第一篇：人教版(PEP)+小学英语三年级下册+第四单元第一课时教学设计
Unit 4第一课时
教学目标：
（1）能够听、说、读、写六个有关水果的单词 apple、pear、orange、banana、peach、watermelon
（2）掌握句型 Do you like…? Yes, I do./No, I don’t.教学重点：
单词：Apple、pear、orange、banana、peach、watermelon
句型：Do you like…? Yes, I do./No, I don’t.教学难点：单词和句型的掌握。
教学准备：教师准备实物图片
教学过程：
新课呈现（Presentation）
1.教师出示苹果图片，接着出示单词 apple并领读, 出示一些苹果图片及复数apples。注意：教师课件中的每种水果应为2个以上，以便学生理解并运用单词的复数形式。
2.以同样的方式教师出依次出示梨、香蕉、桃子、西瓜、橙子等图片，接着出示单词 pear、banana、peach、watermelon、orange并领读, 出示一些梨、香蕉、桃子、西瓜、橙子图片及复数pears、bananas、peaches、watermelons、oranges。注意：教师课件中的每种水果应为2个以上，以便学生理解并运用单词的复数形式。
3.学生读、写所学单词的单复数形式
师生互动：巩固练习（Pratices）
出示ppt，教师说英语，学生回答对应水果上的编号。
出示ppt中的各种水果，学生回答英语。
呈现句型：
1.教师出示桃子的图片并问学生Do you like peaches? 引导学生说：Yes, I do.（肯定回答）/ No, I don’t（否定回答），并重点讲解。
学生自主练习句型
教师通过ppt中水果的图片（也可用图片代替）练习句型，先说自己喜爱的水果，再询问对方是否爱吃 Do you like …? 回答语为： Yes, I do./ No, I don’t.为了使学生更好的掌握句型，教师可适当讲解Do you like…? 后面的名词应为复数形式，教师要注意纠正学生的句子，但不要过多讲解语法，让学生从反复练习入手，逐渐形成习惯。2 教师利用水果图片在黑板上进行替换，学生根据教师出示的水果图片进行替换练习。使用以下句型：
A: Do you like apples?B: Yeah, very much.A: Here you are.B: Thanks.或：A: Do you like peaches?B: Yes, I do./ No, I don‘t like peaches.I like grapes.3.学生跟读Let’s talk部分的内容。特别强调Do you like peaches? Yes, I do./No, I don’t.What about pears?I like them very much.Let’s have some peaches and pears.4．小组合作练习，学生分角色朗读对话。
（三）趣味操练（Practice）
1.游戏：Guessing the word
利用水果图片，将学生分组，每组每次一名选手上讲台前，面向大家，教师在两名选手身后出示图片，其他同学说，由讲台前的选手猜单词练习。
（四）家庭作业（Homework）
写会今天所学的单词和练会所学的句型。
第二篇：人教九年级英语第四单元第一课时教学设计
人教九年级英语第四单元第一课时教学设计
课题：What would you do ? Ｉ．Teaching aims and demands: Knowledge and abilities: 1,Master the words below: Million, medical, research, tie, worry, what if , pimple.2,Master the following language points: What would you do if you had one million dollars ? I would give it to Old People’s Home.If I were you , I’d travel all over the world.Process and ways of teaching: 情景法和交际法
Leading to new teaching by telling a story.During the course, ask the students to talk about some impossible things in pairs.At last, let them summarize grammar “The Mood”.Teaching emotion and value 1.教师通过创设情景，引导学生谈论并作出应有的反应，树立关爱他人的意识和形成开朗乐观的性格．
2.培养学生勇于想象和积极参与合作的情感。
Ⅱ．Important and difficult points of teaching.1.The usage and structure of “The Mood” 2.Imagine what to do.Ⅲ.Procedures of teaching Step 1, Leading in 1, tell the story “The tiger and the monkey”.2, Ask the students like this.What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?(激起学生的好奇心和积极性)3, Ask the students to answer the questions: Are you a tiger?(No, I’m not.)（引起学生对虚拟语气的思考）Step 2 Presentation 1, According to the questions above , ask the students to summarize what the Mood is , pay attention to it’s form.2,Ask the students to say some things that haven’t happened to us.e,g.What would you do if you had one million dollars? What would you do if you were late for the party ? What would you do if you were a girl or a boy ? What would you do if you lived on the moon ?(师生互动)3，Write down the students’ best answers on the blackboard and share them with the whole class.4,Ask the students to talk about what they would do.Their answers may be : If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d pay soccer or dance.If I were you , I’d plant more trees on it.5.Ask the students to work in pairs the sentences above.（学生互动）
Step 3 Talk in pairs.1, Ask the students to talk about the topic, What would you do if you had one million dollars ? 2, The teacher writes the students’ best answers on the blackboard and ask the whole class to share them.（学生分享，享受学习的乐趣，达到学习的目的）Step 4 Test 1, Teacher leads the students to complete the tasks in Section A , 1a, 1b,2a and 2b.2,Check the answers.（检查学生的听，说的技能）
Step 5 sum up 1, When we talk about things that haven’t happened we can use the words “ I would „ or I’d „”
When I regard as you, we can use the words “If I were you , „” 2,Words who teacher gives the students :
虚拟语气，愿望难成． 违背事实，时态后退．
3.虚拟语气的动词形式：主句中：would/ should/ could/ might + v , 从句中：v-ed(be---were)
Step 6 Homework 1, Recite the words in this unit.2, Write several thins that haven’t happened to us.Ⅳ．板书设计
Language goals What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?
