enable to describe the rooms.
2. enable to know the words of ‘study, bathroom, bedroom, living room, kitchen.’
3. enable to understand “let’s ……” and do the actions.
4. sing the song “my bedroom”.
material:
cards of these words, tape and recorder.
teaching steps:
1. warm-up.
1) sing a song and do it.
2) daily talk.
3) review the pattern: where is ……? it’s in / on / under ……
2. presentation.
let’s learn.
1) t draws a big house on the blackboard.
“this is my home. welcome to my home! guess what is in my house?”
t draws a bedroom, a bathroom a living room and a kitchen on the board.
t tells ss the words. ss try to say it after t and then make some sentences.
this is my bedroom. / living room / bathroom……
my chair is in my living room.
my bed is in my bedroom. ……
go to the bathroom. go to the kitchen…….
2) ss listen to the tape and try to say these words quickly.
this is my home. you can see a bedroom, a living room……
ss try to describe their own homes.
let’s do.
go to the living room. watch tv.
go to the study. read a book.
go to the kitchen. have a snack.
go to the bathroom. take a shower.
go to the bedroom. have a sleep.
1) ss try to say these actions. and try to know the meanings of these words.
2) ss try to say them and do them at the same time.
3) ss listen to the tape and do it after the tape.
4) play a game.
match the words and the pictures together.
5) sing the song.
consolidation and extension.
1) listen and draw.
2) color and say.
activity book.
homework.
第二课时
teaching aims:
1. enable ss to say and understand the pattern: is this your bedroom?
is it in / on / under……? yes, it is. / no, it isn’t.
i have a new …… where is ……?
2. play a game to review.
3. know some culture of the foreign countries.
material:
pictures of some houses and rooms.
tape and recorder.
teaching steps:
1. warm-up
1) sing a song.
2) do it.
3) daily talk.
2. presentation.
let’s talk.
1) play a guessing game.
t shows some pictures of rooms. then hide them. let ss guess where is the cat?
ss ask: is it in the study? / is it on / under / near ……?
t answers: yes, it is. / no, it isn’t.
more ss play the game. ss try to ask “where is the boy / girl / book……?”
“is it in / on / under / near the ……?”
“yes, it is. / no, it isn’t.”
2) draw a big house. t put something on it.
let a student guess the place of the thing.
ask: where is the ……?
is it on / in / under / near the ……?
yes, it is. / no, it isn’t.
3) ss open their books and listen to the tape.
ss read the text after the tape.
4) ss take out their own pictures of house and exchange each other:
is it a living room / bedroom / study……?
good to know
tell the students the knowledge about the houses in west countries.
tell more things in the house: garden, basement, porch, attic……
3. consolidation and extension.
guessing games.
activity book.
4. home work.
第三课时
teaching aims:
1. enable ss to listen, say, read and write the four words: home, room, school, classroom.
2. enable ss to describe the pictures with “welcome to … this is my … i like my … look! my … is big.”
3. review the words by “let’s play.”
materials:
cards, tapes and recorder.
teaching steps:
1. warm-up.
1) sing a song.
2) daily talk.
3) review some words.
2. presentation.
1) t shows some pictures of “read and write”
ss read and spell.
2) guessing game: what’s missing?
t shows 4 pictures, and then takes out one, let ss guess what is missing.
3) write these words.
t writes down these words on the blackboard.
ss try to write these words by themselves.
4) look at the pictures and fill the blanks.
welcome to my !
this is my . it’s nice.
i like my .
look! my is big.
5) let’s play.
groups work.
ss make a house by pictures. and ss try to introduce the house each other with the sentences in their text.
3. consolidation and extension.
ss listen to the tape and do the activity book.
game: design your own house.
ss try to make sentences with these words:
home, room, school, classroom……
第四课时
teaching aims:
1. enable ss to know and use the words: phone, bed, sofa, shelf, fridge, table, tv.
2. enable ss to understand the sentences and do the actions.
3. story time.
materials:
1. tape, recorder.
2. cards of the words.
teaching steps:
1. warm-up.
1) sing a song.
2) daily talk.
3) review some words.
2. `presentation.
let’s learn.
1) t shows some pictures of the words.
ss read these words after the teacher and try to make some sentences.
this is my room. this is my living room.
there is a phone in the living room.
there is a sofa in the living room.
there is a fridge in the kitchen.
my table is in my room.
my desk in the study. ……
make ss know the difference between ‘table’ and ‘desk’.
2) ss listen to the tape and read after the tape and point to the words.
play a game.
listen and draw.
draw a phone, color it red.
draw a shelf, color it blue.
draw a table, color it yellow.
