unit 5 fruit 教學(xué)設(shè)計(jì)（精選7篇）
作為一位杰出的老師，可能需要進(jìn)行教學(xué)設(shè)計(jì)編寫(xiě)工作，借助教學(xué)設(shè)計(jì)可以更大幅度地提高學(xué)生各方面的能力，從而使學(xué)生獲得良好的發(fā)展。那么大家知道規(guī)范的教學(xué)設(shè)計(jì)是怎么寫(xiě)的嗎？下面是小編收集整理的unit 5 fruit 教學(xué)設(shè)計(jì)，歡迎大家分享。
unit 5 fruit 教學(xué)設(shè)計(jì) 篇1
教案內(nèi)容：
一、教學(xué)說(shuō)明：
1. 通過(guò)第一教時(shí)的學(xué)習(xí)，學(xué)生已經(jīng)學(xué)會(huì)說(shuō)四種水果的名稱，并能表達(dá)自己喜歡吃什么水果，在開(kāi)展教學(xué)活動(dòng)中，學(xué)生參與活動(dòng)的積極性明顯提高。
2. 本課是繼續(xù)學(xué)習(xí)讓學(xué)生用一些簡(jiǎn)單句式，如smell the ……fell the ……或taste the ……來(lái)表述自己的意愿。用is this a/an… ? 句式進(jìn)行提問(wèn)。
二、教學(xué)內(nèi)容:
1)認(rèn)知內(nèi)容：
a.) 會(huì)聽(tīng)說(shuō)單詞banana, pear, mango, peach.
b.）能聽(tīng)懂指令: smell the melon. feel the apple. taste the peach. 并能做出反應(yīng)。
c.）能用is this a/an……? yes, it is. no, it is not.進(jìn)行問(wèn)答。
2）能力要求：
a) 能用所學(xué)水果單詞結(jié)合句式smell the……, feel the……, taste the……給出指令。
b) 在學(xué)習(xí)和生活中能用所學(xué)句型表述自己的意愿。
c) 能用is this a/an…? 句式對(duì)身邊的物品進(jìn)行提問(wèn)。
3）情感態(tài)度：
在說(shuō)說(shuō)唱唱的過(guò)程中體驗(yàn)學(xué)習(xí)英語(yǔ)的快樂(lè)，同時(shí)養(yǎng)成愛(ài)吃水果和與別人分享水果的美好情感。
三、教學(xué)步驟：
procedures
1.pre-task preparation
2.warmer
sing a song
greetings.
teacher and students greet each other.
3.review.
1)students review the words by reading the cards.
2) game: what’s the missing？通過(guò)玩“記憶游戲”來(lái)復(fù)習(xí)所學(xué)單詞，激發(fā)學(xué)生的學(xué)習(xí)興趣。
while-task procedure
1.show some fruit to students.
2.teacher repeat several times.
3.have students listen and act according to your commands. “smell the banana.”“ fell the pear ”“ taste the peach.”
4.listen to the tape several times and repeat several times.
5.divide the class into groups of three to practice acting the commands. in each group, one student gives commands and the others do the actions. then let them change roles.
select groups to act the commands to the class.
play a game: who is the quickest student to respond？
(ask every student to act according to your commands.)通過(guò)小組活動(dòng)，聽(tīng)口令，做動(dòng)作，進(jìn)一步熟悉口令，并能發(fā)口令。通過(guò)游戲活動(dòng)“誰(shuí)的反應(yīng)快？”進(jìn)一步鞏固口令，使學(xué)生在游戲活動(dòng)中鞏固所學(xué)知識(shí)。
teaching:is this a/an…?yes, it is.no, it is not.
1.hold up a banana and ask “ is this a banana？” “yes, it is.”
repeat several times in english. students follow and repeat.
2.listen to the tape.
students listen carefully. 用實(shí)物引出肯定回答，讓學(xué)生模仿跟讀。 通過(guò)聽(tīng)錄音，模仿錄音中的語(yǔ)音語(yǔ)調(diào)。
post-task activity
1、pair work
2、let students work in pairs.(provide them with some pictures of fruit)通過(guò)對(duì)話，提高語(yǔ)言表達(dá)能力。
3. group work
4. use stationery to let students practice the language. ( four students make a group)通過(guò)小組活動(dòng)，操練句型，進(jìn)一步提高學(xué)生的語(yǔ)言運(yùn)用能力。
play a game
use plastic or real fruit to let students practice the language. get one student come up to the front and ask “is this a …？” and the whole class is to say “yes, it is” or “no, it is not”.通過(guò)游戲活動(dòng)，進(jìn)一步鞏固操練句型，使群體與個(gè)體有機(jī)結(jié)合，使每個(gè)學(xué)生都參與活動(dòng)，讓學(xué)生始終在輕松、愉快的氛圍中學(xué)習(xí)語(yǔ)言。
assignment
1. listen to the tape on page22-23.
