Unit4 身体语言教学设计

第一篇：Unit4 身体语言教学设计

Unit4 Body Languange 语法项目：v-ing form used as attibute and adverbial的教学设计

一．The type of class: grammar 二．Teaching aims: Enable students to master v-ing form used as attribute and adverbial 三．Teaching methods: Combining explanation with practice;discussing in groups；acting in groups 四the aid of theaching Multi-medium 五．The procedure of teaching Step1 lead-in(2minutes)(语境中掌握语法；通过课文的学习，要求同学们背诵出下列句子，对doing 作定语和状语有一个感性认识，为下一步的理性认识做好铺垫。用多媒体展示下列句子)课文原句再现：

1.I saw several young people enter the waiting area looking around curiously.2.I stood for a minute watching them and then went to greet them.3.Yesterday,another student and I ,representing our university’s student association,went to the Capital International Airport to meet this year’s international students.4.They also express their feelings using unspoken “language” through physical distance ,action or posture.Step2 v-ing form used as attibute(8minutes)（对doing 作定语理论上进行讲解，让学生对其科学地系统地加以把握。利用多媒体）

一、动词-ing形式作定语

be+doing 谓语动词形式 doing 非谓语动词形式 Tom is reading a book now.Tom was reading a book at nine O’clock last night.The girl reading a book is my friend.现在分词作定语往往与被修饰的词靠得很紧, 渐渐地成为一个复合词。这种分词叫分词形容词(the Participle Adjective), 实际上相当于一个单纯的形容词, 表示“正在进行” 或“主动”的意义。如：

boiling water(沸腾的水)；falling leaves(正在下落的叶子)；smiling faces(笑脸)

a boy standing under the tree(正站在树下的一个男孩)1.The boy standing under the tree is a classmate of mine.(站在树下的那个男孩是我的一个同学）2.China is a developing country.(中国是一个发展中国家）

动名词做定语一般表示事物的用途：

the waiting area=the area for waiting(等候区）a walking stick=a stick for walking（手扙）

a writing table =a table for writing(写字桌）1.There is a swimming pool in our school.我们学校有一个游泳池。

2.We are waiting outside the operating room.我们等在手术室外面。(1)前置定语

单个的动词-ing形式,一般放在被修饰的名词的前面, 作前置定语。

1.China is a developing country.(中国是一个发展中国家）

2.She recognized Tony ’s smiling face.（她认出了汤姆的笑脸）(2)后置定语

动词-ing形式短语作定语时, 通常要放在被修饰的名词的后面, 在意思上相当于一个定语从句。

1.The boy, standing under the tree ,is a classmate of mine.(站在树下男孩是的那个我的一个同学）（=who is standing under the tree)2.The person translating the songs can speak seven languanges.(翻译这些歌曲的那个人能说七种语言）（=the person who translates the songs)3.He is a student,working hard at his studieos.(他是一个勤奋学习的学生）

（=a student,who works hard at his studies)Step 3 句子背诵（2minutes）

（理解的基础上加以背诵，达到脱口而出的程度，有力于形成同学们的语感，提高辨别doing 作定语的能力。利用多媒体展示。规定一分钟记忆时间。一分钟个别同学抽查。抽查中等偏下的同学，增强其学英语的信心）1.There is a swimming pool in our school.2.China is a developing country.3.The boy, standing under the tree ,is a classmate of mine.4.The person translating the songs can speak seven languanges.Step4 practice（6minutes）

(通过基础题，巩固提高对doing 作定语的认识。利用多媒体展示。三分钟独立做题时间，二分钟小组讨论，一分钟核对答案)Ⅰ用动词的适当形式填空。

1.Peter received a letter______(say)his grandma would come to see him soon.2.There is a ______(swim)pool in our school.3.The girl _____(sit)at the back of the classroom is my best friend.4.Is the wallet ____(lie)on the ground yours? ⅡCombine the sentence by using attributive-ing verb forms.1.The man held the front door open and bowed deeply.The man was smiling.2.There was a man.He was sitting on the sofa.3.He stayed in the room for over an hour during the operation.The room was for waiting.4.The field of flowers seemed to go on for miles.The flowers were waving in the wind

Step 5 v-ing used as adverbial(8 minutes)（对doing 作状语理论上进行讲解，让学生对其科学地系统地加以把握.。利用多媒体）

