作为一名教学工作者，总归要编写教案，教案是教学活动的总的组织纲领和行动方案。教案要怎么写呢？
the lesson i am going to talk about is from the first period of unit8 in oxford english textbook 5a. i will describe my instructional design in seven parts.
part one about the students
children in grade five have learnt and grasped many words and expressions from oxford english from 3a to 4b. they can use them correctly when chatting with others. all these are belonging to the advantages of teaching and learning.
part two analysis of the textbook
the ultimate goal of oxford english is to develop the comprehensive ability to use the language. that is to develop their four skills: listening, speaking, reading, and writing.
part three teaching objectives
(1). knowledge objects: students are able to use the words and expressions to communicate with others when they are going on a camping trip.
the words: a tent, a telescope, a tin opener, a pot, a stove, a blanket, a towel.
the sentence structures: what do you /they have? i/we/they have…
what does he/she have? he/she has…
(2)ability objects: namely listening, speaking, reading, and writing skills and comprehensive application ability of the four skills.
(3) emotional objects. make students be aware of their own advantages and disadvantage in learning, and teach them to be willing to cooperate with others.
(4) moral education object. teach students to love the nature.
part 4 teaching emphases and difficulties
1.the expression about camping things.
2.2the verb forms of the third personal singular form.
part 5 teaching methods: the methodology is three p model. that is presentation, practice, production.
part 6 teaching procedure
the first stage is free talk. i will play the tape. let students listen to the song “what are you doing?” and review the present continue tense. after listening, we will talk about the picture “what are the children doing ?”i will give them the answer: they are having a camping trip. maybe students are not familiar with the camping trip. next show a series of pictures of the great nature to the students, let them telling their feeling after enjoying these pictures. students will say they love the beautiful nature very much, so that they will be aroused the interests in learning this topic.
then we’ll talk about the things of camping trip, according to the pictures. when i teach the words: tent, telescope, tin-opener, pot, stove, blanket, towel, i will introduce the usage. for instance, the tent is used for sleeping or having a rest and the telescope is used for watching beautiful scene and looking for a suitable, comfortable camping site. after showing all the pictures, let students read and spell the words to consolidate them.
the third stage is the chant. i’ll ask students to clap their hands and chant like this; blanket, blanket, i have a blanket, pot, pot, we have a pot. you have a blanket and they have a pot. it is very interesting for them to chant in rhyme.
the fourth stage is playing a game. i have some things. what else do you have? let students guess. i will give six bags. each bag has one thing. there is a hat, a tin of fish, a water bottle, a coat, some bread, some apples. the topic of this lesson is camping trip. these things are closely related to it. i think a game will help them relax and let them learn english in a happy and gay atmosphere.
on the fifth stage, i will present the sentence structures, when the students are familiar with the new words. it is the time to present the new structure. at first, i ask students to show their toys. each student has a toy. i invite some students to answer the question“what do you have?” they will answer “i have a toy bear.”“i have…” then write the sentences on the blackboard. then practice “you have…and i have…” let students work in pairs. after that, practice “we have…and they have…” in groups. on the screen, it will give models. we know the purpose of learning english is to use english. students should have more chances to use the language they’ve learnt. so the step is employed to create a language environment for students’ communication in the class.
the next step is further study : the third personal singular pronouns“he, she, it,”, and the verb form is “has”。 it is necessary for students to practice the new structure “what does he/she have?”“he/she…”
after presentation, i will ask students to do the exercise: read, talk and write. read the short passage and talk about the questions and fill in the blanks. the activity, “fill in the blanks” helps students with writing and serves as a feedback and consolidation of the language point.
the last but not the least, sing a song “what do you have?”。 and i will encourage them to change the song words to make a new one.
finally, i will assign the homework.
一、说教材
今天我说课的内容是牛津小学英语6a unit5 on the farm的第一课时，主要学习cook, water, pick, taste, else, did, last及其中动词的过去式，以及句型what did you do last weekend? what （else） did you do?并能在一定的情景中熟练运用。
二、说教法、学法
为了突破本堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以任务型教学模式为主，以活动，合作为主线，遵循“听说领先，读写跟上”的原则，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。彻底改变传统的“授— 受”的单一教学模式，促进语言实际运用能力的提高。
三、说教学目标
《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的'基础上，我针对学生实际，将本课时的教学目标确定如下：
1、知识目标
（1）能正确地听、说、读、写cook, water, pick, taste, else, did, last
（2）能听、说、读、写句型 what （else） did you do? i…, 并能在真实情景中加以运用
2、能力目标
（1） 能听懂let’s do中的指令并做出相应动作。,如water the flower
（2） 能区分农场的动物， 培养学生灵活运用所学知识进行交流的能力。
3、情感目标
（1）培养学生注意观察、认真模仿的良好习惯和主动竞争的竟识。
（2）激发学生学习英语的兴趣，使学生树立学习英语的自信心。
（3）培养学生的合作交流能力。
四、说教学重点
1、能正确地听、说、读、写单词cook, water, pick, taste, else, did, last
2、能听、说、读、写句型 what （else） did you do? i…, 并能在真实情景中加以运用
五、说教学难点：
1、句型 what （else） did you do? 的读音及其运用
2、 能正确运用动词的过去式，并掌握动词过去式的变化及读音
六、说教学准备：单词卡片，相关实物，头饰及课件
七、说教学程序
step
1、 warm up
1、 sing a song: old macdonald had a farm
2、 say a chant
t: boys and girls, let’s say a chant, ok?