2.read page 22-23 after the tape.
3.tell the words to their family.
homework
教學(xué)反思：
略
unit 5 fruit 教學(xué)設(shè)計(jì) 篇2
一、教學(xué)目標(biāo)與要求
1.能夠聽(tīng)說(shuō)讀寫(xiě)五個(gè)情緒單詞：tired, angry, excited, happy, sad ,bored.
2.能夠聽(tīng)說(shuō)讀句型：How does Amy feel? She’s tired.并進(jìn)行關(guān)鍵詞的替換操練。
3.能夠完成Task time的任務(wù)。
二、教學(xué)重點(diǎn)與難點(diǎn)
重點(diǎn)是使學(xué)生熟練掌握五個(gè)四會(huì)單詞，并能替換句型“How does she/he feel? She’s/he tired.進(jìn)行回答。
難點(diǎn)是學(xué)生熟練掌握五個(gè)四會(huì)單詞。
三、課前準(zhǔn)備
1.教師準(zhǔn)備本課時(shí)所需的詞卡。
2.教師準(zhǔn)備錄音機(jī)和錄音帶。
3.教師準(zhǔn)備本單元的掛圖。
四、教學(xué)過(guò)程
1、Warm-up
(1)教師放歌曲“The way I feel”，學(xué)生跟唱。
(2)學(xué)生朗讀A-Let’s read，教師提問(wèn)：How do you feel if you have the flu/a toothache/a headache等，學(xué)生做簡(jiǎn)要回答。
2、Presentation and practice
(1)播放歌曲( If you are happy.)用歌曲來(lái)引出新授單詞happy的教學(xué)。邊唱邊做動(dòng)作。教師做出“開(kāi)心”的樣子對(duì)學(xué)生說(shuō)：You are happy. I am happy, too. Look at my face. This is a happy face.然后在黑板上畫(huà)“happy face”和“sad face”。教師指著sad face問(wèn)學(xué)生：Is it a happy face?以此教學(xué)單詞sad。教師可讓學(xué)生同桌之間一人做表情，另一人畫(huà)臉，再描述如：He/She is happy/sad.用簡(jiǎn)筆畫(huà)的形式教授其他單詞：excited, tired, angry, bored.
(2)教師做出各種表情，請(qǐng)學(xué)生猜：Are you happy/tired/bored…?然后兩人一組一個(gè)做表情另一個(gè)猜，以此復(fù)習(xí)鞏固所學(xué)的形容詞。
(3)教師播放B-Let’s learn的錄音，學(xué)生跟讀單詞。然后出示教學(xué)掛圖，請(qǐng)學(xué)生仔細(xì)看圖片。教師提問(wèn)：How does Amy feel? How does John feel?此活動(dòng)也可在小組之間進(jìn)行，鼓勵(lì)學(xué)生人人參與。活動(dòng)之后，請(qǐng)幾組學(xué)生來(lái)做回答，檢測(cè)活動(dòng)的效果。
活動(dòng)名稱：Read a feeling book
活動(dòng)目的:
文字、圖片、聲音相結(jié)合，通過(guò)觀看，加深學(xué)生對(duì)幾個(gè)表情單詞的理解。
活動(dòng)過(guò)程：
Feelings are inside of me and my face shows how I feel. these are the ways I feel sometimes:
I look like this when I feel happy. When my birthday comes near and when I eat my favourite pizza, I feel very happy.
I look like this when I fell sad. When I’m sick in bed, and when I can’t play football because of rain, I feel very sad.
I look like this when I feel proud, when I get a good grade in school, and when I ride the bike without falling, I feel very proud.
I look like this when I feel scared, when the light goes suddenly, and when I read stories about ghosts, I feel very scared.
I look like this when I feel angry, when my toy gets broken, and when someone says bad words to me, I feel very angry.
I feel lots of feelings everyday.
(4)Pair work。教師給學(xué)生半分鐘的時(shí)間看Pair work部分的圖畫(huà)，提示學(xué)生盡量記住圖中的人物及其表情，比一比誰(shuí)能猜的又快又對(duì)。Task time,引導(dǎo)學(xué)生仔細(xì)看圖，猜測(cè)每幅圖中發(fā)生的事，教師適當(dāng)講解故事內(nèi)容，接著領(lǐng)讀圖中的提示句子。
(5)活動(dòng)名稱：What is missing?
