Unit 4 教案新部编本2 五课时

部编版八年级英语下册教案第四单元教学设计目标通过本节课的研究，学生将能够：- 理解并正确使用关于交通方式和方向的词汇和表达方式；- 能够在日常生活中准确描述和问答与交通方式和方向有关的问题；- 能够进行简单的交通方式和方向的口语表达。

教学准备- 教材：部编版八年级英语下册- 多媒体设备：投影仪、电脑等- 教具：黑板、白板笔、图片或卡片等教学流程1. 导入新课- 利用图片或卡片等展示不同的交通方式，并引导学生复相关的词汇和表达方式。

2. 研究交通方式- 呈现交通方式的图片或卡片，并向学生展示每种交通方式的名称和特点。

- 在黑板上列出单词表格，包含交通方式的名称和对应的英文单词，并由学生一起默写和朗读。

3. 研究方向表达- 利用地图和指示牌等教具，向学生展示不同的方向表达方式，并解释其含义。

- 引导学生参与示范，用英语描述不同的方向。

4. 练交通方式和方向的问答- 分组进行问答练，一组学生扮演导游，另一组学生扮演游客，他们之间进行关于交通方式和方向的问答。

- 教师监督并纠正学生的口语表达和语法错误。

5. 拓展活动- 让学生以小组为单位设计一个城市旅游计划，包括选择交通方式和制定行程。

- 鼓励学生在小组内用英语进行讨论和交流。

课堂作业根据所学的交通方式和方向表达，编写一个关于去某个地方的短文。

教学反思本节课通过多种形式的教学手段，如视觉展示、问答练习和小组讨论等，帮助学生全面了解和掌握了有关交通方式和方向的表达方式。

同时，通过拓展活动，培养了学生的合作能力和口语表达能力。

在以后的教学中，可以进一步引导学生用英语进行地理和旅游相关的话题讨论，提高他们的综合语言运用能力。

教师学科教案[ 20 – 20 学年度第__学期]
任教学科：_____________
任教年级：_____________
任教老师：_____________
xx市实验学校
Unit 4-Part C-教案
第一课时探究活动
探究内容：Where is it?
活动目的：在活动中操练和巩固句型，让学生在真实的情景中运用语言。

活动方式：小组活动
活动过程：
1. 教师发给每个小组一张大图（图中的物品都是贴在磁性小黑板上面的，可以摘下）
2. 请孩子们猜猜：“Where is the car/pencil...?”
3. 孩子以小组为单位说一说。

（猜出一个答案，就摘下看看在不在，然后根据提示继续猜。

）
第二课时探究活动
探究内容：Where is my car? 根据提示语，找到物品。

活动目的：在活动中操练和巩固句型，让学生在真实的情景中运用语言。

活动方式：个体和全体活动相结合
活动过程：
1）介绍任务：让孩子根据老师的提示找到：boat
2）孩子根据教师的提示寻找
3）Find the bedroom-----Where is the desk, point it-----Where is the bag?-----Where is the walkman? Can you find it?
4）每一步提示都让孩子用学过的句子做出回答。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 Don't eat in class.Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry2) 能掌握以下句型：①Don't eat in class.②You must be on time.③Eat in the dining hall.2. 学会用英语表达一些标志的含义。

3. 熟练使用目标语言谈论对某些规章制度（校规、家规等）的看法3. 情感态度价值观目标：能用英语表达和制定一些简单的规则，理解没有规矩不成方圆；无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。

二、教学重难点1. 教学重点：1) 肯定祈使句是省略掉主语的原形动词开头；2) 否定祈使句则是在肯定祈使句前加上“don’t”。

3) 情态动词must及have to在用法上的区别。

2. 教学难点：掌握祈使句的用法，并能听懂、会说一些简单的祈使句。

三、教学过程Ⅰ. Warming-up and revision教师进教室后，使用祈使句请学生们完成一系列动作：Please stand up/ sit down. Close the door, please. Look at me and listen to me. Don’t open your books. Don’t talk. Let’s begin our class.学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上考察祈使句的特点。

Ⅱ. Presentation教师出示书上1a 的图片，向学生提问。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校PEP五年级下册UNIT4第二课时教案设计城关学区中心校：李靖一．教材分析本课时是义务教育五年级教材Unit4 PartA Let’s learn.本部分是运用词组和句型询问他人的能力及介绍自己的能力，并在此基础上培养学生的语言交际能力和“用英语做事情”的能力。