t: open, open, open the door.（教师在一个学生面前做动作）
t: follow me, please.（教师和他/她一起做）
t: clean, clean, clean the desk, （教师在两个学生面前做动作）
t: follow me, please.（教师和他们一起做）
t: play, play, play the violin.（教师做动作）
t: boys, follow me.（教师和男生一起做动作）
t: listen, listen, listen to the music.（教师做动作）
t: girls, follow me.（教师和女生一起做动作）
t：now follow me together.（学生跟老师一起边说边做）
3、 free talk
（以歌曲导入能很好地吸引学生的注意力，也有利于为课堂教学创造一个良好的英语学习氛围，随后的chant再一次激起了学生学习英语的欲望。）
step 2、 presentation and practice
1、教授 last
t: what day do you like best?
s1: i like friday.
s2: i like sunday, miss zhang, and you?
t: oh, i like weekend best.last weekend, i was very happy.（教师手指着last weekend, 强调说这句话）
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Unit6 A Let’s talk 说课及教学反思
一、教学内容：牛津小学英语 5a unit3 part a
二、教学目标：
1.认知目标：
(1)能听懂、会说、会读和会拼写单词：learn, sing, dance, together, start .
(2)能比较熟练地掌握句型：can you…? yes, i(we) can. / no, i (we) can’t.
(3)能听懂、会说、会读日常交际用语：listen to … , please. now , follow me, please. yes. / ok. / all right. let’s sing it together.
2.能力目标：给学生充分的交流时间和机会，提高综合运用语言的能力和表演能力。
3.情感目标：
(1)通过本课学习培养学生与人交往的合作精神。
(2)鼓励学生进行分组表演对话，从中培养学生的竞争意识。
三、教学重点：能熟练掌握四会单词及正确运用日常交际用语。
四、教学难点：能灵活运用日常交际用语并能在模拟情景中进行对话表演。
五、教具准备：头饰、明星照、小提琴、花、书签、录音机、磁带、幻灯片。
六、教学过程：
1. free talk and revision
1) greetings
2) t: today there are a lot of teachers in our classroom. can you see them?
ss: yes, we can. (引导生答)
t: can you sing the song “in the classroom” for the teachers?
ss: yes, we can.
板书：yes, we can. (领读三遍)
2. presentation and drill
1)t: listen to the tape and sing together.
ss:(sing the song together)
t: you can sing and i can dance. (师做舞蹈动作)
出示单词 dance
2)t: can you dance?
s1: yes, i can.或no, i can’t. (引导生答)
板书：yes, i can.和no, i can’t.（各领读三遍）
3) ask some students “ can you …?”using the words and phrases they learnt.
such as: swim/ skate/ ski/ cook/ sing / dance
play basketball/ football/ table tennis
play the piano/violin/guitar
(此环节旨在操练句型can you…？的答句 yes, i can. / no, i can’t.)
4)guessing game:
t: look at this picture, who is he?(show the picture of zhou jielun)
s1:he is jay.
t: clever.
t: i’m not miss yin, i’m jay. guess: what can i do?
who can ask me?
s1: can you…?
t: yes, i can. / no, i can’t.
（同法依次出示姚明、杨丽萍、菲尔普斯、杨阳等明星照，让学生猜，旨在操练句型yes, i can. / no, i can’t.的问句：can you…?）
5)the students ask and answer in pairs, using the sentences “can you…? yes, i can. / no, i can’t.”
6) t: christina, can sing, can dance, can cook.
what can you do ?
christina: i can play the violin.
t: really? do it at once.
christina: (play at once)
t: wonderful! this present is for you.
christina: thank you.
t: christina can play the violin. what can you do, ?
s: i can…
板书句型： what can you do ?
i can…
（结合词组领读三遍）
7）discuss in groups and complete the form. (四人一组)
name activity
（此环节旨在操练句型what can you do ? i can…）
after discussion, ask one member of the team to sum up.
8) 有奖竞答游戏
t: boys and girls , i can sing, i can dance , i can also make flowers.
look, there are many beautiful flowers in my hand, each flower has a bookmark. if you can answer the questions on the bookmark, you’ll get the flower and the flower. who wants to have a try?
（在课堂教学进行一半时，孩子们似乎有点倦意，美丽的鲜花重新吸引了孩子们的眼球，书签上神秘的问题唤醒了他们的好奇心，奖品的诱惑更是刺激了他们争强好胜的神经，这一游戏的穿插，使得课堂气氛再次掀起一段小小的热浪。）
书签问题：
a.can you sing the song “two jackets”?
b.can you sing “color song?”
c.can you sing “ in the classroom?”
d.what can you sing?
e.can you sing the song “ we can sing and dance”?
