第一篇：Halloween
Halloween
一、教学要求
1.能听懂、会说、会读和会拼写单词a family, thing, need, a horse, a pig, work, with, evening。
2.能听懂、会说、会读和会写句型Do you like …? Yes, I do./No, I don't.I like ….What do you like? I like ….3.能听懂、会说、会读日常交际用语和句型：
What do you need? We need some ….What else do you need? …, please.Here's your change.4.进一步掌握名词复数的词形和读音的变化。
5.了解元音字母e在单词中的读音。
6.能有表情地诵读歌谣Halloween。
二、单元教材分析
本单元的核心内容是万圣节晚会的准备工作，重点学习Do you like …? Yes.I do./No, I don't.I like ….等句子。教学中教师应采用以旧引新的方法，用已学过的句型如：Can I help you? What would you like? I'd like ….等引出本部分的内容。
本单元第一次出现a chicken, a duck, a horse, a pig。其他已学过的动物类单词包括a dog, a car, a monkey, a tiger, a panda, a zebra, a bird, an elephant等，在本单元以复数形式再次出现。在教学中，要提醒学生注意其在词形和读音上的变化。
本单元所出现的动物类单词，紧密结合的是商店里的购物用语，在教学中教师要注意创设购物情景，让学生熟练自如地运用这些购物的交际用语。
Unit 4(第一课时)
一、教学内容
A Read and say
二、教学目标
1.会听、说、读词语：“family, thing, buy things, need, Halloween, vase, mask, lantern, a pumpkin lantern, tomorrow, change.”
2.会听、说、读句子：“What do you need? We need ….What else do you need? …, please.Here are your things/masks.Here's your change.”
3.能用所学的购物用语在所创设的情景中比较熟练地灵活运用。
4.通过对西方节日的了解，进一步认识西方的文化，从而体会中西方文化的差别。
三、教学重点
1.会听、说、读词语：“family, thing, buy things, need, change, a pumpkin lantern.”
2.会听、说、读句子：“What do you need? We need ….What else do you need? …, please.Here are your things/masks.Here's your change.”
3.逐步培养学生的阅读理解能力。
四、教学难点
1.单词pumpkin，lantern，change的读音。
2.会听、说、读句子：“What do you need? We need ….What else do you need ?
…, please.Here are your things/masks.Here's your change.”
3.能比较熟练地灵活运用所学的购物用语。
五、教学准备
1.教具准备：关于本课的多媒体课件、关于万圣节的各种面具、图片和物品、录音机、磁带。
2.板书准备：写好课题和日期。
六、教学过程
Step 1.Free talk
1.T : Good morning, boys and girls.S : Good morning, Miss ….T : I’m happy to see you again.Are you happy to see me?
S : …
T : What colour do you like?
S : ….T: Do you like orange/red/black? …
2.Play a game
(1)T: Do you like apples, boys and girls?
I have an apple , It’s in the water , Can you eat it with your mouth?(小组比赛)
(2)T: It’s a famous game of Halloween.Today we will learn a new lesson.Unit 4 Halloween(学生跟读单词)
(3)Students try to say something about Halloween.学生介绍时教师可板书一些与万圣节有关的单词，如：chocolate，sweets，black，orange，pumpkin 等，为后面的学习做铺垫。
Step 2.Presentation and Practise.1.老师总结学生搜集的材料并说：
It’s very interesting.Halloween is on the 31st of October.We’ll have a party.But what do we need ?(引出need并教授)
2.Teach some new words and the sentences
(1)T：We need to buy things for the Halloween party.(学习单词things，要求学生分组讨论所需物品)
Ss： We need some flowers/sweets/masks/pumpkin lanterns.(引导学生回答，学生回答时出示相应物品的图片，学习有关单词：)
(2)与学生交流的过程中学习：What else do you need?
Step 3.Learn the text.1.T：Now, class.We have so many things.We can have a Halloween party.Now, this family is going to have a Halloween party.Let’s listen and answer
the questions:
Q1: Who are they?