二．学情分析五年级学生已经学过两年的英语，通过前两年的学习，学生已具有初步的语言知识和技能，本课时内容与生活息息相关，较易激发学生的学习兴趣和思想共鸣。

三．教学内容PartA(Let’s learn Do a survey)四．教学目标1.能够正确听、说、朗读“What can you do ?””I can…”等询问他人和表达自己能力的交际日语。

2.能够正确听、说、认读单词和短语：sing ,song,sing English songs,play the pipa,kungfu,dance,draw等。

3.能够听到、会说Let’s learn的内容，并根据实际情况运用本课重点句型表达自己的兴趣和爱好。

4.能够提高口语表达能力和语言组织能力，并且进行积极的思考和大胆的创新，提高自主学习能力。

5.能够在真实的情景中进行交际。

五．重点、难点重点：1.能够掌握单词和短语：sing,song,sing English songs,play the pipa,kung fu,dance,draw等2.能够在实际语境中运用关于能力的问答句：“What can you do ?””I can …”难点：学生能够大胆创编和表演有关能力的问答小对话。

六．教学准备多媒体课件，单词卡片。

七．教学过程Step1.Warming up1.师生问候。

2.Sing a song”Hello”.设计意图：本环节旨在一=以“Hello”的形式，激发学生的知识储备和相关经验，激发了学生学习的兴趣，降低了教学的难度。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 Where’s my schoolbag?一、教材分析从本单元的插图中我们可以看到西方国家的小孩子都有自己单独的房间，这是这些国家自立精神（self-reliance）的一处具体表现。

孩子从小就被灌输独立意识，在可能的情况下，父母一般尽量让孩子拥有自己的空间。

孩子很小时，年轻的父母就会征求孩子的意见，问他们喜欢什么颜色的气球、吃什么饼干、或者是喜欢挨着爸爸坐还是挨着妈妈坐，并尽量满足孩子的意愿。

美国大众的观点认为父母培养孩子的目标是使孩子在18岁左右能成为独立自主、自食其力、并对自我行为负责的独立的个人。

另外，欧美的教育体制也总是鼓励青少年学会自立并授之以相应能力。

本单元以谈论物品位置（Things around the house）为话题，要求学生学会方位介词on, in, under, behind等的用法。

题材颇具现代气息，贴近学生日常生活，内容丰富，词汇量大，通过描述物品位置、找寻物品、设置理想化居室等系列活动，让学生在听、说、读、写、做中学习语言知识，培养运用语言知识的能力，激发创新精神。

Section A: 听说为主，感受语言，运用基础语言（通过听音、看图确定或描述物品位置）重点掌握和运用Where is/are the backpack/the books/….? It’s/ They’re on/in/under thebed/dresser/…和Is it /Are they on/in/under the table?及其答语等句型。