(书签上的问题与本节课a部分内容密切相关，也为师教授歌曲“ we can sing and dance”作好铺垫。)
3.read and say
(1)t: can you sing the song “ we can sing and dance”?
ss: no, we can’t.
t: shall we learn the song “ we can sing and dance” now?
ss: yes.
t: listen to the song, please.
ss: ok.
t: now, follow me, please.
ss:( sing after the teacher)
t: can you sing it now?
ss: yes, we can.
t: good. let’s sing it together.
ss: (sing together)
(2)t: you did a good job. you can sing, can ben sing？ （手拿头饰）
now listen to the tape, and answer the questions:
出示幻灯片：
1.can ben sing?
2.what can ben do?
(3) t: ( check the answer)
(4) read after the tape
(5) read by themselves
(6) ask some students to act the dialogue.
4.consolidation
t: do you like having a pe/ an art lesson?
ss: yes , we do.
t: think about your pe/ art lesson, try to make dialogues like this.
出示幻灯片：a task: think about your pe/ art lesson, try to make dialogues like this:
t: boys and girls, can you …?
ss: no, we can’t.
t: what can you do?
s1:i can …
s2: i can…
s3: i can…
t: shall we learn …?
ss:ok.
t: now, follow me , please.
ss: all right.
t: can you…,now?
ss: yes, we can .
t: let’s … together.
ss: all right.
（此环节体现任务型教学途径，旨在让学生能灵活运用日常交际用语并能在模拟情景中进行对话表演。）
5.homewok:
1.听录音，跟读课文，并背诵课文。
2. do a survey: 2008 北京奥林匹克运动会刚刚胜利落下帷幕，请上网查查自己喜欢的奥运冠军，除了会自己擅长的体育项目，他们还会其他什么运动项目，写在笔记本上，准备下节课为全班作汇报。
七、板书设计：
unit3 at a music lesson
can you(你们)…? can you (你)…?
yes, we can. yes, i can./ no, i can’t.
no, we can’t. what can you do?
i can…
八、教后记：
1.歌曲导入，启发学生参与
英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。“in the classroom”这首歌曲动听悦耳，既能感染学生，调动学生的情绪，又能复习前一个单元的there be句型。
2.创设情景，引导学生参与
创造性地利用课堂空间，把日常生活中的对话和情景搬进课堂中来，激发学生内在主观能动性。
3.利用游戏教学手段，提高教学效率
本节课中的两个小游戏为学生营造了浓厚的热情高涨的英语学习气氛，充分调动学生各种智力因素和非智力因素，使学生不知不觉地积极投入学习过程，兴趣盎然地进行学习。让学生在玩中学，学中玩，从而获得课堂教学的高效率。
课 题
unit 5 review and check 第二课时 （ 复习课 ）
课时教学目标
1、认知：(1)通过复习，学生进一步掌握第二单元的四会单词和句型。
(2)通过复习，学生能灵活使用第二单元日常交际用语。
2、能力：培养学生灵活使用交际用语的能力。
3、情感：培养学生的学习兴趣。
教学重难点
四会单词、句型的掌握。
教 学 准 备
多媒体
教 学 方 法
朗读教学、情景教学、游戏教学
师生互动
二次复备
step 1: warm up
1. 师生齐唱歌曲 two jackets
2. free talk.
t: hello, what’s in our classroom?
s: there is a tv in our classroom.
t: is there a bookcase in our classroom?
s: yes, there is.
t: unit 1 talks about our school and our classroom. today we’ll go to unit 2 which talks about a house.
step 2: presentation and practice
1. here’s yang ling’s new house. please say something about her house. 教师提问：where is the …? 引出介词 behind ,under 并四会学习单词
2. 教师利用实物作道具，边示范边说介词，如：the ball is in the box. /on the box /under the box/ behind the box… 师生互问答：where’s the ball? it’s…
3. 3. 游戏： 教师随意摆放球的位置，让一学生转过身去看不到，猜测球的位置，is there a ball in the box ?/is there a ball behind the box?….让全班学生回答：yes, there is. /no, there isn’t.
师生互动
二次复备
4. look and answer.
t: look at the pictures, then ask and answer in pairs.学生自由操练，然后三到四组同学展示。说反话游戏。
5. t: now, it’s fun time. let’s play a game， 说反话。if i say “there is a pen in the pencil box.” you should say “there isn’t a pen in the pencil box.” pay attention to the plural form.请注意复数， some要改成any.
step 3: consolidation
1 find the differences
t: here are two pictures. try to say something about the differences, using there’s/ there are… in picture 1/2. there isn’t/ there aren’t … in picture 1/2.
2. say a rhyme: do you like my house?
3. dictation.
听写第二单元四会单词和句型。
作 业
1. listen to the tape and repeat three times.
2. copy the words and sentences.
板书设计
unit 5 review and check
教学随感
【课 时】Let’s Spell
一、教学目标
1.能够借助熟悉的旧单词和图片感知字母组合ear在单词中的另外两种发音规律，并能利用这些规律拼读出含有这组字母组合的其他单词。
2.能够运用其发音规律，尝试拼读、识记和书与其他单词。
二、教学建议
A.Listen， point and repeat.