If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d play soccer or dance.If I were you , I’d plant more trees on i.1.虚拟语气，愿望难成． 违背事实，时态后退． 2.虚拟语气的动词形式：主句中：would/ should/ could/ might + v , 从句中：v-ed(be---were).Ⅴ.教学反思
通过教学，教学效果还可以，学生被我的导入故事所吸引，从而师生互动和学生互动较好，学生的作业中有不同的创想．但部分学生问我，他们有时候不能区分真实和不真实的事例，有学生就谈到： “I would achieve my dream if I could go to college.” 与 “I will achieve my dream if I can go to college.”这两个句子哪一个对？我的答案是： “If you study hard, you will go to college”, so this is a dream that you can achieve.学生就知道答案了．的确，虚拟语气是一个学习的重难点，这一方面，以后要在教学中锤炼．
第三篇：小学四年级英语下册第四单元第一课时教学设计
PEP小学英语四年级下册第四单元第一课时教学设计贾桥小学：苏丽
教学内容：A.Let’s learn
我的设计
教学目标：
1.能听说认读单词cold、cool、hot、warm、weather；
2.能听懂并会听句子It’s warm / hot / cold / cool in ….3.培养学生运用所学知识进行实际交际的能力。
教学重点：
1.句型：熟练运用It’s warm / hot / cold / cool in ….。
2.词汇：cold、cool、hot、warm、weather的听、说、认读。
教学难点：
单词weather的发音；熟练运用本课句型进行有关于气的介绍。
教具准备
单词卡片、教师自制的的教学课件、教学过程
一..Warm-up.1．师生一起说儿歌（Let’s chant P31）（呈现课件）
My shirt is red.My jacket is blue.My dress is old.My sweater is new.My socks are white.My shoes are too.My pants are old.My shorts are new.（目的是复习衣服）
2．Free talk
T: 教师手指自己的衣服说：I am wearing a sweater.What are you wearing? Ss: I’m wearing a jacket/shirt…
二．Presentation
1．单词导呈
（1）教学weather report
T：（师出示天气预报的课件）Look!This is the weather report.直接引出 1
weather report.Ss:看天气预报。
T: They are watching a weather report.(师板书weather report，教读单词)强调weather和fathermotherbrother发音相同。
（2）教学warm
T: What’s the weather like?(课件出示春天的面)
Ss: 暖和。
T: Yes, It’s warm(师板书并教读，而且指出ar的发音)
What’s the weather like in Beijing?(让学生去猜一猜，教师出示课件展示北京的天气）
T:（点击课件出现）It’s warm in Beijing.（3）教学 cool /It’s cool in Lhasa.T（展示课件）拉萨的景象。
Look!Is it warm in Lhasa?(课件出示拉萨的内容)
Ss: No.T: It’s cool in Lhasa.板书及领读。（告诉学生拉萨位于我国西藏自治区，那里的天气很凉快，cool是形容天气凉快）
（4）教学It’s cold in Harbin.A、T: This is Harbin.(课件呈现寒冷的天气情况)
What’s the weather like in Harbin?（师用体态语言帮助生回答）Ss:冷
T:Yes, It’s cold in Harbin.(板书)
B、师领读生跟读
（5）教学It’s hot in Hong Kong
T:（课件呈现香港引导学生说）It’s warm in Beijing.It’s cool in Lhasa.It’s cold in Harbin.What is the weather like in Hong Kong?（师用体态语言帮助生回答）
Ss:热
T: Yes.It’s hot in Hong Kong.2、听读正音。听录音跟读
（1）学生开火车读（出示单词卡片）（2）教师领读（出示课件）
（3）强调反义词（出示课件）
（4）读儿歌（出示课件）
3、合作学习。（以小组为单位读单词及句子.）
三．Practice1、利用课件看地图猜天气。（强化学生认识在同一季节，不同的地点的天气是有差异的）Ss：cool./It’s cool in Lanzhou.（学生根据自己的实际情况说cool或者It’s cool in Lanzhou.）
2、连连看（课件出示）
四．Production
借助上面的环节，让学生分组仿照课文表演一个城市天气预报.Good
morning.This is the weather report.It’s …in…每人预报两个城市的天气。练习后，教师找几个组来在班里表演，并及时做出评价。
五．Progress1、做本单元A Let’s Learn的基训的配套连习。
2、Homework
试一试给朋友、家长预报天气，用到句型It’s warm / hot / cold / cool in…
板书设计
Unit 4It’s warm today.A Let’s learn
This is the weather report.warm
hot
It’s cool
cold in………
第四篇：小学三年级英语 下册第一单元第四课时教案
一、热身/复习（Warm-up/Revision）
1.Let’s sing！
2.日常口语练习：
I’m ….I’m from China.二、新课展示（Presentation）
1.老师出示国旗图片，让学生认识，引出单词：Australia，USA，China，Canada。
2.认读单词。
3.听录音或看课件认识不同国家的国旗，并跟读单词。
4.学生小组讨论：这些图片中的国旗的特点和颜色。
5.小组活动：把国旗和国家单词配对。看看谁最先完成。
教师出示事先准备好的国家国旗和单词图片等，一个人出示图片问：Where are you from？另一个人说：I’m from….让学生反复练习句子。
6.听录音，跟读对话。
三、趣味操练（Practice）
1.两人一组用国旗或图片进行对话。
2.自己创编对话。
3.小组表演展示。
第五篇：人教九年级英语第四单元第一课时教学设计与反思
人教九年级英语第四单元第一课时教学设计与
反思
课题：What would you do ?