……
let’s chant!
what’s in the picture? look, look, look, a tv, sofa.
and a little red bed. a phone, fridge, shelf.
look, look, look. a table, window.
and a big blue chair.
第五课时
teaching aims:
1. enable ss to understand, say and use the patterns: “where are ……? are they ……? yes, they are. / no, they aren’t.
2. review “let’s talk” by chant it.
3. practice listening to check it.
materials: tape and recorder.
teaching steps:
1. warm-up.
1) let’s do.
2) daily talk between teacher and ss.
3) review some words.
2. presentation.
let’s talk.
1) t shows a bag with some fruits in it. “look, i have a big bag and i have many fruits. guess, what are they? are they apples?
ss: yes. / no.
t: you should say ‘yes, they are. / no, they aren’t .
( ss read after the teacher.)
2) ss try to guess: are they ……?
“yes, they are. / no, they aren’t.”
“ look, they are ……”
3) t shows more things and let ss guess.
4) t shows some pictures of rooms. put some things in the rooms.
are they in the bedroom? / are they in the bathroom? ……
yes, they are. / no, they aren’t.
( ss practice these patterns. read after the teacher.)
5) groups works: ss try to play a guessing game by themselves.
6) ss listen to the tape and read the dialogue after the tape.
let’s chant.
1. ss listen to the tape and try to read the chant after the tape.
2. ss read it and do some actions with it.
3. ss act as some people and act the chant.
let’s check.
listen to the tape and check it in their books.
第六课时
teaching aims:
1. enable ss to know these words: window, desk, chair, door, bed. and enable them to use it correctly.
2. enable ss to describe their rooms with the patterns: “what can you see in my room? it’s a nice room. i like it……”
3. task time. find the right room.
materials: cards of these words, tapes and recorder.
teaching steps:
1. warm-up.
1) daily talks between t and ss.
2) do it or sing a song.
3) review some dialogues.
4) review some words.
2. presentation.
1) t shows some pictures in “read and write”.
ss try to read and spell them.
2) play a game.
what is missing?
t shows some pictures. ss close their eyes. t pick out one card, let ss guess “what is missing?” ss try to say the words and spell it.
3) t writes these words on the black board, ss try to follow teacher.
4) ss write these words by themselves.
5) look at the pictures and fill in the blanks.
3. task time.
1) make ss understand the meaning of “i am looking for……” and “for rent”
2) ss find out the right picture according to the ads.
3) groups work. ss try to say something about their own house.
4. consolidation and extension.
1) activity book.
2) play a match: design the ads for rent.
homework
home 篇10
重点:句型:Is it in/on/under/…? Yes, it is. No, it isn’t.
词汇:isn’t
难点:发音:it is 连读,isn’t
教具准备:
1.图片study, bathroom, bedroom, living room, kitchen
2.教材相配套的教学课件[Unit 4 Let’s talk]
3.教材相配套的教学录音带
过程:
(一)热身/复习(Warm-up/Revision)
1.做游戏:教师把图片study, bathroom, bedroom, living room, kitchen放在讲台桌上,让一个学生到前面来看教师指定好的图片,然后向全班同学做出在该房间可发生的动作,让其他同学来猜一猜他看到的是哪张图片。
2.做A部分Let’s do 的游戏。一个同学说指令,让其他同学根据指令做可能发生的动作。
3.Sing a song“My bedroom”.
(二)呈现新课 (Presentation)
1.教师对一个学生说:I have a new eraser. Do you have it? Where is it? 让学生回答以上问题。教师继续对其他学生说:I have…. Do you have it? Where is it? 让学生回答:It’s in/on/under…
2.教师分别指着书、本、铅笔、尺子、橡皮等实物凭借记忆再次询问以上学生:Is it on your desk? Is it in your pencil-box? Is it in your desk? Is it under your book? 在学生回答出Yes和No的基础上,引导他们用Yes, it is. No, it isn’t 来回答。
3.做猜一猜的游戏。教师告诉学生有一些东西(物体或动物)分别放在家中的各个房间里。让学生猜一猜他们到底在哪个房间中。把学生分为两大组,一组学生必须使用句型Is it in/on/under…?来猜,另一组学生看着图用Yes, it is. No, it isn’t 来回答。
教师所给的单词是:desk, bed, cat, chair, TV, sofa, book, bag.
4.教师通过叙述故事,导入 课文对话。
教师:一天,Sarah来到Chen Jie的家中,在Chen Jie的卧室里,看到她家的猫把她的新橡皮给叼跑了。你知道,猫把橡皮叼到哪里去了吗?可让学生先用句型Is it in…?来猜一猜。
5.让学生观看教学课件。[使用Unit 4 Let’s talk/A]
看完课件后,让学生回答:Where is the cat?