1.教师带领学生复习上一单元中所学习的包含有字母组合ear和air的单词及其发音，如：ear-pear， bear， wear； air-hair，chair， stairs，帮助学生再次体会ear与air发共同的音。
2.教师出示本课中含有字母组合ear的所有单词。
3.请学生尝试朗读这些单词，然后教师提问：这些单词中的ear发音一样吗？请学生判断后做出回答。
4.教师先出示A项当中的第一行单词图片，然后播放录音。学生用手指并跟读，仔细辨别字母组合ear在这些单词中的发音。教师以同样的方法教授第二行的单词，请学生跟读并辨别。
5.教师引导学生观察同样都包含有字母组合ear但其发音却不一样的单词，引导学生观察这些单词发音时都有些什么规律，然后把这些规律找出来。
Tip：教师注意不要直接说出这些规律，而应引导学生自己去发现。
B.Listen and sort.
1.学生听录音，跟读单词。
2.学生根据不同的发音将单词进行分类。
3.全班核对答案。答案如下：
learn-pearl， earth， early
ears-year， dear， hear， near
wear-bear， pear
4.学生讨论，想想还有哪些学过的单词中带有ear，写出来大家一起读一读。
Tip：字母组合ear的发音规律比较复杂，此处不要求学生掌握，只要他们能了解该字母组合有三种发音形式，并能依据录音听辨出来，然后将其归类即可。
C.Listen， write and say.
1.学生阅读C项的句子。
2.学生听录音，根据发音填写单词。
3.学生结对进行交流，然后全班核对答案。
D.Listen and repeat.
1.学生听录音，判断这段录音材料中的ear有几种发音。（两种）
2.请学生圈出含有ear发音的单词：ears， appears， year， learn，然后将这些词进行分类。
3.学生尝试读一读句子，再次体会ear的发音。
4.学生听录音朗读句子，然后分组展示。
Tip：关于ear的四种发音（仅供教师了解，不用讲解给学生）。第一种读音的单词是我们常见的，如ear（耳朵），hear（听见），tear（眼泪），near（近的），clear（清楚的）。在这种拼写模式的词汇中，ear的读音多数与ear（耳朵）的'读音相同。第二种读音有其历史原因，此时单词中的ear读音与air （空气）是一样的。这样的单词有bear（熊），pear（梨），tear（撕），wear（穿戴），swear（发誓）。迄今为止，这种拼写模式的单音节词中只有这五个词是这样发音的，需要学生牢记。第三种读音的单词有earth（地球），heard（听闻），learn （学习），pearl（珍珠），search（搜索）。这些词由于在ear后面添加了一个辅音，其读音也发生了相应的改变。第四种读音的单词是更特别的单词，如heart（心脏），hearth（炉膛），需要联想记忆。
牛津小学英语5A Unit 8教学案例
一、案例背景1、教材和学生分析
自从接到了参加江苏省信息技术资源英语录像课评比的通知，我就开始着手设计本课。本课的主题是a camping trip，教学对象为五年级学生。本节课的教学内容既涉及学生在三、四、五年级学过的有关物品的单词，又涉及了表示“有”的说法。根据学习内容和学生情况，采用了以旧带新引入新知识的教学策略，并以新旧知识的整合作为本课的落脚点，以帮助学生在学习过程中不断扩展和丰富语言知识，组增强学生的交际能力。
2、教学目标：
1）能正确地听、说、读、写词汇tent, pot, hill, a tin of, children, show。
2）能正确地听、说、读词汇tin-opener, match, blanket, telescope, fish, camping trip (site)。
3）能理解掌握句型 What do you/ they have ? I/ We/ They have …
What does he/ she have ? He/ She has …
4）能正确地运用对话中的日常交际用语和三会句型，能正确理解、掌握对话内容，并能朗读、初步表演对话。
3、教学重难点：
1）能正确理解、掌握对话内容，并能朗读、表演对话。
2）能正确地听、说、读、写四会要求词汇
3）能初步理解掌握句型What do you/ they have ? What does he/ she have? 及其答语。
4、教具准备
多媒体课件、图片、实物、卡片
二、教学过程
I. Greeting
1. Greeting
T: Good morning, boys and girls. Nice to see you again.Who’s on duty today?
S1: I am. My name’s… . I’m a girl. I like reading and dancing. Today is … . We have Chinese, Maths, English and PE in the morning. We have Art and Science in the afternoon. That’s all.
2. Free talk.
T: OK, boys and girls, let’s play a game, OK?
老师做出一个动作，如run, T: What am I doing? Guess.
S: You’re running.
学生依次进行问答，一个喊一个的名字
（jumping, walking, sleeping, dancing, swimming, sitting, standing,speaking）
3. T: Now, let’s sing a song,OK?
Sing a song ---what are you doing? 5’
（设计思路）在教学中，要做到以学生为主体，通过free talk，可以使大部分学生得到发言的机会，另外，学生们在回答自己提问的同时，配合动作，又极大地提高了学习本课内容的兴趣。同时，行为动词的引入，也为进一步的学习埋下了伏笔。
II. Presentation
1. T: Please look at the slide. （图）It is spring now. What’s the meaning of
‘spring’? ----春天
T: Spring is coming. The trees turn green and the flowers start to grow. Do you want to go on and outing? Ss: Yes, we do.