Section B: 强调知识拓展，重视读写，设置了要求运用所学语言完成的各种任务，使学生能够对上述已学的目标句型运用自如，培养学生综合运用语言知识的能力。

Self check: 词汇知识的评价，语言运用能力的评价。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 I want to be an actor.Teaching Goal:1. General aims:Talk about jobs.2. Particular aims:A. Language Focus.Talk about jobs and the place where people work.B. Language goals(1). What do you do? I’m a reporter.(2). What does she want to be? She wants to be a sales assistant.C. Language structures:(1). What do you do? I am a teacher.(2). What does he want to do? He wants to be an officer.(3). Does your father work? Yes, he does.(4). What does your mother do?D. Useful words and phrases:Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, latePhrases: get … from, work for, work hard, call at, school play, evening newspaper, be afraid ofE. Grammar language:Special questionsF. Learning strategies:Learn other’s jobG. Interdisciplinary:Social and communication.H. Emotion and manner:Teaching time: 6 periodsTeaching procedures:Period One (p19-20)知识与能力1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student2. Master and use: What do you do? What does he do? Does he work in hospital?教学重、难点及教学突破重点1. The vocabulary2. language: What does she do? She is a doctor.难点Use the language to ask for the jobsPeriod Two (p21)Period Three (p22-23)Period Four (P24)Period Five Testing (Weekly paper and Nan’an paper) Exercise : Entering famous schoolNote:。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校DSE五五五五五五五 What would you do?五五五五如如如如如如如1如如如如如如如如如如如如如如如如如如如2如如如如如如如如如如如如3如如如如如如如如如如如如4如如如如如如如如如如如如如如如如5如如如如如如如如如如如6如如如如如如如如如如如如如如如如7如如如如如如如如如如如如如如如如如如如如如如如如如如如五五五五五五五五1如如……如如如如如如 2如如如如如3如如如如如 4如如如5如如如如如如 6如如如如如7如如如如如如如 8如如如……9如如如如如如如 10如如如如如如如五五五五五五知识点一：1. pretend to do sth.假装做某事I pretended to sleep just now.pretend +从句假装… I pretended that I fell asleep.2. hundred, thousand , million, billion (十亿)词前面有数词或several一词时要不能加s ，反之，则要加s 并与of 连用，表示数量很多如：several hundred/ thousand/ million/ billion people几百/千/百万/十亿人hundreds of trees 上百棵树3. what if + 从句如果…怎么办，要是… 又怎么样如：What if she doesn’t come? 要是她不来怎么办？What if LiLei knows? 如果李雷知道了怎么办？4. 系动词与形容词连用get nervous 变得紧张feel shy 觉得害羞look friendly 看起来友好5. too +形/副+to do sth. 太…而不能如：I’m too tired to stand. 我太累了而不能站。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit4 My homePart B let’s learn执教者：彭正蓉（株洲县育红小学）Teaching objects:Knowledge objects:1.Ss can listen, speak, read and write the words: bed, sofa, table, phone, fridge.2.Ss can read the sentences:Where is/are the…It’s/They’re in/on/under….Ability objects:1.Ss can listen, speak, read and write the new words.2.Ss can use the sentences in real life.3.Train ss’ ability of cooperation.Moral objects:Ss learn to help others.Teaching key points:1.Grasp the 5 new words.2. Use the sentences “Where is/are…”“It’s/They’re in/on/under….”Difficult points:Pronounce “ phone”, “fridge” .Teaching aids: multi - media, cardsStep1 Review1. warm up1）Enjoy a song “In my home”.2）Review the words in partA2. lead inShow a picture of my home, ask Ss “Is it beautiful?Do you want to visit my home? Do you want to design your room?”Step2 OverviewShow two tasks.1.Please help me find my keys.2.Design your room.Step3 Presentation1.T: where are my keys? Can you help me find them?2.Go to bedroom, show bed, teach the word and practice it bymagic fingers. Introduce the sentence: where are my keys? Are they in my bedroom?3.Go to living room, present new words one by one: sofa, table,phone. Use the following games: who is fast, the policeman and the thief to practice the words.4.Go to kitchen, show the word “fridge” .Then show the answers of“where are my keys?” Teach the sentences and do some exercises. Step4 Engagement1.play a game to review the words: smash the eggs. Ask ss to guess :What are in the eggs?2.Show task2 :design your rooms. Ask Ss to work in groups anddesign their rooms. Then make a dialogue.Step5 SummaryPresent a short passage , ask Ss to fill in the blanks according to some pictures.Homework1.Design your ideal home(设计你理想中的家）and talk about it toyour friends.2.17zuoye。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 Subjects教案一、教学目标1、掌握课程的名称。

2、用特殊疑问句的形式进行问答。

3、能够与人交流自己的课表以及作息时间。

二、教学难点1、单词的识记。

2、核心句型的掌握和实际应用。

三、教学过程1、播放四年级上册Unit 3 Learn the sounds的儿歌动画，请学生跟着录音节奏大声朗读。

然后提问，引出本单元的学习内容。

Ss:He is Pete. She is Eve. They like Chinese. They study Chinese. Pete and Eve study with me. T:Where are Pete and Eve?Ss:They are in the classroom.T:What do they do in the classroom?Ss:They study Chinese.T:What do you do in this class?Ss:We study English.2、呈现一张课程表，圈出“英语”，并板书English，问问学生是否知道怎样读。

然后告诉学生他们要多学习更多科目的英语表达。

T:Who can read this?(point to English)S1:English.T:Do you like English?S1:Yes.T:English is a subject. We will learn more names of subjects today.3、对子猜谜活动。

一个学生用动作或语言表示自己喜欢的科目，另一个学生根据动作猜猜是什么科目。

S1:(mime running)What subject do I like?S2:You like PE.S2:I like drawing very much.What subject do I like?S1:You like Art.4、给每个学生发一张空白课程表，请他们根据实际情况制作一张英文课程表。