6.听录音,跟读课文对话。
7.让学生做对话表演。
(三)趣味操练 (Practice)
1.做Let’s play部分的游戏。
让一个人蒙上眼睛,其他的人来藏一件物品。然后,让蒙上眼睛的同学猜Where’s…., 蒙上眼睛的同学用Is it in/on/under/…?来猜。其他同学用Yes, it is. No, it isn’t 来判断。如果猜对了,换人继续游戏。如果猜错了,要被罚演节目。
2.猜袋中物
教师从书包中拿出一件东西放入一只不透明的袋子里,由每组的第一名学生轮流猜,可以问:“Is it a banana(an apple, orange)?”猜对了为优胜。
(四)扩展性活动(Add-activities)
看图猜词
以每一纵行为一组进行竞赛,教师先出示一些单词的图片,然后收起来,再从中抽出一张放在身后,由每组的第一名学生轮流猜,可以问:“Is it a plane (bus, bike)?”回答:Yes it is.或No,It isn’t.等。哪个组猜对了就给记10分,然后接着往下猜,第一排的学生猜过后第二排接着猜,最后得分最多的组为优胜。做游戏时,还可以找一位学生来主持,由他让学生们猜。
板书设计 :
Unit 4 My home
Is it in/on/under…?
Yes, it is.
No, it isn’t.
教案点评:
本课时主要通过情景对话学习句型Is it in/on/under... Yes, it is. No, it isnt。教师首先通过游戏复习上一课时所学的单词study, living room, bedroom, bathroom和kitchen。为课文对话作了铺垫。然后运用已学句型I have ...Do you have ...? Where is ...?等导入 本课新句型Is it in/on/under...?及回答Yes, it is. No, it isnt. 通过做猜一猜的游戏, 初步涉及课文内容。教师通过叙述故事大概情节的方式,导入 课文对话。对话教学中,教师设计多种活动让学生操练本课时的主要句型。使学生在趣味性的活动中,更好的掌握所学知识。
描述居室结构的探究活动
探究内容:Watch, draw and say
目的:在掌握本课所学单词的基础上,运用所学句型对自己的家进行描述。
形式:个人活动与集体活动相结合。
过程:
1)学生在白纸上画出自己家的居室结构。
2)学生按照所画的图对自己家的房间进行描述。如:This is my home. Two bedrooms, one bathroom....My bedroom is small. It has one door and one window.
3) 互相进行评比,看谁说得最好。
home 篇11
教学重点:听说认读句型Where are …? Are they…? Yes, they are. /No ,they aren’t并在实际中运用。.
教学难点 :句型Where are …? Are they…? Yes, they are. / No, they aren’t
教具准备:
1. 书包、铅笔等文具的实物
2. Let’s chant部分的教学挂图,课件。
3. 教师自制挂图(在趣味操练中使用)
4、教学课件[Unit 4 B / Let’s talk ]
5、教学录音带
教学过程 :
(一) 热身/复习(Warm-up/Revision)
1、 Let’s do: 第四课时中的let’s do部分的练习。教师发出口令,学生表演。请学生当小老师发口令。小组中进行游戏。
2、 Guess: 教师让全体学生闭上眼睛,将pen藏在一个学生的课桌里。说:Where is it? 假装问:Is it in your pencil-box? 学生回答:No, it isn’t. 直到找到,学生回答:Yes, it is.教师将pencil藏起来,让学生用Is it…?来提问,被问到的学生回答:No, it isn’t./ Yes, it is.(为寻找范围过大,教师可以划定范围。第一组或第一排。)
(二) 呈现新课 (Presentation)
1、 教师拿出一个书包,说There are many books in this schoolbag. What are they? Are they notebooks? 引导学生用Are they…? 来猜一猜, 猜出正确答案:They are storybooks.