动词-ing形式作状语

①动词-ing形式在句中作状语表示“时间﹑ 原因﹑条件﹑让步﹑结果﹑方式或伴随等” Her husand died, leaving her 5 children.（表示结果）

(她的丈夫死了，给她留下五个孩子）She sat at the desk reading a newspaper.（表示伴随）

（她坐在桌子旁边，看报纸）Being ill ,she went home.(表示原因）

（由于生病，她回家了。）

Working hard ,you’ll make great progress.(表示条件）

（如果你努力，就会取得 很多的进步）

Having been told many times, he couldn’t understand what I meant.（表示让步）

（虽然告诉他很多次，但是他还不理解我的意思）②动词-ing形式作状语时，分词的逻辑主语必须与主句的主语保持一致；与主句的主语构成逻辑上的主谓关系。Watching television,_________ A.the doorbell rang B.the door bell rings C.we heard the doorbell ring D.we heard the doorbell rings ③动词-ing形式在句中作状语时，位置可在主 句之前，也可在主句之后；有无逗号均可。

Her husand died, leaving her 5 children She sat at the desk reading a newspaper Being ill ,she went home Having been told many times, he couldn’t understand what I meant.④v.-ing与句中主语构成逻辑上的主谓关系，与句中谓语动词同时发生；having+v.-ed与句中主语构成逻辑上的主谓关系，先于谓语动词发生；having been +v.-ed 与句中主语构成逻辑上的动宾关系，且先于谓语动词发生； Having finished their work ,they had a rest.Feeling tired ,she went to bed early.Having been told many times, he couldn’t understand what I meant Step6句子背诵（2 minutes）

（理解的基础上加以背诵，达到脱口而出的程度，有力于形成同学们的语感，提高辨别doing 作状语的能力。利用多媒体展示。规定一分钟记忆时间。一分钟个别同学抽查。抽查中等偏下的同学，增强其学英语的信心）

She sat at the desk reading a newspaper Being ill ,she went home.Having finished their work ,they had a rest.Feeling tired ,she went to bed early.Having been told many times, he couldn’t understand what I meant.Step7.Practice(8minutes)(通过基础题，巩固提高对doing 作状语的认识。利用多媒体展示。五分钟独立做题时间，二分钟小组讨论，一分钟核对答案)Ⅰ用所给词的适当形式填空

1._______(wait)in the queue for half an hour ,Tom suddenly realized that he had left his wallet at home.2._______(hear)the news,they all jumped with joy 3.He walked down the hill, ______(sing)softly to himself.Ⅱ把下列句子改写成分词作状语

Because I had experienced earthquakes before,I wasn’t frightened.Having experienced earthquakes before, I wasn’t frightened.1.When she woke up in the middle of the night she

saw her room as bright as day 2.Because I had spent all night reading the documents,I was very tired the next day.3.The car raced past.It almost hit us as it turned the corner.4.Your mother just called.She hoped to talk to you.Ⅲ.Use the –ing forms of the verbs below to complete the following sentences laugh compete smile touch approach shake

1.We were all nervous about the ________examinations.2.I always know when my mother is telling a joke.After a few seconds ,she always looks at me________.3.Business leaders often look serious.They do not often have _____faces.4.After the dog fell in the lake, it climbed out _______itself.5.It is exciting to watch______athletes reach the other end of the swimming pool.6.The blind man walked _____the walls of the building.Step 8 acting in groups(6minutes)（提高同学们口语表达能力，加深对doing 作定语和状语的理解。小组练习四分钟，二分钟一组主动到前面表演。）work in groups of four Add more actions to these lists.Then combine the primary and secondary actions to make a sentence about a student in your group.That student must act out what you say.Primary actions

secondary actions

walk around the desk

frown(deeply)look for an eraser

jump(on one foot)sit on the desk

smile pick up a textbook

laugh

stand up

shake one’s head Possible answers: A.Cheng Hui walks around the desk ,jumping on one foot.B.The frowning girl,Wang Jing ,picked up her English book and threw it on the floor.C.Li Sen sat on the desk,laughing.D.Li Jing is looking for an eraser,shaking her head.Step 9 高考链接（3 minutes）