Show them a picture.T: This is Ben, his father, mother and brother.This is his family.Teach “family”.Q2: What would they like to do?
Listen and repeat the sentence: They would like to buy things for a Halloween party.听录音跟读第一部分。
2.T: What do they need for a Halloween party? Listen and fill in the form.Shoppping list
things How much
Mum
Ben
Ron
Listen and repeat.(课文第二部分P30)
Open your books, read in pairs.3.T: Ben’s family are in the shop now, Let’s go on listening,and answer the question:
Q: How much are they?
4.Learn: Here are your masks.Here’s your change.5.Listen and read after the tape, then read together
6.Try to act the dialogue.Step 4.Consolidation
1.T：There're many festivals in one year.Here are two names of festivals.You could choose one.Then have a party for it.Discuss what we need.Then go to the shop to buy things.Example:
T:Hello, ….Let’s have a party for the lantern Festival.T: What do we need?
T: Let’s buy things.T: We’ll go there by bus.Shop assistant: Can I help you?
T&S: We need ….A: What else do you need?
T&S: …, please.A: Here are your things.T&S: How much are they?
A: … yuan, please.T: Here you are.A: Thank you.Here’s your change.课件出示部分重要句型。
2.学生分组活动，教师请活动较好的三组进行汇报表演。
七、作业设计
1.Read the text three times after the tape.2.Copy some new words and sentences.3.Make a dialogue with your friends.Topic：Lantern Festival or Mid-Autumn Festival.八、板书设计
Unit 4 Halloween(A)
A: What do you need? B: I/We need ….A: Can I help you? B: Yes.We need ….A: What else do you need? B: …, please.A: What … do you like ? B: I like ….A: Here are your ….B: How much are they?
A: … Yuan, please.B: Here you are.九、教后记
Unit 4(第二课时)
一、教学内容
B Look, read and learn & C Look and say& D Ask and answer
二、教学目标
1.能听懂、会说、会读、会写单词a horse, a pig, duck, chicken。并知道相关复数的形式和读法。
2.能听懂、会说、会读、会写:
Do you like …? Yes, I do./No, I don't.What do you like? I like ….三、教学重点
能听、说、读、写以上要求“四会”的单词、句型。
四、教学难点
1.能听、说、读、写以上要求“四会”的单词、句型。
2.能在相应的情景中正确地询问别人的喜好。
五、教学准备
1.教具准备：录音机、磁带、实物投影、各种实物、各种图片、多媒体课件。
2.板书准备：写好课题和日期。
六、教学过程
Step 1 Free talk and revision
1.Greet each other.2.Sing a song “We can sing and dance.”
3.What day is it today?
What's the date today?
Do you like Halloween?
What do we need for a Halloween party?
Do you like masks? What mask do you like?
4.Read and act Part A
Step 2 Presentation
1.T: Ben likes a pumpkin lantern, Ron likes masks.What animals does Ron like, do you know?
2.T：Ron like horses,tigers and monkeys.What animals do you like?
出示动物图片，学习单词: chicken, duck, pig, horse
3.出示图片, 操练句型： Do you like horses/tigers? …
提醒学生喜欢某一类东西时要用复数形式。
4.师生交流时如果学生回答：No, I don’t.教师引出句型：What do you like?
5.Practice in groups:
Do you like… ? What do you like ?
Step 3 Consolidation
1.出示p33四幅图，指导学生练习。
先引导学生看方框中的句型，提示图中都为复数，提醒学生注意。
Do you like horses? Yes, I do.Do you like bears? Yes, I do.Do you like pigs? No, I don't.I like pandas.Do you like chickens? No, I don't.I like ducks.教师示范一组，让学生在组内操练对话并进行反馈。
2.出示p34四幅图，指导学生练习。
I like masks.What do you like? I like puppets.I like pumpkins.What do you like? I like puzzles.I like sweets.What do you like? I like chocolate.I like pears.What do you like? I like peaches.3.Do a survey: What animals do you like ?