活動(dòng)準(zhǔn)備:單詞卡片
活動(dòng)目的：提高學(xué)生的注意力和觀察力，并達(dá)到熟練記憶單詞的目的
活動(dòng)過(guò)程：教師出示幾張表情圖片，給學(xué)生看半分鐘。然后隨意拿出一張，讓學(xué)生判斷哪一張少了，將缺失的單詞報(bào)出來(lái)并做出相應(yīng)的表情。
(6)活動(dòng)名稱：Look for your friends
活動(dòng)目的：操練、認(rèn)讀及拼寫(xiě)單詞。
活動(dòng)準(zhǔn)備：?jiǎn)卧~和字母卡片
活動(dòng)過(guò)程：將全班分成幾大組，把所需操練的單詞angry, sad, bored等拆分成字母，如grany, das, robde分發(fā)給組里成員或班里的同學(xué)。當(dāng)教師或指定同學(xué)讀到這個(gè)單詞時(shí)，手上持有這個(gè)單詞的同學(xué)必須在最短的時(shí)間內(nèi)按照字母順序報(bào)出該單詞，反應(yīng)最快的同學(xué)為勝。
3、Consolidation and extension
(1)學(xué)生聽(tīng)讀P19五遍。
(2)學(xué)生背誦和抄寫(xiě)單詞和短語(yǔ)4遍。
五、板書(shū)設(shè)計(jì)：
Unit 2 What’s the matter, Mike?
tired angry excited happy sad bored
unit 5 fruit 教學(xué)設(shè)計(jì) 篇3
I 、教學(xué)內(nèi)容分析
本單元的中心話題是“主題公園”——以某種特定的主題為中心的公園。從文體上來(lái)講，本單元屬于說(shuō)明文，按照由總到分的方式來(lái)安排順序。這是一個(gè)學(xué)生比較陌生的話題，因?yàn)榇蟛糠謱W(xué)生都未親眼目睹過(guò)課本上所列舉的那些公園。因此，老師應(yīng)多收集相關(guān)材料，以激起學(xué)生的學(xué)習(xí)興趣。
Warming Up 部分通過(guò)提問(wèn)的方式，幫助學(xué)生激活有關(guān)公園的背景知識(shí)，如修建公園的目的、公園的種類(lèi)、公園提供的活動(dòng)等。還配有插圖讓學(xué)生猜測(cè)主題公園與一般公園的不同之處。
Pre-reading部分提出了一個(gè)問(wèn)題：你認(rèn)為主題公園是什么？給學(xué)生充分的時(shí)間去討論。但因?qū)W生的經(jīng)歷所限，老師可以在學(xué)生簡(jiǎn)短的討論后接著單獨(dú)提問(wèn)，從而把問(wèn)題討論得深刻一些，為正文的閱讀打下良好的基礎(chǔ)。
Reading 部分分四段介紹了主題公園: 1. 什么是主題公園；2. 迪斯尼樂(lè)園；3. 多萊塢公園；4. 卡默洛特公園。
Comprehending部分通過(guò)釋讀題目THEME PARKS、填充信息、判斷句子正誤以及就文章內(nèi)容進(jìn)行討論等形式幫助學(xué)生理解課文主旨，掌握細(xì)節(jié)，加深對(duì)本單元主題的.理解。
Learning about Language 包括詞匯和語(yǔ)法兩部分。詞匯部分設(shè)計(jì)了釋義、造詞填空（單句層次和短文層次）等三個(gè)練習(xí)，復(fù)習(xí)和運(yùn)用課文中所學(xué)的詞匯。語(yǔ)法部分主要讓學(xué)生掌握合成詞的構(gòu)詞法，擴(kuò)大學(xué)生的詞匯量。
Using Language 部分介紹了深圳的錦繡中華民俗村和法國(guó)的“觀測(cè)未來(lái)”科技主題公園，讓學(xué)生在情景中運(yùn)用語(yǔ)言，同時(shí)了解不同文化背景、不同類(lèi)型的主題公園，拓寬視野。
Learning Tip 提醒學(xué)生重視有關(guān)構(gòu)詞法知識(shí)的學(xué)習(xí)，讓學(xué)生理解構(gòu)詞法知識(shí)對(duì)于英語(yǔ)詞匯學(xué)習(xí)的重要意義，而且此部分對(duì)構(gòu)詞法中的轉(zhuǎn)化法又做了補(bǔ)充說(shuō)明。
II、教學(xué)重點(diǎn)和難點(diǎn)
1、 教學(xué)重點(diǎn)
（1）本單元教學(xué)目的和要求中的生詞和短語(yǔ)；
�。�2）掌握英語(yǔ)構(gòu)詞法：合成法和派生法；
�。�3）學(xué)會(huì)欣賞和介紹主題公園。
2、教學(xué)難點(diǎn)
�。�1）通過(guò)學(xué)習(xí)學(xué)生應(yīng)有較強(qiáng)的觀察能力；
�。�2）學(xué)生應(yīng)具有好奇心和豐富的想象力；
�。�3）學(xué)會(huì)寫(xiě)作中應(yīng)用“總分式”，使文章層次清晰，內(nèi)容充實(shí)。
III、教學(xué)計(jì)劃
本單元建議分六課時(shí)：
第一課時(shí)：Warming Up, Listening（Workbook）&Talking (Workbook)
第二課時(shí)：Pre-reading, Reading & Comprehension
第三課時(shí)：Learning about Language
第四課時(shí)：Using Language
第五、六課時(shí)：Listening task (Workbook), Speaking task (Workbook), Reading task (workbook) & Writing task (workbook)
IV. 教學(xué)步驟：
Period 1 Warming Up, Listening（Workbook）& Talking (Workbook)
Teaching Goals:
1. To arouse Ss’ interests in talking about parks.
2. To developSs’ ability in listening and speaking.
Teaching Procedures:
Step 1. Leading- in
Purpose: Give Ss a few minutes to say something about parks by asking the following questions.
Disneyland
Happy Valley
Yunnan Nationalities Village
1. Can you name the theme parks?
2. And can you tell us more of the theme parks?
3. Have you ever been to any of the famous theme parks? If so, where have you been? Can you describe some scenery to us? If not, will you go to one of them?
Step 2. Warming up
Purpose: To introduce the topic of this unit to Ss in the form of discussion.
1. Ask Ss to discuss the following questions.
(1) Why were parks originally developed?
(2) What uses do parks have?
(3) Do you think that parks have something to do with people’s living conditions?
2. Divide Ss into six groups to discuss the difference between the theme park and the traditional park.
The traditional park The theme park
Chinese parks Western parks activities for visitors to do or to see; a specific idea to attract visitors; owned privately and built for profit;…
four elements: water, rock, bridges and pavilions open grassy areas; benches to sit on; shelters for picnics or playing music; water for sailing…
Question 1: Have you ever compared the fare that the two kinds of parks ask? Which is more expensive?
Question 2: There are many activities you can take part in the theme park. If you have a chance to go, what kind of activities will you take part in?
Question 3: What is your idea about some very dangerous activities, such as the following pictures show?
Rock-climbing Rafting Bungee jumping Free-fall rides
Conclusion:
Many countries have theme parks to attract both tourists and local people, as the visitors also bring some money to nearby hotels and restaurants.
Step 3. Listening (workbook)
Purpose: to help Ss to guess the main idea about the listening by the given information.
Divide Ss into groups of six and discuss the pictures below with their partners.
unit 5 fruit 教學(xué)設(shè)計(jì) 篇4
教學(xué)目標(biāo)
1.掌握所給的體育詞匯，熟悉補(bǔ)充的詞匯
2.掌握目標(biāo)語(yǔ)言
3.談?wù)撟约合矚g的體育運(yùn)動(dòng)
4.能夠詢問(wèn)他人喜好并提出建議
教學(xué)向?qū)?/strong>
語(yǔ)言目標(biāo)學(xué)習(xí)策略與思維技巧重點(diǎn)詞匯
掌握Do does引導(dǎo)的一般疑問(wèn)句及肯定、否定回答;
掌握體育運(yùn)動(dòng)詞匯;個(gè)體、群體思維;
看圖做答;
交換信息;Do does;have has;
Basketball,soccer,bat,
Tennis racket,volleyball;
語(yǔ)言結(jié)構(gòu)語(yǔ)言功能跨學(xué)科學(xué)習(xí)
以do does引導(dǎo)的一般疑問(wèn)句及其答語(yǔ) 談?wù)撟约簱碛形锲返那闆r;
闡述自己的喜好
提出建議或意見(jiàn)了解中西方體育文化的差異;
培養(yǎng)自己良好的身體素質(zhì)
課前準(zhǔn)備
1.學(xué)生課前準(zhǔn)備：小組調(diào)查表
2.教學(xué)器材：實(shí)物投影、多媒體電腦
3.教學(xué)課件：PowerPoint課件unit5
教學(xué)設(shè)計(jì)
主體思維圖及任務(wù)型活動(dòng)
教學(xué)過(guò)程設(shè)計(jì)
�、�. Presentation
1. Present the key vocabulary.
(Show a basketball to the class.)
T: What’s this in English?
S1: It’s a basketball.
T: Yes, you are right. Read after me. B-A-S-K-E-T-A-B-L-L, basketball.
Ss: B-A-S-K-E-T-A-B-L-L, basketball.
(Show the students other objects. Teach the new words “soccer ball, ping-pong ball, volleyball, tennis bat, ping-pong bat” in the same way.)
T: Read the words together twice.
Ss: …
2. Look at the words in 1a and match the words with the things in the picture.
T: Number 1 is (a), tennis ball. What’s Number 2 Match them.
Ask one student to show the answers and check them.
3. Present the key structure.
Present these questions and answers.
(Point to a student who has a pencil box.)
T: Do you have a pencil box?
S1: Yes, I do. (Nod your head yes)
T: (Ask S2) Does she have a pencil box?
S2: (Help S2 answer) Yes, she does.