（利用高考题，检查学生的掌握落实情况，及时掌握反馈情况）高考链接

1.Do you wake up _____energetic and ready to start a new day?(湖南2011）

A.feel

B.to feel

C.feeling

D.felt 2.At one point I made up my mind to talk to Uncle Sam.Then I changed my mind, _______that he could do nothing to help.（上海2011）

A.to realize B.realized C.realizing D.being realized 3.More highways have been bulit in China, ______it much easier for people to travel from one place to another.(陕西2011）

A.making B.made

C.to make D.having made 4._________around the fire, the tourists danced with the local people.(辽宁2011）A.Gather

B.To gather

C.Gathering

D.To be gathering 5.____ to reach them on the phone, we sent an email instead.(重庆2008）A.Fail B.Failed C.To fail D.Having failed 6._____around the Water Cube, we were then taken to see the Bird’s Nest for the 2008 Olympic Games.(陕西2008）

A.Having shown

B.To be shown C.Having been shown

D.To show 7.Recently a survey ____prices of the same goods in two different supermarkets has caused heated debate among citizens.(江苏2011）

A.compared

B.comparing

C.compares

D.being compared 8.Look over there---there’s a very long, winding path ____up to the house.(山东2011）

A.leading B.leads C.led D.to lead Step 10 小结

参考资料；教科书，五年高考真题，高中英语语法表解大全

第二篇：Unit4 The Earthquakesreading教学设计

Unit4 The Earthquakes 第二部分教学设计

Period 1 Reading---A Night The Earth Didn’t Sleep 上课教师：董亚玲

上课时间：2011年12月6日

1.教学目标: a.Enable the students to find the main idea and the details of the reading materials by reading.b.Teach the students how to read an article.c.Let the students know what a correct attitude towards an earthquake is and what we should do in an earthquake for ourselves and for other people.2.教学重点: a.Teach the students how to read an article b.Let the students know what a correct attitude towards an earthquake is and what we should do in an earthquake for ourselves and for other people.3.教学难点

Teach the students how to enjoy an article.4.教学方法: a.Discussing b.Fast reading, careful reading c.Reading and practicing 5.教学过程:

一、自主预习

1.重点词汇 – Try to remember these words and know the meanings of these words.earthquake, quake, well(n.), million , event , pipe, burst, nation , canal, steam, dirt, ruin, suffering, extreme, injure, destroy, brick, dam, track, useless, steel, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, dragonfly 2． 重点短语—Translation（1）.立刻，马上_______________（2）.仿佛，好像 _______________（3）.结束，终结 ________________（4）.严重受损，破败不堪_______________（5）.dig out ______________（6）.a(great)number of ______________（7）.run out of _______________（8）.think little of __________________

3、重点句型

（1）.___________________________ the world was at end.仿佛到了世界末日。

（2）.Everywhere they looked nearly everything was destroyed.人们无论朝哪里看，那里的一切都几乎被毁了。（3）.__________ hope was _______ lost.不是所有的希望都破灭了。

（这一部分设计的内容是本篇课文中所涉及的新词汇、短语和重点句型，目的是为了帮助学生清除学习课文时的词汇障碍，并且在预习和阅读过程中注意这些词汇、短语和句型。）（在课上检查学生预习情况时，重点词汇部分由教师领读学生跟读的方式，旨在帮助学生掌握重点词汇的发音。重点短语部分由教师提问，学生一个接一个回答，这样既可以检查学生的预习情况，也可以发现学生不会的，给予及时的讲解。重点句型部分由全班学生一起朗读，加深印象。）

4、课文导读（1）.The background of Tangshan earthquake.At 3:42 a.m.on July 28, 1976, a magnitude 7.8 earthquake hit the sleeping city of Tangshan, in northeastern China.The very large earthquake, striking an area where it was totally unexpected, wiped out the city of Tangshan and killed over 240,000 people-making it the deadliest earthquake of the twentieth century.1976年前的7月28日，凌晨3时42分53.8秒，唐山市（东经118.0度，北纬39.4度）爆发7.8级强地震。

这次地震释放出的能量，约为3.2X1016焦耳，相当于400颗投在广岛的原子弹，相当于4-5个1975年2月发生在辽宁海城的7.3级地震。死亡人数达到24.2万，重伤16.5万，7200多个家庭全家震亡，4204人成为孤儿。直接经济损失逾100亿，总经济损失达300亿元。至1980年底，大、小余震数达24381次，最新一次较强余震发生在1991年5月29和30日。