出示P36表格，调查自己的好朋友
教师请几组同学进行汇报.七、作业设计
1.书面练习：抄写B部分的单词，C,D 部分问答
2.合作进行C、D口头对话，背诵课文。
八、板书设计
Unit 4 Halloween
A: Do you like chickens/ducks/horses/pigs?
B: Yes, I do./No, I don't.A: What do you like?
B: I like ….九、教后记
Unit 4(第三课时)
一、教学内容
E Read the passage H Say a rhyme
二、教学目标
1.能听懂、会说、会读和会拼写单词work, with, evening。
2.能听懂、会说、会读on Sundays, on Saturdays。
I/You/We/They like doing something.3.进一步熟悉掌握课文内容及名词复数的词形和读音的变化。
三、教学重点
1.能听懂、会说、会读和会拼写单词work, with, evening。
2.能听懂、会说、会读on Sundays, on Saturdays。
四、教学难点
1.能听懂、会说、会读on Sundays, on Saturdays。
I/You/We/They like doing something.2.进一步熟悉掌握课文内容及名词复数的词形和读音的变化。
五、教学准备
1.教具准备：录音机、磁带、实物投影、各种图片、实物、教具。
2.板书准备：写好课题和日期。
六、教学过程
Step 1 Free talk
1.Greet each other.What day is it today?
What's the date today?
Halloween is coming.Do you like Halloween?
What do we need for a Halloween party?
T: Yes, we need pumpkin lanterns and masks.What masks do you like?
2.Say a rhyme
(1)课件播放H部分的内容，学生在小组内讨论并说一说。
(2)学生明确小诗中每句的意思，理解 if you want something big 含义。
Read after the tape one by one。
(3)鼓励学生小组合作，将歌谣中的内容换一换，改编歌谣。
Step 2 Revision
1.出示各种图片：Do you like …? What do you like?
指导复习对话。学生Practice in pairs，教师反馈。
2.出示图片：a horse Do you like the/this horse?
出示复数图片：Do you like horses?
出示几个单词单、复数形式的图片，单、复数比较，注意复数的发音。
Read and compare： Do you like the pig ? Do you like pigs?
3.Review the text 指导、复习课文中的对话。
引导学生操练本课的对话，请小组同学上来分角色表演课文内容。教师进行反馈。
4.完成评价手册相关练习(P10)
Step 3 Presentation
1.教师先介绍自己的大致情况。
(1)I like … I don’t like… On Saturdays and Sundays I like… I don't work on Saturdays and Sundays.让学生理解大致内容。Teach “work, on Saturdays, on Sundays.”(板书)
(2)In the evenings I like watching TV with my parents.Teach“evening，with”，学生Read and spell them one by one。
Teach“I like watching TV.”引导学生理解“I like doing sth.” 这种句式，教师询问学生：What do you like? 给学生一些词组卡片，试着引导学生用I like doing sth.的句式回答。
2.出示p35的图片，引导学生理解图意，组内合作，看图说一说。学生先说，教师总结：
Helen's father and mother like swimming, cooking and reading.Helen and Mike like playing table tennis and listening to music.3.播放短文的录音内容，提前设置问题:
What's Helen's father's job? What's Helen's mother's job?
What do they like? What do Helen and Mike like?
What do they do in the evenings?
4.Listen.Discuss in groups.5.学生回答问题，教师反馈。
6.指导朗读短文，注意语音、语调。
7.同桌间互相读，直至流利。
8.总结，提醒学生注意： like doing sth.的形式，其中直接加ing的形式，如：reading, cooking , 双写末尾加ing 的形式，如：swimming。(教师可根据学生实际情况，采用学生说或填空的方式共同总结)
Step 4 Consolidation
1.模仿小短文的内容，在小组内说说自己一家的爱好。
2.在全班谈一谈，大家交流，教师提问。
七、作业设计
1.抄写35页的短文
2.根据自己家的情况，仿写一篇短文。
八、板书设计
Unit 4 Halloween
Do you/they like… ? What do you/they like?