2、 出示Let’s talk的课件(教材配套),观看课件中的故事,理解句子的含义。
3、 先让学生试着自己读故事。然后学生边听录音(教材配套),边认读句子。
4、小组分角色对话朗读,各小组展示。然后给课件中的角色配音。
5、各小组表演故事。
6、教师出示Let’s chant部分的挂图。告诉学生这是Sarah的一家人。让学生就挂图部分提问,Where is Sarah’s mother/father/brother/sister? Mother is in the living room…..(该练习先由教师和掌握较好的同学做示范,然后小组中进行问答训练,最后各小组来提问回答)
7、听录音,跟读句子,边读边打节奏。边读边指句子。(对mother’s或brother’s学生可能不太理解,教师告诉学生…’s=… is,不必过多的讲解。)
(三) 趣味操练 (Practice)
游戏1: 对话表演比赛
教师让学生根据本课及前面所学内容自编对话,然后让学生到教室前表演他们自己所编的对话,选出最佳剧本奖和最佳演员奖。
游戏2 :帮妈妈找钥匙
教师自制大教学挂图:一栋房子,(参考C/task time的图),找一找,Where are mother’s
keys? 房子中的任何物品都可以取下(先制作一栋房子的结构,每间屋子的英文名字贴上去,背后有Yes/No的答案。每间屋子中的物品都可摘下。物品背后有答案,找到画有钥匙的部分即为找到)。学生在猜的过程中,运用语言Are they …来提问。教师用Yes, they are./ No, they aren’t来回答。
home 篇12
ⅰ. learning objects
1.能听、说、认读单词study, bathroom, bedroom, living room,kitchen.
2.能听懂会说this is my home.you can see a bedroom, a living room… .
3.能听懂let’s do 中的指示语,并按照指令做出相应的动作。
ⅱ. main and difficult points
1.main points:学生能熟练掌握本课关于5个房间的单词;能听懂、会做本课tpr活动。
2.difficult points:学生能运用所学词句描述自己的家。
ⅲ. preparation
1.教师准备磁带、录音机、相关单词卡片和各室图片。
2.教师事先在黑板上画好一个家的框架。
ⅳ. t – step
1.warm – up
(1) sing songs: colour song , in the classroom.
(2) game: oh,no or bingo
t: i am a student. ss: oh, no.
t: i am strong. ss: oh, no.
t: i am beautiful. ss: …
t: you’re cool. ss: …
t: this is a classroom.ss: bingo !
t: i can see 4 lights in the classroom.ss: ….
t: the classroom is nice and clean.ss: …
2.presentation and practice
(1) t: your classroom is nice. my home is nice ,too.
简单教读home,my home, your home ,his home,her home, our home.
(2)kitchen
t: (用简笔画在黑板上勾勒一幢二层楼房的外壳,里面分六格。)look! this is my home. how many rooms can you see ? (six.)let’s guess. what room is it? listen ! mom, i’m hungry. ok. come here. have some rice and fish.
s1: kitchen.
学习kitchen.
t: what’s in the kitchen ?
s1: a hamburger is in the kitchen.
……
t: oh,no or bingo. a kitchen is in the chicken.
ss: oh, no. chichen is in the kitchen.
t: a snack is in the kitchen.
ss: bingo.(给学生看snack 的图片)
教学snack---- have a snack---- go to the kitchen. have a snack.
(3) living room.
t: mm~yummy. i’m full. go to the living room. watch tv.
教学living room. talk about your living room.
t: what can you do in your living room? 引出教学go to the kitchen.watch tv.
(4) study
t: watch tv? ok! let me guess. you like science sooooo much.
s1: oh, no.
t: you like music.
s2: bingo.
t: guess. what do i like soooooo much?
s3: you like ….
t: bingo / oh, no. and i like books very much.
i read read read read books. where can i read books.
引出study 教学。ss: i go to a study. read a math book.
chant: go to a study. read a math book. super !
go to a study. read a chinese book. great !
go to a study. read a science book. cool !
go to a study. read a story-book. ha~ha! funny.
(5)bathroom
教师指着五官,让学生说。
t: (双手轻轻拍打自己的脸)my face is clean . (看向双手) oh,my god ! my hands are dirty. i shoud wash hands. where can i go ?
引出教学bathroom.
go to the bathroom. wash my face.
wash my hands
wash my feet.
take a shower.
(6)bedroom
t: i’m tired now. i want to have a sleep. can i sleep on the teacher’s desk ? where can i have a sleep?
引出教学bedroom.
talk: in my bedroom. you can see a bed, two windows….
3.consolidation
(1)listen to the tape :p46
(2)窥一斑见全豹:用一张挖有三个小洞的白纸遮住单词卡片,让学生猜猜是什么房间:is this a ….?
(3)what’s missing:让学生读单词卡片反面,读四个单词,快速反应少了哪个单词。
(4)介绍各自的家(请学生课前设计好理想的家园,用图画展示出来)教师先示范:this is my home. it’s clean and nice. you can see a study, a kitchen, a bathroom, a big living room and two bedrooms. i like my home.
4.homework
(1)p46 跟读磁带3次。
(2)用英语练习介绍自己家的实际情况。