（这部分是有关唐山大地震的背景内容，目的是为了让学生为课文阅读热身，了解唐山大地震的有关情况。）

（2）.Please read the first paragraph and list the signs before Tangshan Earthquake.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________（这一部分内容既是对第一课时的Pre-reading 部分的复习巩固，又是为课文阅读的热身。帮助学生了解地震前的征兆，鼓励学生预习第一段内容。

这一部分的内容在课上学生看完电影后，回答屏幕上关于“What are the signs before the earthquake?之后”复习Pre--reading，也可以检查学生对课文第一段的预习情况。帮助学生认识到这个道理:如果我们能够了解并认识地震前的预兆，就能提前做好准备，让更多的人获得求生的机会，减少或避免不必要的损失。）

二、重难探究 Step1 Lead—in Watch the film named After Shock and answer the following question.Question: What are the signs before the earthquake?（这一部分内容既是对第一课时的Pre-reading 部分的复习巩固，又是为课文阅读的热身。帮助学生了解地震前的征兆，鼓励学生预习第一段内容。

这一部分的内容在课上学生看完电影后，回答屏幕上关于“What are the signs before the earthquake?的问题之后”复习Pre--reading，也可以检查学生对课文第一段的预习情况。帮助学生认识到这个道理:如果我们能够了解并认识地震前的预兆，就能提前做好准备，让更多的人获得求生的机会，减少或避免不必要的损失。）Step 2 Skimming and Scanning Read the passage quickly to get the general idea of the passage.When you are reading, you should pay attention to the first and second sentence of each paragraph.Then complete the exercises on the screen.（1）Get the main idea of the text.The passage mainly talks about a/an _____________ that happened in ____________ in __________.(2)The topic sentence of each paragraph.Para.1 __________________________________________________________ Para.2 ___________________________________________________________ Para.3 ____________________________________________________________ Para.4 _____________________________________________________________(Then read the topic sentences together.)（通过学生独立阅读课文，了解文章大意，进一步学习使用跳读的阅读方法。仔细理解每段课文第一、二句的意思。帮助学生首先掌握段落大意。并学会寻找文章的中心句，让学生学会忽略不懂得生词，但是要求分辨出各个段落的大意。）Step 3 Careful Reading Listen to the tape and read the text.After that, complete the exercises.(1).Complete the exercise 1 in Comprehending on page 27.One minute later, check the answers.(2)Choose the best answers.1.What does “them” in the sentence “No wind, however, could blow them away.”(in Paragraph 3)refer to? A.Red autumn leavesB.Bricks on the ground C.Bodies of dead animalsD.Sand in the wells 2.The title “A night the earth didn’t sleep” means __.A.the earth was awake all night long B.people on the earth couldn’t fall asleep that night C.the earth shook like crazy that night D.animals on the earth would not sleep that night（学生听录音欣赏全文，体会文章里表达贴切，内涵丰富的词句。引导学生再读课文，加深他们对文章中的整体脉络与重要细节的把握，以达到全面深刻领会文章的目的。通过听课文录音，帮助学生建立音，形，意方面的联系。）Step 4 Quiz Retell the text by filling the following blanks.Strange things appeared before Tangshan earthquake happened.The well walls had deep ______.A smelly gas came out of them.The water pipes cracked and ______.At 3:42 on the morning of July 28, 1976, everything began to ______.It seemed as if the world came to an end.____ burst from holes in the ground.Hard hills of rock became rivers of ____.Soon the whole city lay in ____.Many people died or were ____.Everything in the city was _____.People were ______ at this and wondered how long the disaster would last.The army organized teams to dig out those who were trapped and to ____ the Dead.Fresh water was taken to the city.Thanks to the army, the city began to breathe again.（这一部分的设计目的是为了让学生进一步加深对文章脉络的理解，捕捉具体信息细节，引导学生进一步领会全文。）Step 5 Discussion 1.Can we stop earthquakes? If we can’t, what should we do? 2.What can we do after earthquakes?（这一部分的讨论设计目的是有关学生的德育部分，教育学生要做好防震准备，还要做好防震宣传。并且在地震后我们应该怎么做。）Step 6 Homework

1.Read the text and complete the exercise 2 in Comprehending 2.Finish the Exercise 1—4 in Learning about language.（这些联系和作业都和文章的理解以及文章的词汇，短语，句型有关，帮助学生掌握本课的词语，表达方式等等）

God helps those who help themselves.