We don't work on Saturdays and Sundays.In the evenings I like watching TV with my parents.九、教后记
Unit 4(第四课时)
一、教学内容
G Listen and repeat, H Say a rhyme
二、教学目标
1.复习本单元要求“四会”的单词、句型。
2.进一步熟练本单元要求掌握的日常交际用语。
3.进一步熟练掌握名词复数的词形和读音的变化。
4.了解元音字母e在单词中的读音。
三、教学重点
1.复习本单元要求“四会”的单词、句型以及日常交际用语。
2.了解元音字母e在单词中的读音。
3.能有表情地诵读歌谣Halloween。
四、教学难点
1.了解元音字母e在单词中的读音。
2.会较流利地说出自己的喜好。
五、教学准备
1.教具准备: 录音机、磁带、实物投影、各种图片、教具
2.板书准备：写好课题和日期。
六、教学过程
Step 1 Free talk
1.Greet each other.What day is it today?
What's the date today?
What's the weather like today?
2.T: Let’s say a rhyme.“Halloween”
Ss: Say a rhyme.Step 2 Revision
1.复习句型：Do you like …? Yes, I do./ No, I don't.What do you like? I like …
Do a survey: I like..., But I don’t like...name animals fruit colour
2.复习日常交际用语What do we need? We need …
(A birthday party, Children’s Day, Teachers’ Day, Halloween …)
3.复习购物的日常交际用语和情景对话。
Can I help you? /What would you like?
What do you need? What else do you need? …, please.Thank you.Here's your change.选择复习2的某一情境编演对话。
Step3 Listen and repeat
1.He and she are looking at these zebras.(板书)
2.出示四个单词 he, she, these, zebra 引导学生找出相同的音素，并写出音标
3.教师引导学生举例：bee, me, we。
4.播放录音内容，学生Read one by one。
5.小组内互读，直至流利。小组比赛读。
Step 4 Consolidation
1.Read the passage(Part E)
2.Ask and answer in pairs
Q: What's Helen's father's job? Is her mother a nurse?
What do they like?
What do Helen and Mike like? Do they like cooking ?
What do they do in the evenings?
3.模仿E部分介绍自己和家人的爱好
七、作业设计
1.抄写G&H部分的内容。
2.默写本单元要求四会的单词和句型。
3.自编歌谣，说一说。
八、板书设计
Unit 4 Halloween
Do you like… ? Yes, I do.No, I don’t.he
What animals/fruit/colour do you like? she
What do you need? these
Here are … zebra
Here’s your change.九、教后记
第二篇：英语阅读：万圣节(Halloween)
英语阅读：万圣节(Halloween)
英语阅读：万圣节(Halloween)
Next to Christmas, Halloween is the most commercialized celebration in the United States and Canada.This ancient festival originated far from North America however, and centuries before the first European set foot on the continent.The ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒 who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding “Fire Festivals” which were celebrated for three days(two days on either side of the day itself).One of these festivals was called Samhain(pronounced Sha-Von)and it took place on October 31 through to November 1.During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living.In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse（插入水中, 把弄熄, 弄湿）all their fires.There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter.For the Druids, this was the last gasp（喘息, 气喘）of summer(it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down（把...弄清楚）for the winter ahead.They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling（巡游）for bodies to inhabit, in addition to burning animals and other offerings to the Druidic deities（神, 神性）.It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked（揭穿, 拆穿假面具, 暴露）as myth.This yearly festival was adopted by the Roman invaders, who helped to propagate（传播, 宣传）it throughout the rest of the world(and at that time, the Roman Empire was the world).The word “Halloween” itself actually comes from a contraction of All Hallows Eve, or All Saint's Day(November 1), which is a Catholic day of observance in honor of saints.This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland.In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween--the Jack 'O Lantern.According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）.One night Jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil.Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again.He reluctantly agreed, but was able to exact his revenge upon Jack's death.Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell.So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬）(carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝)to warm him and light his way.In Ireland, they originally also used turnips for their “Jack Lanterns”, but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.