精选教课教课设计设计 | Excellent teaching plan教师学科教课设计[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校Teaching plan of Unit4 How do you get to school? (1a-2d)中都中学文蕊I 、Teaching aims and demands1、Knowledge goalsKey vocabulary:subway, hey, train, minute, take, by, forty,fifty, sixty, seventy, eighty, ninety, hundredTarget language: Howdo you get to school? Howdoes he get to school?How long does it take?2、 Ability goalsListening、speaking and writing skills3、 Moral goalsKnow about some traffic rules.II 、Teaching key points1、Key vocabulary:subway, train,take the bus and so on.2、 Target language:How do you get to school? How does he get to school?How long does it take?III、Teaching difficultiesTarget language:——How does Bob get to school?—— He takes the train.-----How long does it take? -----It takes⋯IV 、Teaching methods1、Writing 、Listening、speaking methods2、Pair workV、Teaching ProceduresStep I 、 Warm -upEnjoy a song: Row your boatStep II、Review1、Listen and guess what it is2、生答： How do you get to school? I ride my by bike/walk/take thebus. Well ，today we ’re talking about how to get to school.Step III、Presentation.1、 Show the pictures and sentences.How do you get to school? I⋯to school.ride the bike/bicycle walk take the bus/car/train/subway/plain/ship2、Books open! Do 1a. Ask students to write down more ways to get to school. Then check the answers and read together.3、 Pair work(1). how do you get to school? I⋯4、 Let the Ss listen 1b5、 Pair work(2).How does he/she get to school? He/She⋯6、 Group work （ 3）Work in group of four,talk about how do you get to school? How does he get to school?7、 Learn the numbers 2a and 2b.8、 Pair work (4)9、 listen 2c10、Pair work 2d (5)Step IV 、HomeworkGive a report how students get to school.Step V 、 Blackboard design。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit4 what can you do?教案教材分析：英语（新版）》在原材料“激发学生兴趣，培养语言运用能力，提供多种资源”等特点的基础上，在以下方面进行了新的尝试：1、注重行动性学习。

教材中设计了大量的TPR活动、表演、游戏、歌曲、小诗以及歌谣等活动方式，让学生发展语言能力并且发展多元的智能。

2、强调合作学习。

保证每个学生都有机会参与学习的同时，培养伙伴合作的意识和策略，提高学生的人际互动能力。

3、鼓励项目制作。

增强学生创新意识，发展操作技能。

4、重视表现评价。

引导学生关注自己和伙伴在具体学习活动中的表现，通过记录和分析具体的表现。

不断提高反思能力。

学情分析五年级英语在小学英语教学中起着承上启下的作用，既是四年级的衍生又是六年级的铺垫。

我们的学生虽然已有两年的英语学习经验，但还有以下一些问题需要解决。

一、存在的问题1、学习兴趣不是很高，部分学生甚至有厌恶感，同时，许多学生还是为学习而学习，谈不上兴趣问题;2、回家不会学习，无正确的学习方法，不知如何看书.学习态度谈不上十分端正，回家以后巩固时间很少，且缺乏有效的巩固手段，练的机会明显不足。

3、部分学生学习的目的性不是很强，导致学习习惯不好，学习无明确的计划，有作业就写，无作业就玩。

老师布置的作业不能按时完成。

作为语言性学科，听与读是非常关键的环节，而大多数学生这一点做的不好，这在听力测试时表现的尤为明显。

二、影响学情的阻抗因素1、家庭原因：部分家庭的家长在子女的教育方面缺乏有效的方法，有的只是简单的满足;有些家长本身的素质不是很高，同时一些思想给子女的学习造成了负面影响;父母的教育尺度不统一，他们当中没几个会说英语的,自己都不会,就更无从怎么去教自己的孩子了.这样就让孩子有空可钻，或者让他们无所适从;一些家长简单粗暴的教育方法让子女学会了撒谎，抵赖等不良习惯。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 Our SchoolLesson 2教案教学内容：重庆大学版英语五年级下册Unit 4 Our School部分内容。

教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrases）。

需要掌握的词组：classroom, office, lab, toilet, garden2.学习使用本单元重点句型及表达（To use the typical sentences to express）。

需要掌握的句型：There is …in…What’s in the…Next to…3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。