第三篇：Unit4 Pets教学设计

Unit4 Pets教学设计（第一课时）

标签： unit pets 教学 设计 第一课

教学内容：《剑桥小学英语》（JOIN IN）（Book1）Unit4 Pets的第一课时:

词汇：pet frog fish hamster rabbit dog mouse cat budgie

句型：-Have you got a pet ?-Yes, I have.-What have you got ?-(A cat.)

教学目标：

◆知识与能力目标：

听、说、认读pet frog fish hamster rabbit dog mouse cat budgie

2.能在真实的交际情景中运用下列句型与同伴交流：

-Have you got a pet ?-Yes, I have.-What have you got ?-(A cat.)

◆情感态度价值观目标：

1.在同伴和小组活动中，能积极地与同伴交流，表达真实、自然。

2.对学生进行德育渗透，树立保护动物、保护大自然、保护环境的意识。教学手段：课件 磁带 图片 教学过程：

Step1 Warming-up Greetings and free talk.T : Good morning, boys and girls.Glad to meet you.How are you ?

（自由对话是心灵的交汇，通过师生充满热情的交谈，拉近了彼此的距离。）Step2 Lead-in（创设情境，导入新课）

T : My dear children, let’s listen to a chant.After you listen, please tell me what you can hear.Ready?（放录音Chant）

T : What can you hear?(At this time,children may say“ dog ”、“frog ” and so on , because they have learned the two words last year.)T : OK!dog , frog ,cat ,mouse ,they are all pets.(板题、领读)I like pets, do you like pets?

T : Today , let’s go out of the classroom and go to a pets supermarket.OK? Now, please stand in a line.(生离开座位站队)

T : One, two, ready, go!(The pupils dance).(音乐起，学生一个个跳起兔子舞回座位)

（听轻松活泼的英文歌曲，可以为学生营造浓厚的英语氛围，师生通过站队集合，然后跳兔子舞进入宠物超市，打破了传统教学的枯燥形式，激起了学生的学习兴趣。）

T : OK.We’ve arrived.(音乐停，出示超市图)

Look!This is the pets supermarket.There are so many pets here.Are they lovely? Yeah!They are very lovely.T : Look at the pets , please.Do you know their English names? Do you have any questions?

T :(Some of the pupils may come to the front and ask : What’s this? What’s this?)（运用媒体展开pets的画面，让学生一开始就置身于宠物超市的情景中，充分调动他们的学习积极性。）

Step3 Presentation and practise A.Study the words 1.(1).frog

T :(出示荷叶图、蛙叫)Listen!What’s this? Can you guess?

T :(They have learned frog in Grade 3, so some of them can say frog).T : Oh!It’s a frog.(出示青蛙)

Follow me, frog frog(板书、领读)Do you like frog? T : If you like it , you can get it from your desk.(2).fish

T :(出示fish)Wow!It’s a lovely fish.Read after me.fish fish(板书、领读)

Who’d like fish? Please get it.(3).hamster

T :(出示hamster “Hi!I’m a hamster.I like eating.”)

Hello, Mr hamster!Follow me , hamster hamster(板书、领读)If you like it, you can get it.(4).rabbit

T : Boys and girls , this way please.(出示rabbit)Look!This is a rabbit.Read after me, please.rabbit rabbit(板书、领读)Who likes rabbit? Take it, please.(5).dog

T :(出示狗叫声)Listen!Who’s it ? Please guess.T :(The pupils can say dog , because they have learned it in Grade 3.)T : Yes, it’s a dog.（出示dog）Read after me, dog dog(板书、领读)Who’d like dog? Please get it.(6).mouse

T :(出示mouse “Hi, everyone!My name is mouse.Do you like me?”)T : Hi, Miss mouse!Follow me, mouse mouse(板书、领读)

I don’t like mouse, do you like mouse ? Oh!You like mouse, you can get it.(7).cat

T :(出示猫叫声)listen!What’s it ?