第三篇：5A Unit 4 Halloween
5A Unit 4 Halloween
子婴河小学
翟立跃
一、教学目标设计 认知目标：
1、为学生创设合适的学习情境，开拓视野，让学生了解所学内容。
2、利用现代信息技术进行拓展性练习，吸收更多的课外英语知识。能力目标：
1、培养学生把课文内容与课件上的图片、文字、影片结合起来进行英语交流的能力。
2、培养学生提出问题、解决问题的能力和利用信息技术收集、整理材料的能力。情感目标：
1、让每个同学都积极主动地参与教学活动，增强学习英语的信心。
2、通过小组竞赛活动，培养学生团队合作精神和竞争意识，激发学生主动探究知识和获得知识的兴趣。
3、让学生会用英语讨论课后活动任务，听与说相结合。
二、教学内容及重、难点： 教学内容：《牛津小学英语》5A Unit 4 Halloween 第一课时。
教学重点：使学生掌握下列单词a chicken a duck a horse a pig 及句型 Do you like…?Yes,I do./No,I don’t.I like…
教学难点：使学生掌握名词复数的词型和读音的变化。
三、教学策略及教学设计
教学策略：多媒体辅助教学能集文字、图像、影像、声音及动画和信息为一体，可产生最佳的教学效果。我设计的一个第一课时内容的课件，要求学生利用我提供的参考资料，积极为自已提供更多的学习资源。
教学设计：多媒体辅助教学有利于调动学生学习的积极性，激发学生的兴趣，使教材和媒体的目的优势互补。课件中的模仿、问答练习、角色扮演等相互训练。
四、教学媒体设计： 在制作第一课时课件时，我通过文字和图片的展示，向学生介绍万圣节前夕西方人活动的场面，使学生对国外的节日有个初步的了解。而由万圣节孩子们佩带的各种动物面具，转接到本课时学习的动物类单词。这里，我注重发挥媒体的优势，让学生听动物的声音辨认所学的动物名称。既增强了趣味性，又使学生身临其境。通过媒体模拟动物园，学生们定能将英语脱口而出。
五、教学过程设计与分析： Step
1、Greeting and leading in
1、T：Hi，boys and girls.How are you? S：Fine,thank you.And you? T：Fine,too.Can you sing the song“ we can sing and dance”？ S：Yes，we can.T：Let’s sing it together.（课件中播放歌曲及画面）
2、T：Today we will learn Unit 4 Halloween.（设计思路：有经验表明，课前一首英文歌，是组织教学的好方法，它能使学生以饱满的热情、兴奋的情绪，上好一节课。课前与学生进行日常用语交际，使学生渐渐熟悉英语课堂，轻轻自在地融入到学习英语的氛围中。）Step
2、Presentation 1
1、Introduce the title “Halloween”.（课件中呈现介绍“Halloween”的文字。）
2、Introduce the new word “animal mask”.(课件中“animal mask”转接到各种动物面具图片)（设计思路：在平时的学习过程中，我随时摘录文化背景知识，利用多媒体辅助工具进行教学，学生也可以借助形形式式的图片、文字，更好地认识“Halloween”这一国外节日，这有助于调动学生学习的积极性，激发他们的学习兴趣。）Step 3 Consolidation 1
1、T：Do you like animal masks？ S：Yes，we do.T：I will show you a place.Do you want to have a look? S：Yes.T：Look，what is this？（课件出示动物园图片）S：It is a zoo.T：Shall we go to the zoo？ S：OK.2、Show you pictures of animals in the zoo.T：What can you see in the zoo？ S：I can see a panda and a tiger.（设计思路：我利用课件给学生呈现许多动物的图片，让学生身临其境，学生在问答中受到启发。这时，我再组织学生围绕图片进行讨论、交流，帮助学生复习了动物类单词，也提高了学生的英语素养。）Step 4 Presentation 2
1、Play a game：Listen and guess“what animai is this？”