T: Do you have a basketball?
S1: No, I don’t. (Shake your head no)
T: (Ask S2) Does she have a basketball?
S2: (Help S2 answer) No, she doesn't.
Practice the drill “Do you have a …?”, "Does he/she have a…? " in pairs. You can
use your school things and these balls. Look at the model, then practice like this.
Model:
S1: Do you have a basketball?
S2: Yes, I do.
S3: Dose she have a basketball?
S4: Yes, she does.
S1: Do you have a soccer ball?
S1: No, I don’t.
S3: Dose she have a soccer ball?
S4: No, she doesn't.
(Students work in pairs.)
教學(xué)點(diǎn)評(píng)：
深入的開(kāi)展任務(wù)型教學(xué)，就會(huì)深入的挖掘?qū)W生的潛力。這是最深刻的感受。任務(wù)型課程的設(shè)計(jì)要從簡(jiǎn)單機(jī)械操練為起始任務(wù)，逐步遞進(jìn)，達(dá)到完成真實(shí)或接近真實(shí)任務(wù)的目的。
本單元設(shè)計(jì)由三個(gè)任務(wù)組成。單詞的掌握比較簡(jiǎn)單，學(xué)生很喜歡看動(dòng)感的圖片，他們的興趣很容易調(diào)動(dòng)起來(lái)。有的實(shí)物也能達(dá)到這種效果。句型的教授比較難，學(xué)生接受新句型的能力不同，機(jī)械的操練十分必要，但形式可以有所不同，多方位的訓(xùn)練目標(biāo)語(yǔ)言比較好。最后的任務(wù)，能夠發(fā)揮學(xué)生的主體地位，讓他們運(yùn)用所學(xué)語(yǔ)言解決真正的問(wèn)題。但是任務(wù)的設(shè)計(jì)不要超出學(xué)生的能力，要與現(xiàn)實(shí)生活接近。課堂要營(yíng)造活躍的氛圍，使學(xué)生在‘我要說(shuō)的’中度過(guò)四十分鐘。特別要調(diào)動(dòng)學(xué)生的創(chuàng)造力和想象力，他們知道的事情遠(yuǎn)遠(yuǎn)超出我們的想象，要最大限度挖掘他們的潛力!
unit 5 fruit 教學(xué)設(shè)計(jì) 篇5
教學(xué)目標(biāo)：
1.知識(shí)目標(biāo)：
�。�1）能聽(tīng)懂、會(huì)說(shuō)并在日常生活中應(yīng)用以下句子：When do you have breakfast? I have breakfast at six thirty.要求語(yǔ)音準(zhǔn)確，語(yǔ)調(diào)自然。
�。�2）學(xué)習(xí)新詞匯:have breakfast, have lunch, have dinner
（3）學(xué)習(xí)韻句：Three Meals.
2、能力目標(biāo):
在活動(dòng)中積極運(yùn)用所學(xué)英語(yǔ)進(jìn)行表達(dá)與交流。
3、情感目標(biāo)：
�。�1）激發(fā)學(xué)生學(xué)習(xí)興趣，培養(yǎng)學(xué)生良好的英語(yǔ)學(xué)習(xí)習(xí)慣。
（2）提高學(xué)生運(yùn)用語(yǔ)言的能力，把所學(xué)句型與生活實(shí)際緊密結(jié)合，學(xué)以致用。
教學(xué)重難點(diǎn)
能在日常生活熟練運(yùn)用以下句子：When do you have …？ I have …at ….
教具準(zhǔn)備：
錄音機(jī)及磁帶、教學(xué)卡片、課件、頭飾等。
教學(xué)過(guò)程
一、熱身活動(dòng)
1. Say a chant. “ Tick,Tock. (學(xué)生Say a chant, 并做動(dòng)作。)
2、復(fù)習(xí)數(shù)字、時(shí)間，進(jìn)行快速反應(yīng)的游戲。（反饋預(yù)習(xí)情況）
3、Free talk.T:What’s the time? T: When do you get up? …
3. Sing a song. “It’s time to clean u p.” 本環(huán)節(jié)設(shè)計(jì)為課堂營(yíng)造了講英語(yǔ)的語(yǔ)境，設(shè)法讓學(xué)生進(jìn)行了英語(yǔ)狀態(tài)。另外讓學(xué)生在課前先復(fù)習(xí)了時(shí)間、數(shù)字。用游戲的形式進(jìn)行鞏固。利用歌曲來(lái)復(fù)習(xí)與本課教學(xué)內(nèi)容相關(guān)的句型,既調(diào)節(jié)情緒，又為新課教學(xué)作鋪墊。
二、呈現(xiàn)新知1. Teach:have breakfast/lunch/dinner (1) (computer show 6:30) T: What’s the time?(computer show picture)T: It’s time to have breakfast.Teach:breakfast, have breakfast It’s time to have breakfast.