---- go camping Let’s go camping! 让我们去野营吧！（图）
---- a camping trip a camping site
They’re having a camping trip. They’re at a camping site. 2’
2. T: When we go camping, what do we need?
1)Ss answer the question.
S: We need … .
( a tent, a telescope, a tin-opener, a pot, a stove, a blanket, a owel, some tins, a tin of fish(四会), a tin of chicken, some fruit, some chocolates, a box of chocolates, some water, some eggs, some biscuits and so on.)（图）
Look at the slide.
2) Read the words of Part B after the tape.
（设计思路）通过对野营所需物品的谈论，可以很自然的引出本课的生词，并且在轻松、和谐的课堂氛围中，可以更好、更快的掌握本课的三会及四会单词，并会带入句型中加以运用。通过We need….这个熟悉的句型，可以很轻松的引出本课have、has的用法。 5’
3. 1) T: We have so many things. We can go camping now,What do you have? ( to S1)
S1: (出示实物) I have …. ( to S2…..S6)
Practise ‘I have … .’
2) T: What does he/she have? Ss: He/She has …(指着刚才出示实物的学生说)
（设计思路）机械性的操练活动旨在让学生反复练习该句型，为之后的语言输出做铺垫。
4. have 与has 的用法
都表示拥有，但have 用于第一、二人称以及第三人称的复数，而has用于第三人称单数。（生总结，并看幻灯）
（设计思路）这样的练习即符合小学生好奇心强、对未知事物充满兴趣的心理特点，又可以在课堂教学中可以充分调动学生参与和体验的热情。此环节立足整体把握教材的知识体系，在导入新知识时先分析新旧知识的联系，再以旧带新，做到语言知识的融会贯通，不断丰富学生的语言积累。 5’
5. Let’s chant.
What do you have? I have a tent.
What do I have? You have a tin.
What do you have? We have a pot.
What do they have? They have some fruit.
What does he have? He has a chair.
What does she have? She has a stove.
Go, go, lets go. Let’s go camping!
比较do 与does 的用法
Do和does都是助动词，用帮助行为动词构成句子。Do用于一、二人称以及第三人称的`复数， does用于第三人称单数。 3’
（设计思路）在教学过程中采用朗朗上口、简单易读的儿歌，一直是我使用的教学手段之一。通过阅读，可以使学生较好的掌握have、has的用法，培养他们的语感，让他们张口就可以说出正确的用法。
6. T: Boys and girls, I think you must be tired. Let’s learn a song, OK?
---- What do you have?
7. T: Boys and girls, do you like going camping? Ss: Yes, we do.
T: Miss Li and her students are having a camping trip. Listen to the tape, and try to answer my questions.
Questions: 1) Where are the children?
They are at a camping site. It’s near a hill.
---- 4-skill words children hill
Learn to say: site, a camping site
2) What are they doing?
They are showing their things to each other.
---- 4-skill words show Learn to say: each other
3) What does Liu Tao have？ He has a big tent.
What does David have? He has a chair.
What does Nancy have? She has a chair, too.
What does Helen have? She has a tin of chicken and a tin of fish.
What does Yang Ling have? She has a tin-opener.
What does Mike have? He has a pot and a stove.
What do Su Hai and Su Yang have?
They have two blankets and a telescope.
What does Miss Li have? She has a box of chocolates.
What does Mr Green have? He has some fruit.7
（设计思路）在Part A 的学习中，我先设计了几个题目。通过课件的展示，让学生边听边思考提出的几个问题。问题涉及到wh-的几个类型。问题的设计应注意层次性、注意启发性、注意广泛性、注意灵活性。 对学生课堂提问的回答给予积极评价。
III. Practice
.1. Listen to the tape again, and try to fill in the blankets.
1）Now the children and their teachers are the hill. They’re a camping site. They’re their things to each other. Liu Tao has a big . Davida chair. Nancy has a chair, too. Helen has a tin ofand a tin of . Yang Ling has a , Mike has a and a stove. Su Hai and Su Yang have two blankets and a . Miss Li and Mr Green have a box of chocolates and some fruit. They’re very happy!
（设计思路）此项练习可以使学生更好的理解Part A 的内容，通过对课文的阅读与理解，提高他们的听、说、读写等综合运用语言的能力。
2) Read the paragraph together. 3’
IV. Consolidation
1. Read Part A. 2’
2. T: Who can make a dialogue with the following drills?
A: The camping trip is coming.What do you have?
B: I have … .
A: I have … . How about … and …? What do they have?
C: I have … .
D: I have … .
ABCD: Great!/ How nice!/ Good! Let’s go camping! 7’
V. Homework
1. Listen to the tape and copy the new words .
2.Make a dialogue about the camping trip with your classmates. 1’
（设计思路）作业的设计使课堂英语学习延伸到了课外。
一、教学内容
b look read and learn & c look and say
二、教学目标
1、能听懂、会说以下八个有关水果的三会单词
bananas .watermelons , peaches, pears .apples ,oranges ,mangoes, pineapples .