2、T：What is this？
S：It is a horse..(升、降调读、拼读、板演、书写，为后面教学做铺垫，还可以加上动作。)
3、用同样的方法教学单词“a chicken a duck a pig”。
（设计思路：让学生经常获得成功的喜悦，从而培养学生浓厚的学习兴趣。我利用课件中声音的导入，让学生听音辨认动物。如a dog、a cat等，再引出本课的新单词。这种循序渐进的做法不仅符合学生的认知规律，而且还能将信息技术更好地运用到英语教学中。）Step 5 Presentation 3
1、Show some picture s of the new words(课件中呈现有关新单词复数的图片)T：What can you see in the picture？ S：I can see some chickens.T：Do you like chickens? S:Yes,I do./No,I don’t.I like horses.(领学生读名词复数，讲解词型和读音变化。)
2、Pairwork.(Part C Look and say 图片)Do you like...？Yes，I do./No,I don’t.I like...（设计思路：电教手段，可使课堂教学有声有色、有情有景，可调动学 生学习的积极性，提高他们观察、思考、想象的能力。我从单词的单数图片过渡到单词的复数图片，为后面的句型Do you like…?教学作铺垫。学生看到这些可爱的小动物，立即对它们产生了情感。这也正好发挥了课件的情感导向作用。）Step 6 Consolidation 2
1、Show a picture of the shop.(课件中呈现图片2)T：What can you see in the picture? S：I can see some masks.T：Now，I am a shop assistant.Can I help you? S：Yes，I would like some masks.T：Do you like rabbits？
S：Yes，I do.How much are they？ T：Fifteen yuan,please.Here you are.S：Thank you.2、Make a dialogue in the shop.（设计思路：在教完本课的单词和句型后，我利用呈现文中的课文背景图片，让学生融入到购物的场景中，这时渗透了本单元的课文教学。此时，课件将学生以前学过的旧知识，重新输入到新的内容中，学生能轻松愉快地接受信息，巩固了所学知识，取得了较好的效果。Step 7 Homework
1、Copy the new words three times.2、Make some sentences.
第四篇：Halloween 魔女之夜晚会策划书
为了让英语班的同学感受纯美的西方文化，使大家能够初步认识国际文化色彩，感受异国风俗节日，丰富我们的课余生活，在闲暇时间体验游戏的乐趣，带来身心上的轻松，特设计此次活动策划方案。本次的晚会持续三个半小时，将会给大家带来视觉与感觉上的盛宴。各位魔女以废旧，环保物品为题材，充分发挥废旧物品的价值，塑造精美特别的服饰。
一、活动时间：xx年10月27日（晚）
二,活动主题：halloween 魔女之夜
三、活动地点：学校形体房
四、活动对象：09d3-1，09d3-2，10d3-1, 11d3-1, 10b
3五、宣传措施：在学校教学楼前以及女生宿舍前张贴万圣节魔女晚会的海报，并在各个英语班选拔出两位优秀的魔女，参加本次的魔女比赛。
六、邀请嘉宾：学生会礼仪队（颁奖）学生会警卫队（维护会场秩序）五位老师以及五位学生代表（评委）《学生代表为除英语班的同学之外的代表班推选产生》
七、活动要求：
1，魔女除了在晚会之前化好妆，还应提前准备好各自的才艺展示。
2，各班为班级推选最佳魔女设计一个特别的口号拉票。
3，各班为竞选万圣节的获胜者班级准备一个集体性的节目拉票。
4，会议相关人员应提前到达晚会现场，进行晚会布置。
5，参加者应自带椅子到指定地点参加晚会，并保证会场的纪律。
八、活动安排：
1，开场舞。（兔子舞，恰恰，三十二步）《5分钟》
主持人现场邀请台下的多位观众陪同各班推选出的魔女们随着音乐的不同变化，在舞台上跳出三种不同的舞步（魔女们在跳舞的时候必须佩戴面具），让现场的气氛high起来。
2，主持人宣布舞会开始，魔女，评委们戴面具神秘登场。《5分钟》
评委，魔女们手拿话筒，进行自我介绍，（魔女自我介绍必须体现自己的个性）介绍时把面具摘掉，介绍完后，继续戴上面具。