Teach have lunch/dinner in the same way.
(2) Practice小小作曲家)
T：Boys and girls. Let’s have a rest. Let’s sing the song “It’s time to clean up” again.
T: Now we use these 3 phrases “have breakfast/lunch/dinner” to make a new song.
2. Teach: I have … at ….(1)(computer)T: I have breakfast at 7:00. When do you have breakfast? Ask and answer.(T-S, S-S)
(2) Drill: Play a chain game.A: When do you have breakfast?B : I have breakfast at 7:00. When do you have lunch?C: I have lunch at 12:00. When do you have dinner? D: I have dinner at….
(3). Activity: Do a survey.
T: Boys and girls. Let’s do a survey. Please investigate two of the classmates and try to know their tibles.
have breakfast go to school have lunch have dinner
T: Check the task.
本環(huán)節(jié)利用多媒體引出新短語(yǔ)，并自然而然地把新短語(yǔ)融入到句型It’s time to…中，學(xué)生能很快地接受語(yǔ)言信息，感知語(yǔ)言，領(lǐng)悟語(yǔ)義，并增強(qiáng)對(duì)新知識(shí)的記憶。
“小小作曲家”：播放伴奏音樂(lè)，鼓勵(lì)學(xué)生用三個(gè)新詞組代替clean up來(lái)翻唱老歌，以此來(lái)培養(yǎng)學(xué)生樂(lè)感和創(chuàng)新能力，愛(ài)唱歌是所有孩子的天性，讓他們?cè)趦?yōu)美的音樂(lè)中操練所學(xué)短語(yǔ)，能很好地激發(fā)學(xué)生學(xué)習(xí)興趣和主動(dòng)性。
創(chuàng)設(shè)情景，學(xué)習(xí)句型，并在學(xué)完后用所學(xué)句型進(jìn)行操練，做到當(dāng)堂學(xué)習(xí)，當(dāng)堂鞏固，收到良好的學(xué)習(xí)效果。
小組調(diào)查活動(dòng)給學(xué)生提供互相學(xué)習(xí)、互相交流的機(jī)會(huì)，學(xué)生們?cè)谂c同伴的合作交流中更好地掌握、運(yùn)用所學(xué)內(nèi)容，增強(qiáng)了學(xué)習(xí)英語(yǔ)自信心，調(diào)查后的匯報(bào)交流是必不可少的環(huán)節(jié)，既可以反饋學(xué)生的調(diào)查結(jié)果，又讓學(xué)生再一次得到了實(shí)踐的機(jī)會(huì)。
三.鞏固操練
1.Listen to the tape and read after the tape.
2.讓學(xué)生自己理解課文，回答問(wèn)題
3.Play a game.
T: Let’s play a game.“老狼，老狼幾點(diǎn)了”Do you know how to play? Let me show you.(中文解釋一帶而過(guò))
T: I’ll ask 2 Ss to come here.(請(qǐng)兩名學(xué)生上臺(tái)與老師一起示范)
T: Are you clear? Who want to try?
“老狼，老狼幾點(diǎn)了”是學(xué)生們喜歡的游戲，在游戲中鞏固所學(xué)知識(shí)，不僅激發(fā)學(xué)生學(xué)習(xí)興趣，而且活躍了課堂氣氛。
4、讓學(xué)生自主學(xué)習(xí)，理解短文
I’m Lily . I get up at six o’clock. I have breakfast at half past six. I go to school at seven o’clock. I have lunch at half past eleven. I have dinner at half past five.I do my homework at six o’clock. I go to bedat nine o’clock.
讓學(xué)生通過(guò)本節(jié)課，用所學(xué)的知識(shí)理解短文，回答問(wèn)題，從而了解自己學(xué)會(huì)了什么，還有什么沒(méi)學(xué)會(huì)。
四、總結(jié)，布置作業(yè)
1.Teach a chant.
(1)Listen to the tape.
(2)(show some pictures) Teach the new words: milk,rice
(3)Listen and repeat sentence by sentence.
(4) Act out the chant.
2.Homework:
(1)Listen and read the text of Lesson 9.
(2) Finish the exercises of Lesson 9 on activity book.
unit 5 fruit 教學(xué)設(shè)計(jì) 篇6
教學(xué)目標(biāo)：
1.能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫(xiě)season, spring, warm, summer, hot, autumn, cool, winter, cold。
2.能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫(xiě)In spring, it is warm. We go boating。
3.能在老師的指導(dǎo)下有感情地朗讀本首詩(shī)歌。
4.能表達(dá)四季的氣候特征及人們相應(yīng)的活動(dòng)。
教學(xué)重點(diǎn)：
1.能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫(xiě)season, spring, warm, summer, hot, autumn, cool, winter, cold。
2.能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀、會(huì)寫(xiě)In spring, it is warm. We go boating。
教學(xué)難點(diǎn)：
1.能在老師的指導(dǎo)下有感情地朗讀本首詩(shī)歌。
2.能表達(dá)四季的氣候特征及人們相應(yīng)的活動(dòng)。
教學(xué)準(zhǔn)備：
PPT.