.2、三会句型：good morning .
good afternoon ,
this is my …
hi/hello…
nice to meet you .
nice to meet you , too .
3 能初步了解名词复数的读音。
三、教学重点
1、能听懂、会说以下八个有关水果的三会单词
bananas .watermelons , peaches, pears .apples ,oranges ,mangoes, pineapples .
2、三会句型：good morning .
good afternoon ,
this is my …
hi/hello…
nice to meet you .
nice to meet you , too .
3 能初步了解名词复数的读音。
四、教学难点
1、能听懂、会说以下八个有关水果的三会单词
bananas .watermelons , peaches, pears .apples ,oranges ,mangoes, pineapples .
2、三会句型：good morning .
good afternoon ,
this is my …
hi/hello…
nice to meet you .
nice to meet you , too .
五、教学准备
1、教具准备
1）关于水果的照片、图片。
2）关于人物的图片等。
3）关于本课时的多媒体课件。
4）录音机和磁带。
2、板书准备：写好课题和日期。
六、教学过程
step 1 free talk/ revision
1.sing a song: << hi, nancy>>
2.greetings .(同位之间练习，自由锁链反应)。
hello /hi,… good morning/ good afternoon.
nice to meet you ,…
nice to meet you ,too.
step 2 presentation and practice
1.出示多媒体—水果
learn to say the new word: bananas.
a. show the fruit . (bananas)
t: look, i have some bananas .
please show me your bananas and say bananas .
t：i have a banana . show me your banana and say “a banana”。
ss: a banana.
b. practice .
2. look and say the other words .
3 告诉学生单数和复数的区别，同时注意他们的读音。
3. .play a game. “猜水果”。游戏方法：教师用袋子藏一种水果，让学生用他
们的触觉、嗅觉来猜出是哪一种水果。
t: let’s play a game ,ok? there are some fruits in my bag ,i want one student to come to the blackboard ,touch and guess, if you’re right , i’ll give you some fruit.
s1: apples ?ss: yes .(or no)
2. listen to the tape and repeat .
step 3 look and say
1. show the masks . (mr. black, mrs .black, mr. green , miss li) .please say :“good morning/afternoon to them.” 生来分别扮演这四个角色，分成四个小组，进行互动式练习。
2. the ss practice by using “good morning /afternoon …nice to meet you ,… nice to meet you ,too .”
3. show the wall pictures .(c look and say)
look at the pictures.
5. practice
(1) mr. green :good morning ,mr. black.
mr. black: good morning, mr. green .
2) mrs black: good afternoon /nice to meet you ,…
mrs li : good afternoon /nice to meet you ,too .
(3) helen: hi ,li tao ,this is mike .
li tai: nice to meet you , mike.
mike: nice to meet you ,too .
(4) mike : hello, gao shan ,this is helen .
helen : nice to meet you ,gao shan .
gao shan : nice to meet you ,too .
step 4 consolidation
1 学生可以自由进行练习，以巩固所学，扩充知识面。
2. 先给予一定时间让学生自己熟悉人物名称，让他们练一练，说一说。
七、作业设计
1、跟磁带熟读新单词。
2、操练c部分句型。
3、预习课文。
八、板书设计
unit 3 this is my father (日期)
a banana --- bananas
a watermelon --- watermelons
a pineapples --- pineapples
a pear --- pears
an apple --- apples
an orange --- oranges
a mangoes --- mangoes
a peach ---, peaches
good morning .
good afternoon ,
this is my …
hi/hello…
nice to meet you .
nice to meet you , too .
九、教后记
十、教学内容d fun house
十一、教学目标1、能听懂、会说以下八个有关水果的三会单词
bananas .watermelons , peaches, pears .apples ,oranges ,mangoes, pineapples .
2 能听懂会说几种家庭成员间的称呼语 father, mother, brother, sister.
3、三会句型：good morning .
good afternoon ,
this is my …
hi/hello…
nice to meet you .
nice to meet you , too .
4 能初步了解名词复数的读音。
5能听懂并有韵律地诵读歌谣 they are all very good.
十二、教学重点
1、能听懂、会说以下八个有关水果的三会单词
bananas .watermelons , peaches, pears .apples ,oranges ,mangoes, pineapples .
2 能听懂会说几种家庭成员间的称呼语 father, mother, brother, sister.
3、三会句型：good morning .
good afternoon ,
this is my …
hi/hello…
nice to meet you .
nice to meet you , too .
4 能初步了解名词复数的读音。
5 能用this is my … 句型介绍家庭成员。
6 能听懂并有韵律地诵读歌谣 they are all very good.
十三、教学难点
1、能听懂、会说以下八个有关水果的三会单词
bananas .watermelons , peaches, pears .apples ,oranges ,mangoes, pineapples .
2 能听懂会说几种家庭成员间的称呼语 father, mother, brother, sister.
3、三会句型：good morning .
good afternoon ,
this is my …
hi/hello…
nice to meet you .
nice to meet you , too .