3，各位魔女轮流出场，并介绍服饰的由来及特点。《每位魔女的时间为3分钟，共30分钟》
魔女们穿着魔衣，在舞台上走秀，展示自己服饰的特点。服饰的介绍可以由魔女们自己介绍，也可以请同学介绍。
4，魔鬼教室的结果宣布。《10分钟》
魔鬼教室的司仪上台宣布魔鬼教室的结果。魔女们在后台准备好才艺表演的服饰（魔女们一定要提前准备好才艺表演的服装）
5，各位魔女展示自己绝伦的才艺。可以是舞蹈，歌曲，小品，演讲，走秀。《每位魔女的时间不超过5分钟，共50分钟》
6，各班为魔女拉分的口号。《5分钟》
7，各位评委对魔女们相应的表现分数亮相。评选出一，二，三等奖各一名，以及最佳形象奖二名，最佳才艺奖二名，最佳表现奖一名，并给予奖状及奖品。《5分钟》
8，各班为班级拉分的才艺展示。《每班不超过5分钟，共50分钟》
9，寻宝司仪现场拆寻宝信封，宣布比赛结果。评选出万圣节活动中的获胜班级，并颁奖。《35分钟》
10，主持人发表总结性讲话。
八，评奖细则：
本次活动的总分为100分。
其中，化妆特点 30分（符合魔女本身的气质）
服饰介绍 20分（服饰介绍的流利，表情，动作）
现场表现 20分（大方，流畅）
才艺展示 30分（美丽，个性，有自己的特色）
（附加分：个性自我介绍：10分）
九，物品准备：
面具：10个款式一样，颜色不同的面具，10个款式不同的面具
奖品:10份
荧光棒：每班三盒
策划人：王晶，李远
第五篇：5A Unit4 Halloween(A)教学设计
5A Unit4 Halloween(A)教学设计
一、教材分析
本节课是牛津小学英语5AUnit4 Halloween的A板块。这是一节情景对话课，核心内容是万圣节晚会的准备工作，围绕“需要物品、购买物品”这一日常用语展开。由于篇幅较长，容量较大，所以，将此部分作为第二课时。在第一课时中，学生已经能用“Do you like..? Yes，I do./No, I don’t.What do you like? I like…”进行问答, 掌握了mask，pumpkin lantern, vase，chicken，duck, horse, pig这些单词。
二、教学目标
1、认知目标
（1）能听得懂、会说、会读和拼写单词family, thing, need。
（2）能听得懂、会说、会读单词Halloween, tomorrow, else ,change。
（3）能听得懂、会说、会读日常交际用语和句型What do you need? We need some...What else do you need?..., please.Here’s your change.2、技能目标
（1）初步学习语篇阅读的方法。
（2）通过大量的语言实践活动，培养学生的自信心和提高他们运用英语进行交际的能力。
3、情感目标
（1）通过课前自制物品、小组合作等活动，激发学生学习英语的兴趣，培养他们团队合作的意识以及与他人交往的能力。
（2）学生敢于、乐于、善于开口讲英语，积极参与交流，树立学好英语的信心。
三、教学重、难点
能综合应用所学的单词、句型和日常交际用语讨论万圣节晚会以及其它活动的准备工作。
四、教法、学法
基于小学生的心理特点和新课程标准的理念，在本课的教学中，我主要选用让学生“独立学习”和“合作学习”的学习方式，采用直观教学法、交际教学法、1 情境教学法和任务型教学法，引导学生学习，使之成为学习的主人。重在为学生营造一个民主、生动、活泼的学习环境，使学生主动参与到探究学习的过程中，培养学生自主学习的能力。
五、课前准备
课件、学生自带的与万圣节相关的物品
六、教学过程
Step I: Pre-reading 1.Warm-up and revision Ask Ss to enjoy a song and some pictures about Halloween and then talk about it with them.1)What can you see in the pictures? 2)Do you like…? Yes, I do./ No, I don't.(设计意图：播放与万圣节相关的歌曲与图片，既有助于学生更好地了解万圣节，为他们创造轻松、愉悦的氛围，也可以与其交流，达到复习第一课时中重点单词与句型的目的。)2.Present the new words and sentence patterns Things(东西)for Halloween
A: What do we need(需要)?