T : Yes.It’s a cat.（出示cat）Follow me, cat cat(板书、领读)If you like it, please get it.(8).budgie

T :（出示budgie）This is a budgie.It’s beautiful.Follow me, budgie budgie(板书、领读)I like budgie best, what about you?（利用学生提出的问题学习新单词，充分发挥了学生的主体性，积极性也更高一些，在教学单词时利用多媒体显示色彩鲜艳的宠物图片、单词及其叫声，既能刺激学生的视觉，吸引学生的注意力，又能给学生以直观感知，学生自然印象深刻。）2.Practice(1)看图片说单词并将其贴黑板上。

T : Oh!I’m tired.Let’s play a game.Look at the pictures,I have got many pets.Now, please say their English names and mime the actions if you like.（师出示图片，生看图说单词并模仿动作）

T : Who can help me? Please come here.(请一些学生上台当小老师)（2）师出示单词，学生快速做动作或模仿其叫声。

T : Look at the words, mime the actions as quickly as possible.（小学生注意力集中的时间比较短，约为17分钟，所以在他们大脑开始疲倦的时候做一些游戏活动，不仅调节了大脑，同时也巩固了所学知识。）B.Study the sentence

1.T : Now, I have got a pet.What is it ? Can you guess?

(When they guess the pets, they can go over the words again.)

T : Yeah!You are right, I have got a pet.It’s a cat.（板书领读I have got a pet.）T : Have you got a pet?(If you have got a pet,you can say: Yes, I have.)What have you got? Oh!You have got a dog? What colour is it? Black and white.Yeah!A lovely dog.（Ask several pupils in this way.）(连续问几名学并板书领读)2.Practice

T : All of us have got pets.Now, please ask your partner: Have you got a pet? What have you got? What colour is it? Make a dialogue in groups.（学生拿宠物图片编对话）

T : Who’d like to act out your dialogue? Please come here.（在这一环节，教师为学生创设真实的交际场景，让学生拿宠物卡片模拟表演，在真实的情景中去感知、体会、实践，从而轻松地掌握新知识，整个教学过程循序渐进，训练覆盖面广，更能培养学生大胆表达和创新的能力。）Step4 Homework

T : Today, we have learned many pets, they are frog、cat、fish、dog、mouse、rabbit、budgie and hamster.After class, you can draw your favourite pet and colour it, then ask your partner about their pets.Complete the form.T : If you wan to know more pets information,you can surf internet and search

（引导学生观察板书，与教师一起整理本节课所学内容，使学生对所学知识有系统认识的同时，提高了语言表达能力，通过设置多样的、有系统性的作业，做到了面向全体学生，帮助他们及时复习掌握所学知识，让学生上网查询更多的宠物资料，既能拓展知识，激发学生学习英语的欲望，同时也为他们继续深入学习奠定了基础。）

Step5 Consolidation

T : Now, let’s say the chant together.(出示课件)

（利用富有节奏感的来巩固练习所学内容，给学生一种感觉新颖的独特效果，增强了语感，培养了学生的音乐节奏智能，做到了首尾呼应，又活跃了课堂气氛。）Step6 Permeate virtue teaching（德育渗透，树立环保意识）T : Boys and girls, are the pets lovely? Yeah!It’s lovely!T : I like them.Do you like them? Yes.T : Pets are our friends, so we must love and protect them.（结合课堂教学，对学生进行思想品德教育，帮助学生从小树立“爱护动物”、“保护动物”、“保护大自然”、“保护环境”的意识，使学生对所学内容有一个更高层次的认识。）

Step7 Summary

T :(看表)Oh!It’s time to go home.Stand up, please.Please say goodbye to the pets.Ss: Goodbye, pets.T : Now lets go.（音乐起，学生跳着兔子舞出教室

第四篇：Unit4 Then and now教学设计

Unit4 Then and now第一课时教学设计

A.Let’s try.Let ’ s talk.一、目标依据

依据新课标, 要求小学六年级学生能借助图片、图像、手势听懂简单的话语或录 音材料;能听懂课堂活动中简单的提问;能听懂常用指令和要求并做出适当的反 应;能在口头表达中做到发音清楚、语调基本达意;能按要求用简单的英语做游 戏,能体会到英语学习的乐趣;在学习中集中注意力;敢于开口,表达中不怕出 错误;积极参与各种课堂学习活动,积极与他人合作,共同完成学习任务。