十四、教学准备
1、教具准备
1）关于家庭成员的照片。
2）关于人物的图片等。
3）关于本课时的多媒体课件。
4）录音机和磁带。
2、板书准备：写好课题和日期。
十五、教学过程
step 1 free talk/ revision
1.sing a song: << hi, nancy>>
2. free talk ：围绕将别人介绍出去之类的交际进行交流。
1.) show the masks .
t: what are their names ? do you know ? please introduce them to me .
s1: hi, miss gu ,this is …
s2: good morning/afternoon ,this is …
t: who want to make a dialogue?(by using masks )给予鼓励。
step 2 fun house
1. listen and judge .
要求学生听录音后，判断录音内容是否与图意相同。
listen to the tape and look at the pictures. if it is right ,you must write :“ ∨ ”,but not “×”。最好先利用实例来说明！在此之前教师先带领学生作适当的练习。
2. play a game .
show the pictures .教师先自问自答，帮助学生巩固已学的水果类单词。
s1: what can you see?
s2: i can see a banana /some bananas.
practice in pairs .
5. say a rhyme.
a. listen to the tape ,just listen
b. read after the t.
c. read it together.
step 3 consolidation
1 学生可以自由进行家庭成员的介绍，扩充知识面。
2. 先给予一定时间让学生自己熟悉句型，让他们练一练，说一说。
十六、作业设计
1、背诵课文。
2、操练新句型并熟练运用。
十七、板书设计
unit 3 this is my father (日期)
good morning .
good afternoon ,
this is my …
hi/hello…
nice to meet you .
nice to meet you , too .
十八、教后记
牛津小学英语3a unit3 （第三课时）教案 来自第一范文网。
①词汇复习贯穿于每一节复习课，启发学生挖掘单词音、形、义间的联系，从而掌握词汇记忆的`策略。
②课内外结合，帮助学生形成词汇学习的调控策略。在制定复习计划时，教师应明确各个阶段甚至每天学生应该复习掌握的单词。每天上课的前五分钟可以做听写练习或做一些考反应等竞赛式的游戏活动去帮助学生记单词或检测他们记单词的进度。听写不仅仅是单个单词的听写，要注意把听写与情景或上下文结合起；而且听写的目的也不仅仅是检测他们能记忆多少个单词，有时可以去做Sharedictation,以小组为单位，学生可以互相交流；听写时还要注意对不同学生可有不同的要求，如对于平时成绩好的学生，可做listenandspell,但对于学习速度较慢的学生可做listenandnumberthewords,listenandchoosethewordstofillinthesentence,listenandmatchthewords&pictures,etc.另外，每天都可以给学生在词汇表中划出当天要复习的范围，当学生自认为记住了那个单词，就在单词前做个记号，这样，那些没记号的单词就是他们还没记住且要重点复习的词。
unit 1 （第二课时）
一、教学内容
a listen, read and say & h sing a song
二、 教学目标
1、能正确地听、说、读单词及词组public, a sign, a cousin, always, a questions, grass. a cage, touch, keep off, make noise
2、能听得懂、会说、会读日常交际用语there are a lot of signs here. they mean different things.
3、理解课文内容，并仿照对话
4.会唱歌曲the signs in the park
三、 教学重点
1、能正确地听、说、读单词及词组public, a sign, a cousin, always, a questions, grass. a cage, touch, keep off, make noise
2、能听得懂、会说、会读日常交际用语there are a lot of signs here. they mean different things.
四、 教学难点
1、能正确地听、说、读词组make noise
2、仿照课文对话
五、 教学准备
1、教具准备
1）小卡片（公共标志），录音机，磁带
2）关于本课时的多媒体课件。
2、板书准备：写好课题和日期。
六、教学过程
step 1 free talk/ revision
1. good morning,
boys and girls.
2. teach the song “ the signs in the park”。
step 2 revision
1. show the picture of part b.
2. what does it mean?
3. game: act and guess.
step 3 presentation
1. show the pictures of the dialogue.
2. give the students some questions, ask them to listen to the tape recorder and then answer them.
3. help the students answer the questions.
4. teach some key sentences:
there are a lot of signs.
they mean different things.
you must stay away from the building.
we shouldn’t make noise.
5. ask the students to listen again and repeat after it.
step 4 listen, read and say
1. ask the students to read the dialogue.
2. help the students to make a short dialogue like the text.
step 5 consolidation
1. read the text.
2. do the exercise on page 15.
七、作业设计
1. copy the text in english 1 time, and in chinese 1 time.
2. do the workbooks.
3. try to recite the text.
八、板书设计
unit 2 public signs date.
pictures of the text
the key sentences.
九、 教后记
牛津小学英语6a unit 1 （第二课时）教案 来自第一范文网。
unit 2 ben’s birthday 第一课时look, read and learn
教学目标及重点难点
1.能听懂、会说、会读和会拼写单词a birthday, a date, when, march, april, may, june, july。
2.能听懂、会说和会读单词 a calendar, january, february, august, september, october, november, december, first, second, third, fourth, sixth, twelfth, twentieth, twenty-first。
3.能听懂、会说和会读句型when’s your birthday? my birthday’s on…what date is it today ?it’s the 16th of october.