4.培养学生对英语学科的兴趣（To make the students interest in English learning)。

5.增强学生听说读写译的能力（To strengthen the ability of listening, speaking, reading, writing and translating)。

教学重点（Key Points)：在学习了单词的基础上，以单词为载体，进行主要句型的学习，并了解其中的语法现象，根据具体情境，学会交流对话，侧重句型语法学习，交际意向和课外拓展为重点。

教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。

教学难点：学生处于小学阶段，对英语有了初步了解，词汇储备较少，对于三年级下学期学生的要求重点是在会读会说的基础上，能掌握一些基本单词的拼写和造句，了解一定的语法内涵，与人进行简单沟通交流。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 EarthquakesTeaching aims and demands:1. Topic:Basic knowledge of earthquakes; how to protect oneself and help the others in disasters2. Useful words and expressions:earthquake, quake, right away, well (n.) , million , event , pipe, burst, as if, at an end , nation , canal, steam, dirt, ruin, in ruins , suffering, extreme, injure, destroy, brick, dam, track, useless, steel, shock, rescue, trap, electricity, disaster, dig out, bury, mine, miner, shelter, a (great ) number of , title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist3. Functions:Talking about past experiences:I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.Sequence4. Grammar:The attributive clause (I)由that, which, who, whose引导的定语从句The number of people who were killed or injured reached more than 400,000.It was heard in Beijing which is one hundred kilometers away.Workers built shelters for survivors whose homes had been destroyed.Teaching procedures:Period 1Step 1. Warming upSs discuss and answer some questions:1. Which of the following may cause people the greatest damage?A. earthquakeB. typhoonC. floodD. drought2.Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?Step 2. Pre-readingSs discuss and answer:1.Do you know what would happen before an earthquake?2.What can we do to keep ourselves safe from an earthquake?3. Do you know anything about Tangshan Earthquake in 1976?Step 3. Reading1.Skimming and find the answers to the following questions:a.What happened?b.When and where did it happen?3.Ss read the whole passage again and get the main ideas of each part:Part 1. The natural signs of a coming earthquakePart 2-3. The damage of the city after the earthquakePart 4. The help to the survivorsStep 4. ComprehendingSs finish Ex 1 and 2 on page 27.Step 5. Assignment1.Surf the internet and get more information about the earthquake.2.Retell the text.Period 2Step 1. Warming up1.Ss share more information about the earthquake.2.Ask some Ss to retell the text by using their own words.Step 2. Language points1.lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态The village lay in ruins after the war.These machines have lain idle since the factory closed.2.in ruins: severely damaged or destroyed 毁坏an earthquake left the whole town in ruins.His career is in ruins.3.number (n.): a quantity of people or things 数目；数量The number of people applying has increased this year.We were fifteen in number.a number of: a lot ofI have a number of letters to write.A large number of people have applied.4. injure (v.): to hurt oneself/sb./ sth. physically 受伤He fell off the bicycle and injured his arm.5. reach (v.): to achieve or obtain sth. 达成；达到；获得You’ll understand it when you reach my age.At last we reached a decision.6. rescue (n.): an act of rescuing or being rescued 搭救；解救A rescue team is trying to reach the trapped mines.Rescue (v.): to save or set free from harm, in danger, or loss 解救；救出The rescued the man from drowning.7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境They were trapped in the burning hotel.8. all …not… = not all…: some but not all 一些；但不是全部Not all the girls left.=Only some of them left early.Not all the children are noisy.=Some of the children are not noisy.全部否定应用: none of…None of us were allowed to go there.None of these reports is very helpful.Step 3. learning about language1. Ss finish Ex 1,2 and 3 on page 27 and 28.2. Teacher checks the answer and give the Ss some help if they have some difficulty. Step 4. assignment1.Finish Wb.Ex.1 on page 63.2.Ss try to remember the useful words and expressions by hearts.Period 3Step 1. Warming upSs read the passage again and try to find the sentences with attributive clauses.e.g. Workers built shelters for survivors whose homes had been destroyed.Step 2. Attributive clause1.Give Ss more sentences and let the Ss to find the structures of the attributiveclause.2.Ss do some exercises about how to use that, which, who or whose.3.Ss finish Ex 2 on page 28.Some materials about attributive clause:关系代词引导的定语从句关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。