B: We need some/a…
A: What else（别的，其他的）do we need?
B: We need…
（设计意图：通过师生交流的方式，自然地过渡到本课时的单词与句型，在教学过程中，鼓励学生根据图片和语境猜测词义。）StepⅡ : While-reading 1.Work in pairs Ask Ss to talk about the picture with their desk mates and answer questions.1)Who are they?
（呈现family家人，家庭）
2)Where are they? 3)When is it today?
（呈现tomorrow明天）
4)What are they talking about?
（设计意图：通过结对观察图片，回答问题，由学生自己得出课文的引言部分。既激起了学生学习的积极性和热情，也有助于培养其与他人合作的意识。）2.Work separately.Ask Ss to read the first part of the dialogue quickly and complete the task（找出本的一家万圣节所需的物品）.（设计意图：学生独自快读对话的第一部分，完成任务。此环节旨在教授快速阅读的方法和培养其在阅读中快速捕捉有关信息的能力。）3.Read after the recording.（设计意图：由静读转为跟录音朗读，有助于学生更好地掌握单词的发音和对话内容。）3.Work in groups.Encourage Ss to read the second part of the dialogue and mark out different expressions and sentence patterns for the assistant and the customer with different lines.（设计意图：让学生学会学习，培养学生自主学习的能力是英语教学的目标之一。小组合作找出对话第二部分中营业员和购物者的表达用语，既培养了学生自主学习的能力，又提高了他们团队合作的意识。）
for the assistant
for the customer Can I help you?
We need…, please.What else…do you need?
…, please.What …do you like?
I like….Here are your ….How much …?
… yuan ,please.Here’s your change(找头).(师领读change)3 5.Read in roles.Get Ss to read the second part in roles and answer the question.Q: What do they buy?
（设计意图：分角色朗读课文，再次把握对话主旨。）
StepⅢ: Post-reading 1.Rewrite and retell the dialogue.Ben and his ______would like to buy _______ for a Halloween party.They ________ some chocolate, some ________ and a _______.Ben likes ______and lanterns.Ben’s brother, Ron doesn’t like rabbit masks.He likes ________, tigers and monkeys.（设计意图：为了检测学生对课文整体的把握，让其先改写后复述课文。同时，不同形式的任务，又全面提高了学生的语言技能。）
2.Make a dialogue about buying things for a Halloween party/a birthday party/Teachers’ Day/Children’s Day/Women’s Day...Useful sentence patterns: A: Can I help you?
B: We need…, please.A: What else…do you need?
B:(I’d like)…, please.A: Here are your ….B: Thank you.How much …?
A: … yuan , please.B: Here you are.A: Thank you.(Here’s your change.)
（设计意图：为学生创设购物的情境，让学生根据所给任务合作学习，巩固所学的单词、句型和交际用语。设置这一环节，既可以为学生运用语言提供机会，提高其交际能力，又可以使他们体验合作学习，提高学习的兴趣和合作的意识。）
Homework: 1.Listen to the recording of Part A, read it skillfully and try to act it out.2.Christmas is coming.Make a dialogue about buying things for the Christmas party.（设计意图：家庭作业是一种有效的复习手段。为了让学生更好地巩固所学的知识，有更多的机会去感悟、体验语言，鼓励学生课后进行圣诞节购物的讨论及购物的对话。）
七、板书设计
Unit4 Halloween Period（Ⅱ）
A.Read and say thing
A: What do we need?
need
B: We need some/a…
else
A: What else do we need? family
B: We need some/a…… tomorrow
change
Here’s your change.八、课后反思
本课体现了以下几个亮点：（1）课堂构建层层递进、环环相扣，不同形式、不同层次的任务，使学生主动参与到探究的过程中，培养了学生自主学习的能力。（2）体现了课堂的活力，真实的交际语言始终贯穿课堂，激发了学生语言学习的热情，情境的创设提高了学生语言交际的能力，课堂教学成为师生共同体验语言、共同启迪的过程。（3）重视语言文化的拓展，感受中西方文化的差异。
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