教學(xué)過(guò)程：
Step1. Warm up.
1.Greeting.
2.Play a game: Listen and guess.
T: Do you like listening to the music?
T: Yes, I like it too. Now let’s play a game about it. When you listen to the song, if you know the name of the song, please tell me as soon as possible.
T: Well done. All of you did a goo job. (PPT呈現(xiàn)“春天在哪里”、“寧夏”、“秋天的童話”、“雪絨花”這四首歌名)
3.學(xué)習(xí)season
T:What can you find among them?
T:Yes, they are all about seasons. (學(xué)習(xí)season)
T: As we all know, there’re seven days in a week. How many seasons are there in a year, do you know?
T: Yes, there’re four. Let’s look at the pictures. How beautiful!
Step2. Presentation.
1. Learn about the seasons.
T: Look at the picture, what can you see in it ?
T: Can you guess which season is it? Now it’s sping.（學(xué)習(xí)sping）Are you hot? Are you cold?
T: So it’s warm in spring. We can do many interesting things in spring. (學(xué)習(xí)warm)
T: It is warm, I fly kites. What else can we do in spring? Just use this sentence structure.
(教授句型It is ...., I .......)生舉例
T: In this season, it isn’t hot, or cold, either. It is yellow. The farmers like this season. Which season is it?
T: Yes, it’s autumn. (學(xué)習(xí)autumn) And it’s cool. Here “cool” means涼爽的.We know it has another meaning is酷的，漂亮的。We have learned about it last term. Do you remember? What can we do in autumn?生使用所提供的句型舉例。
T: Listen! Can you guess which season is it now? Yes ,it’s summer. (學(xué)習(xí)autumn)
In summer, it’s very hot. I think., some girls like summer,because they can wear nice skirts, right? What can we do in summer?生使用所提供的句型舉例。
T: White is the popular colour in this season. And it’s the last season of a year. It’s winter.(學(xué)習(xí)winter) Sometimes it snows, so the ground turns white. We can make snowmen.(學(xué)習(xí)snowmen，并講解它的原型)生使用所提供的句型舉例。
2. Say a chant
3. Story time
a).Read and complete the form.
T: Just now we talked about the seasons. Our friends are talking about it too. Who are they? Let’s have a look.
T: What are they talking about? Let’s open your books and turn to P32. Read it by yourselves and try to complete the form on exercise paper. Here’s a learning tip for you.
Check the answers.
T:How is the weather in spring?/ What do we do in spring?
b)Read Story time
T:Now it’s your reading time. Read the poem by yourselves. What do you think of the poem? Yes, the poem is beautiful. So we should read it beautifully. Now let’s read it after the tape.
T: Now I’ll give you two minutes to read the poem in a group of four. Let’s compete :which group reads best?
Step3.Consolidation.
T: All of the four seasons are very pretty. But I like summer best. Because It is hot. I eat a lot of fruit. I wear nice skirts.I have a summer vacation. How about you? Which season do you like best? Write it down and try to share with us.
Step4. Homework.
1. Read and recite the poem with emotion.有感情地朗讀小詩(shī)并背誦。
2.Choose one season and compose a poem.選擇一個(gè)季節(jié)，并創(chuàng)編一首詩(shī)。
3.Preview Fun time and Cartoon time.預(yù)習(xí)Fun time和Cartoon time。
板書(shū)設(shè)計(jì)：
Unit5 Seasons (Story time)
spring warm fly kites/go boating
summer hot eat ice creams/ go swimming
autumn cool have picnics/ go climbing
winter cold make snowmen/ skating
unit 5 fruit 教學(xué)設(shè)計(jì) 篇7
教學(xué)目標(biāo)：
知識(shí)目標(biāo)：
1.能聽(tīng)懂、會(huì)說(shuō)hamburger hot dog cake bread French fries chicken及本課對(duì)話。
2.能靈活運(yùn)用句型：I like … Have some…
能力目標(biāo)：
通過(guò)新句型的學(xué)習(xí)，培養(yǎng)學(xué)生在一定語(yǔ)境中運(yùn)用語(yǔ)言進(jìn)行交際的能力。
情感目標(biāo)：
了解中西方文化，培養(yǎng)學(xué)生熱愛(ài)生活之情。
教學(xué)重點(diǎn)：
1.單詞 hamburger hot dog cake bread French fries chicken
2.句型：I like …
Have some …
教學(xué)難點(diǎn)：
1.Have some …
2.單詞可數(shù)與不可數(shù)的運(yùn)用。
如：可數(shù)I like hamburgers/hot dogs /cakes.