Ｉ．Teaching aims and demands: Knowledge and abilities:
1,Master the words below: Million, medical, research, tie, worry, what if , pimple.2,Master the following language points: What would you do if you had one million dollars ? I would give it to Old People’s Home.If I were you , I’d travel all over the world.Process and ways of teaching: 情景法和交际法
Leading to new teaching by telling a story.During the course, ask the students to talk about some impossible things in pairs.At last, let them summarize grammar “The Mood”.Teaching emotion and value
1.教师通过创设情景，引导学生谈论并作出应有的反应，树立关爱他人的意识和形成开朗乐观的性格．
2.培养学生勇于想象和积极参与合作的情感。
Ⅱ．Important and difficult points of teaching..The usage and structure of “The Mood”.Imagine what to do.Ⅲ.Procedures of teaching
Step 1, Leading in
1, tell the story “The tiger and the monkey”.2, Ask the students like this.What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?(激起学生的好奇心和积极性)3, Ask the students to answer the questions: Are you a tiger?(No, I’m not.)（引起学生对虚拟语气的思考）Step 2 Presentation
1, According to the questions above , ask the students to summarize what the Mood is , pay attention to it’s form.2,Ask the students to say some things that haven’t happened to us.e,g.What would you do if you had one million dollars? What would you do if you were late for the party ? What would you do if you were a girl or a boy ? What would you do if you lived on the moon ?(师生互动)3，Write down the students’ best answers on the blackboard and share them with the whole class.4,Ask the students to talk about what they would do.Their answers may be : If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d pay soccer or dance.If I were you , I’d plant more trees on it.5.Ask the students to work in pairs the sentences above.（学生互动）
Step 3 Talk in pairs.1, Ask the students to talk about the topic, What would you do if you had one million dollars ? 2, The teacher writes the students’ best answers on the blackboard and ask the whole class to share them.（学生分享，享受学习的乐趣，达到学习的目的）Step 4 Test
1, Teacher leads the students to complete the tasks in Section A , 1a, 1b,2a and 2b.2,Check the answers.（检查学生的听，说的技能）
Step 5 sum up
1, When we talk about things that haven’t happened we can use the words “ I would „ or I’d „”
When I regard as you, we can use the words “If I were you , „” 2,Words who teacher gives the students :
虚拟语气，愿望难成． 违背事实，时态后退．
3.虚拟语气的动词形式：主句中：would/ should/ could/ might + v , 从句中：v-ed(be---were)
Step 6 Homework
1, Recite the words in this unit.2, Write several thins that haven’t happened to us.Ⅳ．板书设计
Language goals
What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?
If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d play soccer or dance.If I were you , I’d plant more trees on i.1.虚拟语气，愿望难成． 违背事实，时态后退．
2.虚拟语气的动词形式：主句中：would/ should/ could/ might + v , 从句中：v-ed(be---were).Ⅴ.教学反思
我在＂国培计划＂中学习，听了老师们的讲课，就自己设计了这一教学事例．通过实践教学和课后的作业分析，教学效果还可以，学生被我的导入故事所吸引，从而师生互动和学生互动较好，学生的作业中有不同的创想．但部分学生问我，他们有时候不能区分真实和不真实的事例，有学生就谈到： “I would achieve my dream if I could go to college.” 与 “I will achieve my dream if I can go to college.”这两个句子哪一个对？我的答案是： “If you study hard, you will go to college”, so this is a dream that you can achieve.学生就知道答案了．的确，虚拟语气是一个学习的重难点，这一方面，以后要在教学中锤炼．
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