精选讲课讲课设计设计 | Excellent teaching plan教师学科讲课设计[ 20–20学年度第__学期]任讲课科： _____________任教年级： _____________任教老师： _____________xx市实验学校精选讲课讲课设计设计| Excellent teaching planUnit 4 My FamilyLesson 2◆ 教材剖析This unit is about famliy. This lesson is aimed at helping students introduce their family numbers or themselves.◆ 讲课目标【知与能力目】1. Master sentential form of Who’ s that man/woman?He’ s/She ’.s⋯.Key vocabulary and phrases: man, father, grandfather, woman, mother, grandmother.2. Be skilled in oral expression of book.【程与方法目】To help the students improve their oral expression.【感情度价目】Motivate students’ interest in learning English. Make friends with all students.◆ 讲课重难点◆【讲课要点】1.Listening: Students can understand others’ meanings by listening.2.Speaking: Students can introduce themselves/their family numbers to others.【讲课点】How to help the students present the dialogue..◆ 课前准备◆Tape recorder, Multimedia◆ 讲课过程Warming-up and revision（ 1） Revision: Show the picture：He’s my father. She’s my mother.（2） Ask and answer ：Who’ s that man?He is ⋯.Who’ s that woman?She is ⋯ .Step 1： Presentation1． Teaching the word: grandfather. Repeat the word again.2． Show the picture of family tree: This is my family. Her are 6 people in my family: my grandpa, my grandma, my dad, my mom, my sister and me.3． Do the same thing: Teaching the other words.Show the diffidence between father and dad / mother and mom, etc.Point: grandma and grandpa are speaking language.Step 2:Repeat the words grandfather (grandpa), grandmother(grandma), brother, sisterDo you love your father and mother?I love my father and mother. What about you?Show Ss a family tree: This is a family tree. How many people in this family? Who are they? Show Ss what FAMILY mean.T: "Who ’ s that?"T: "Guess!"S: "Is she your sister/ ...?"T: "No, This is my ..."Use the from: Is she/he your ...? Who’ s this boy/ ...?Step3： Practice1． Play game.Who quickly:Find out the photo：Show me the picture of your mom⋯⋯2． Listen and choose ： Show Ss the picture of XX and let them say the words.3． Make a family tree: Please make a family tree, and add your family numbers name on it. Is she/he your ...? Yes, she/he is.No, she/he is not.Step4： Let ’ s sing.Sing the song“ My Father and My Mother”◆ 讲课反思略。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 I used to be afraid of the dark.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：humorous, silent, helpful, from time to time, score能掌握以下句型：① Paula used to be really quiet.②—Did Mario use to be short? —Yes, he did.③—What’s he like now? —He’s tall now.2) 能够用英语描述自己或他人过去常常做的事情；发现自己或他人在外表、性格、兴趣等方面所发生的变化。

2. 情感态度价值观目标：让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。

二、教学重难点1. 教学重点：1)掌握本课时中出现的生词humorous, silent, helpful, from time to time, score2) 学会描述自己或他人过去常常做的事情基本句型：I used to…3）发现自己或他人在外表、性格、兴趣等方面所发生的变化。