二、教材分析

这是本单元的第一课时。Let’s try为与本课主题相关的听力练习。Let’s talk为交 际对话,通过吴一凡的爷爷参观学校、与孩子们的对话,来学习运用 There be句型(一般过去时)谈论过去的事物。

三、学情分析

在五年级上册 Unit5/Unit6中,学生学习了 There be 句型的(一般现在时)的陈 述句、一般疑问句及其回答,并在本册 Unit2/Unit3初步学习了动词过去时的规 则及不规则变化,本节课将在此基础上学习运用 There be 句型的(一般过去时)谈论过去的事物。

(本班学生兴趣度、课堂习惯、自制力、对基础单词和知识点的掌握程度、课堂 氛围和学生的思想状况教师可根据实际情

况分析。教师可参考优教同步学习网上 学生的导学反馈)

四、教学目标

1.能够理解对话大意,并回答对话下问题。能按照正确的语音、语调及意群朗 读对话,并能进行角色表演。

2.能够听、说、读、写并在情景中运用句型 “There was … There were …” 谈论过 去的事物;能够完成绘图并描述自己学校过去与现在变化的活动。

3.能够在语境中理解生词 star, easy, look up 及 Internet 的意思,并能正确发音。

五、教学重难点

运用句型 “There was(no)… There were(were)…” 谈论过去的事物。

六、教学评价

1.在图片和教师的帮助下理解对话大意,并回答对话下问题;通过仿读课文及 分角色朗读能用正确的语音、语调来表演课文中对话。(检测目标 1的达成情况)2.通过 “ 活动 1”、“ 活动 2” 能运用重点句型。(检测目标 2的达成情况)3.通过教师创设的语境及仿读课文来理解新词的意思并正确发音。(检测目标 3的达成情况)

七、教学过程 Step 1: Warm-up 1.师生相互问候。

2.教师播放 Unit3歌曲 Tell me about your holiday,学生跟唱,活跃气氛。Step 2:Presentation 1.Let’s try.(1)教师在课件上呈现本单元主情境图,引导学生猜猜吴一凡的爷爷现在在哪 里,引出本单元主题 Then and now, 并帮助学生理解 different 的意思。

(2)教师请学生读题,预测答案。

(3)教师播放录音,学生完成第1、2题;师生核对答案。2.Let’s talk.(1)教师展示从网上收集的世界各地不同风格、不同时代的学校的图片,引导学 生讨论,了解新旧学校的变迁,为对比学校的今昔变化做好铺垫。

(2)教师从新旧学校的图片中各选一张图片组织学生运用 There be 句型进行描 述,引导学生通过对比,感悟 There be句型的用法。

(3)教师简单介绍课文背景:Wu Yifan and his grandpa are at the same school at different times.Can you guess what the school is like now and what Grandpa’s school was like before? 引导学生猜测课文大意。

(4)教师提问:What was Grandpa’s school like?教师播放录音,请学生带着问题 听录音。

(5)教师通过与学生对话渗透人类首次登月的信息:Sarah wants to visit the moon one day.Do you want to visit the

moon and other stars? 教师播放人类首次登月的视频,帮助学生增加感性认识。(6)教师组织学生细读对话, 让学生提出自己不懂的问题。教师对 one day, look it up 和 in my time的意义和用法进行解释。

(7)教师播放录音,学生跟读。

(8)教师播放课文录音,学生逐句仿读。(提醒学生在跟读的过程中注意模仿录 音中的语音、语调)Step 3:Practice 1.Role Play 师生分角色朗读课文;学生在三人小组内分角色朗读对话;教师可挑学生上台表 演对话。

2.教师组织学生用简笔画画出学校 5年前及现在的样子;画完后,同桌之间运 用 There be句型相互描述。

3.活动 1:招聘校史解说员

(1)教师用 PPT 把几组现在和过去的学校图片呈现出来。(2)教师告诉学生,学校需要招聘校史解说员,并把评选标准告诉学生。

(3)组织学生任选一组图片做准备,以小组为单位派人出来应聘,看看哪个组的 组员表现最佳。

4.活动 2: 找不同

教师在课件上出示几组不同地方学校的照片。每组照片中,一张为现在的学校, 一张为 10年前的学校, 请学生两人一组，找出两张照片中不同的地方并用 There be 句型相互描述。

S1: There is a library in the school now.There was no library five years ago.S2:There are many trees in the school.There were few trees five years ago.Step 4: Summary 教师引导学生总结本课所学重点句型,鼓励学生提出问题。Step 5: Homework 1.收集有关唐朝百姓生活状态的信息资料、图片,如:居住的条件、交通工具 与出行方式、文娱体育活动、学校等类别。以 The Tang Dynasty I know为题组织 好材料,下次上课时和同学分享。

【板书设计】 【教学反思】

第五篇：unit4 section B教学设计

Unit4 Where’s my backpack?