不可數(shù)I like chicken/bread.
教學(xué)準(zhǔn)備：
單詞卡片
教學(xué)課件
教學(xué)步驟：
一、warm-up 、review
1.Let’s sing a song together：“Old Macdonald.”
2.review
(1)播放課件，出示動(dòng)物園場(chǎng)景
T：Look, it’s a zoo. What animals are there?
S：Panda monkey squirrel …
(2)復(fù)習(xí)單詞 panda monkey squirrel dog rabbit…
二、presentation
1.教學(xué)句型I like …
(1) 引入
T：I like panda. Do you like pandas?
S：Yes/No.
T：What do you like?
�。�2）學(xué)說(shuō)I like..
I like panda. I like rabbit…
(3)操練
Work in pairs：
What do you like? I like …
2.單詞教學(xué)
�。�1） 單詞教學(xué)（課件出示六種食物。）
如：Hamburger
Look , I am a panda. I like hamburgers.
Hamburger (學(xué)生跟讀)
hamburger I like hamburgers.
建議與說(shuō)明
利用輕松活躍的旋律，活躍課堂氣氛。
復(fù)習(xí)unit4的內(nèi)容，為自然引出本課教學(xué)創(chuàng)設(shè)情境。
運(yùn)用熟悉的單詞、情境，引出新的句型I like…易于學(xué)生接受掌握。
Me too 這個(gè)短語(yǔ)以前學(xué)過(guò)，在這里通過(guò)師生的對(duì)話引起學(xué)生回憶復(fù)習(xí)。
在學(xué)習(xí)單詞的過(guò)程中滲透新句型的運(yùn)用，讓學(xué)生在句子中學(xué)習(xí)新單詞。
如：French fries’
Look , I am a monkey. I like French fries.
French fries.
French fries I like French fries.
…
學(xué)習(xí)單詞時(shí)注意 chicken, bread 和 French fries 的發(fā)音較難，不易到位。要適當(dāng)提示，糾正發(fā)音。如：bread 中 ea 組合發(fā) ，fries 中 的音要發(fā)到位。
(2)單詞操練
Read these words together.
hamburger I like hamburgers
hot dog I like hot dogs.
cake I like cakes.
french fries I like French fries.
chicken I like chicken.
bread. I like bread.
Look at my mouth, and guess which word？
What is missing?
4.教學(xué)句型Have some…
�。�1）引入。
T：What do you like?
S：I like hamburgers.
T：Have some hamburgers.
T：What do you like ?
S：I like French fries.
T：Have some French fries.
T：…
S：…
運(yùn)用Have some…把卡片當(dāng)作實(shí)物送給他們。
（2）句子學(xué)說(shuō)have some…
滲透單詞可數(shù)與不可數(shù)的運(yùn)用。如可數(shù)I like hamburgers/hot dogs /cakes.不可數(shù)I like chicken/bread.
用歌謠式的節(jié)奏朗讀單詞和句子，學(xué)生不會(huì)感到枯燥。
等學(xué)生基本掌握時(shí)采取多種新穎有趣的形式加以鞏固，激發(fā)學(xué)生學(xué)習(xí)興趣。
通過(guò)教師與學(xué)生對(duì)話自然引出課文重點(diǎn)難點(diǎn)句型。運(yùn)用Have some …把卡片當(dāng)作實(shí)物給學(xué)生，激發(fā)學(xué)生興趣。使學(xué)生在多次聆聽(tīng)的過(guò)程中學(xué)習(xí)新句子。
(3)句子操練
讓學(xué)生嘗試創(chuàng)作：Make up a new chant!
出示課件：
I like hamburgers. Have some hamburgers.
I like hot dogs. Have some hot dogs.
I like cakes. Have some cakes.
I like French fries. Have some French fries.
I like chicken. Have some chicken.
I like bread. Have some bread.
三、 text
�。�1）聽(tīng)錄音回答問(wèn)題
T：Now, listen to the text carefully! There are some children here, what do they like?
S：hamburger hot dog French fries
T：Read together!
�。�2）讀短文
Read after the tape.
Read after me.
Who want to be a little teacher? Read after the little teacher.
�。�3）角色扮演
小組合作完成短文的朗讀。
Work in groups.
四、作業(yè)布置
小組同學(xué)用卡片完成對(duì)話，互相交流。
板書(shū)：
利用學(xué)生熟悉的歌謠節(jié)奏創(chuàng)編歌謠的內(nèi)容，突破教學(xué)重點(diǎn)難點(diǎn)，使句型操練富有趣味性。
通過(guò)前面的學(xué)習(xí)，學(xué)生對(duì)課文的理解比較容易。所以先布置任務(wù)，讓學(xué)生帶著問(wèn)題聽(tīng)對(duì)話內(nèi)容，激發(fā)學(xué)生興趣。
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