2. 教学难点：used to do/be 句型三、教学过程Ⅰ. Lead in1. 大屏幕展示Ryan Carter的几张照片，引导学生们来描述他的长相特点。

T: What does he look like?S1：He has long curly blonde hair.S2: He has a round face, two big eyes. He’s a little heavy.T: Does he like his hair? Can you guess?S1：No, he does. He wants to cut it short.S2: …T: Do you want to know about his story?S3: Sure. We’d love to .T: Ryan’s hair is soft and beautiful. His mother thinks it’s really wonderful. So she can’t stand cutting his beautiful hair. But some of Ryan’s friends say that Ryan can’t play with them because he looks like a girl.Ⅱ. Words presentation1. Look at the chart in 1a, then discuss with your group mates. Try to fill in the chart with words to describe people.AppearancePersonality tallstraight hair2. Let some Ss say their answers. Let other Ss add more.Appearance: tall, straight hair, short, of medium height, straight/curly hair, long/short hair, heavy, thin, of medium built …Personality: Outgoing, shy, funny, serious, cute, quiet, kind, brave, friendly, active3. Lear the new words with the Ss: humorous, silent, helpful, from time to time, score Ⅲ. PresentationShow two different pictures of some famous people. Talk about their differences.1. Jiang Wen:Jiang Wen used to wear glasses, but he doesn’t wear glasses now.2. Zhang yishanZhang yishan used to be short, but he is tall now.T: Explain the use of “used to do/be …” to the Ss.Ⅳ. Listening1. T: Bob hasn’t seen some of his friends for four years. Now he’s seeing his friends.What did his friends use to like? Listen and fill in the blanks.1) Mario used to be ______. He used to wear _______.2) Amy used to be _____. She used to have _______ hair.outgoing funny3) Tina used to have ______ and ______ hair.Keys: short glassestall shortred curly2. Play the recording for the Ss to listen.3. Ss listen and try to fill in the blanks with the right words.4. Play the recording again. Let Ss check their answers.Ⅴ. Pair work1. Look at the picture in 1a and make conversations in pairs.2. Ss work in pairs to ask and answer the appearance about Mario, Amy and Tina.3. Let some pairs ask and answer in pairs.e.g. A: Did Mario use to be short?B: Yes, he did. He used to be really short.A: What’s he like now?B: He’s tall now.Ⅵ. ListeningWork on 2a:T: Paula has changed a lot in the past few years. Do you want to know what she used to be?1. Look at the words in 2a. Let some Ss read the words aloud. Make sure all the Ss know the meaning of the words.___ friendly ___ outgoing ___ serious___ humorous ___ silent ___ active___ brave ___ quiet ___ helpful1) humorous adj. 有幽默感的；滑稽有趣的humor (幽默) + ous →有幽默感的e.g. Cartoons are humorous pictures with words.漫画是附有文字的幽默图片。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit4 What can you do?Part A Let’s try, Let’s talk, Group work，Good toknow(C)Teaching aims:1.Enable the students to say: Are you helpful at home? What can youdo ? You’re helpful!2.Enable the students to ask and answer the others, manage the sentences has learnt.3.Cultivate the Ss’ sense of pride and the enthusiasm to do the housework.Teaching emphasis and difficult points：1Master the pattern:——What can you do?——I can…2．Enable the Ss to say “Are you helpful at home?”并能在实际情景中正确运用所学对话。

Teaching aids：PPTTeaching steps：Teaching stepsPurposeStep 1: Warm-up1.Free talk and review2.T：one two three S：three two onea:Hello,boys and girls.How are you ,today？I am fine,thank you.And you?I am fine,too.期间夹杂动作b:Now I have a game here.Let’s play the game.I will ask two SS come here and you can take two cards.If I count two,you must show your cards,at the same time you must remember the other’s cards.I will give you two times.At the last,who remember more phrases,who is the winner.Are you ready(Yes)Let’s begin.One two,show me your card.One ,two,show me your card.Ok ,Let’s say the phrases.Girl,first:No.1…No.2…Boy,second:No.1…No.2…）b: Please look at me,and I will do the actions You canguess and say the phrases.Yes.perfect. (Sweep the floor \ Cook the meals\ Clean the bedroom\韵律节奏明显的歌谣容易吸引学生的注意，同时又服务于本课时的教学，达到复习旧知并自然导入新授环节的目的。

精选讲课讲课设计设计 | Excellent teaching plan教师学科讲课设计[ 20–20学年度第__学期]任讲课科： _____________任教年级： _____________任教老师： _____________xx市实验学校精选讲课讲课设计设计| Excellent teaching planUnit 4How do you get to school?The first period一. 语言目标 :1.学会谈论如何到达某个地方 .2.学会谈论自己每日如何上学 .3.学会谈论自己的朋友 ,家人 ,如何上学工作 .精选讲课讲课设计设计 | Excellent teaching plan二. 语言结构 :1How do you get to school? I take the bus .2.How does your father get to work?He walks. 三. 词汇分类 :take by subway walk train by bus on foot by bike by subway 等短语中间不可以加任何冠词或代词。

forty fifty sixty seventy eighty ninety hundred minute 要点 1 How 的用法英语的特别疑问句，平常地讲是不用 yes / no 往返答的疑问句，是由某些特别疑问词指引的。

详尽说来即是有五个 w- 和一个 h- ，它们分别是 what （什 么）, when （什么时候） , who （谁）, why （为何） , where （在哪里） , how （怎么）。

下边要点是本单元中出现的 How 的用法。

例句： How do you get to school every day? 你每日是如何到达学校的？——— How 用来咨询交通工具How long does it take? 花多长时间呢？—— How long 用来咨询多长时间，指的是段时间，而不是点时间。