Section B(1a—1e)

ⅠTeaching Aims and Demands

1.Knowledge Objects(1).New words: radio, clock, tape, player, tape player, model, plane, model plane.(2).Target language:--Where are the English books?

--The English books are under the radio.2.Ability Objects(1).Train students’ listening skills(2).Train students’ communicative competence 3.Moral Object

We should clean our room every day.Put away things when you have used them.Ⅱ.Teaching Key Points 1.Read the new words fluently and know them 2.Master the target language

Ⅲ.Teaching Difficult Point Train students listening skills

Ⅳ.Teaching Methods 1.Listening methods

2.A game

Ⅴ.Teaching Aids 1.A tape player

2.Some objects(a pen, a book, a pencil box)

Ⅵ.Teaching Procedure

StepⅠ.Review First show a pen to students.And practice a conversation like this:

T: What’s this?

S: It’s a pen.T;Yes, you are right.Then show a pencil box and a book to students ,too.And practice them same conversations above.Next put the pen into the pencil box and make sure every student know where the pen is.Say, I have a nice pen.I like it very much.But now I cannot find it.Can you help me?

Ask a student to help you.“The pen is in the pencil box.” In this way, they will review the meaning of “in”.Put the pencil box on a desk and the book under a desk.Practice the same conversation with students.And they will review the meanings of “on” and “under”.Step Ⅱ.New words Show the tape player to students and say, It’s a tape player.Write down the word on the blackboard.Then take out the tape from the tape player and say, It’s a tape.Write down the word on the blackboard.Teach other words like this.Then read these words and ask students to repeat again and again till they can read them..Ask a student to read these words loudly.Check the pronunciation if necessary.Step Ⅲ.1a This activity provides the new words.And make students be familiar to these words.Read the instruction to students.Ask them to finish the activity individually.Then ask a student to show his/her answers.Finally check the answers.Step Ⅳ 1b Read the instructions to students.And make sure they have understood how to do.Give them several minutes to remember the things in the picture.Divide students into four groups.Tell them to invite a student to represent their groups and write down the things that they remembered on the blackboard.Give a mark to the group where a student writes the most new words in 1a.Step Ⅴ A game

After the four students have finished, have students check if they have made a mistake in spelling or they have lost any words.Check a mistake or add one more word they can get one mark for their group.The group which gets the most marks will win the game.The teacher can give a small present.Step Ⅵ 1c This activity provides the listening practice.Ask students to look at the picture on the right.And say, Tom left some things at home.He is calling his mother and tells her what he wants.You may hear most of the words in chart in 1b.Please listen carefully and circle what he exactlly wants.Let students know not all words they hear are Tom wants.Play the recording for the students.For the first time ,students only listen.Then play the recording a second time.This time students circle the things Tom wants.Check the answers.Step Ⅶ 1d Say, You will hear the conversation again.This time ,please find out where the things in 1c are and write down on your books.Play the tape again.Students listen and write down.Check the answers.Step Ⅷ 1e Ask students to ask and answer questions using the things in 1c.Then them to work in pairs.Give them several minutes to practice.The teacher moves around the classroom and give grammar help.Make sure students have practiced.Then invite some pairs to show their conversations.Step Ⅸ Summary and Homework

In this class, we have learned some new words and done some listening practice.We also made a game.After class, write your conversations in 1e on your exercise books.Step Ⅹ Blackboard Design Unit4 Where’s my schoolbag? Section B(1a—1e)tape 磁带 clock 闹钟

player 播放机 model 模型 tape player 录音机 plane 飞机

radio 收音机 model plane 飞机模型

Group 1(11)

Group 2(15)

Group 3(6)

Group 4(8)--------

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