重点
1.能正确运用所学知识询问及表达日期。
2.能正确运用所学句型询问他人生日具体时间。
难点
1.正确掌握日期的英文表达法。
教学准备
b部分挂图、日历、录音机及磁带、单词短语小黑板、句型小黑板、平日对日期表达的铺垫。
板书设计
unit 3 ben’s birthday
january february one first what date is it today?
march april may two second it’s the…
june july three third when’s your birthday?
august … my birthday’s on…
september october
november december
教后记
内 容
a. warming-up
1.greetings.
2.ask and answer
t: look, what’s the number?（教师用手势表示数字）
t: what’s…minus/plus…?
t: what day is it today?
t: you’re right. what date is it today?
s: it’s…
s: it’s…（以此形式复习基数词）
s: it’s thursday.
s: it’s the twenty-third of september.
b. presentation
1.t: you’re so clever.(show them a calendar.)
look at this calendar. we are now in september.
teach: september
read in chain.
2.t: which month comes after september?
teach: october
read in chain.
3.then teach “november” and” december.”
4.repeat the four words after the teacher.
（教师启发学生寻找四个月份发音的相同之处。）
5.read the four words in chorus.
6. t: what month is it?
teach “january” and ”february”。（要求学生听清楚后再模仿发音。寻找两个单词在发音方面的相同之处。）
s: it’s october.
7.teach”march”,”april”and”may”。
8.teach”june”and”july”。
9.teach:august
c. practice
1. read the words after the teacher.
2. read in chorus.
3. look and say the name of the month.
t: what month is this?
s: it’s …
d. presentation
1. t: what date is it?(教师指挂历上的任意一天)
teach: first, second, third, fourth, fifth, sixth…
eleventh, twelfth, thirteenth…
twentieth,twenty-first,twenty-second…
thirtieth, thirty-first, …
2.教师介绍序数词，引导学生去发现序数词构成的规律。
s: it’s the first of january. it’s the second of january.
e. play games
1. 配对游戏：基数词与序数词配对。
2. the next number报数游戏。
f. practice
1.t: what date is it today?
teach: date
2. read the sentence pattern in chorus.
3.ask and answer in pairs.
a: what date is it today?
b: it’s the…
4.t: my birthday in on the… when’s your birthday?
teach: when when is=when’s
read the sentence pattern in chorus.
s: it’s the …
5.ask and answer in pairs.（交流各自的生日）
a: when’s your birthday?
b: my birthday’s on…
6.t: when’s your mother’s/father’s birthday?
s: my father’s/mother’s birthday is on…
t: look, jim and his grandpa are writing the family’s birthdays
on the calendar.
teach: calendar
t: look at the calendar and say the dates with jim.
repeat the dates after the tape.
g.assign homework
1.抄写单词三英一中
birthday, date, when, march, april, may, june, july.
2.问答 what date is it today?
when’s your birthday?
when’s your mother’s birthday?
when’s your father’s birthday?
3.跟磁带读b部分三遍。
牛津小学英语6a unit 2 （第一课时）教案 来自第一范文网。
《牛津小学英语5A》第三单元教学设计
第一教时
教学目标：1.能听懂，会说，会读和会拼写单词：lessn, sing, sng, dance, pla.
第二教时
教学目标：1.能听懂，会说，会读和会拼写单词：learn, listen, ae, ride, put, can.2. 比较熟练的掌握句型： Can u…?
第三教时
教学目标：1. 能听懂、会说、会读、会拼写单词：ride, put.
第四教时
教学目标：1.复习本单元所学词汇。2.能听懂会说、会读、会写句型： Can u…?
es, I(we) can. / N, I (we) can’t. What can u d? I can…能较熟练地在情景中运用所学句型和日常交际用语Listen t … , please. Nw, fllw e, please. es. / O. / All right. O. Let’s sing it tgether.。4．解元音字母a在单词里的'读音。5．能有表情地演唱 ‘ We can sing and dance’
教具准备：1.Part A 挂图2.单词图片3.歌曲“We can sing and dance ”
教学过程：
1.Sing “We can sing and dance”
2.Free tal and revisin
1) Greetings
2) Act part A
3. Learn part A ( the first paragraph)
1) T: Listen t the tape please, and tr t answer questuin:
a.What tie is it nw?
b.Where are the students?
c.What are the ding?
S: 听本课课文第一段介绍性录音磁带。
T: Let’s sa it b urselves.
S: 复述本段。
3)T: Can u act Part A nw?
S: es, we can.
邀请同学上讲台表演，可分旁白、老师、高山等角色
4.Learn F≈G
1）T: Bs and girls, let’s pla a gae ‘ hide and see’.
(介绍游戏规则：捉迷藏)
Where’s Li Hng? Wh can find hi?
S: I can. He’s behind the dr, I thin.
T: Oh, n.
S: He’s beside the windw, I thin.
T：Oh, n.
S: …(继续猜测)
T: es, u’re right.
(此游戏也可以扩展为找东西，一学生藏，其他学生找)
2）T： Shw the wrds n the blacbard:
after, basetball, class, dance
引导学生总结元音字母a在这些单词里的发音。并请学生举其他同类例子。
5nslidatin and d exercises
1)As and answer using the drills:
Can u…?
es, I (we) can. / N, I (we) can’t.
What can u d?
I can…
2) Finish the exercises n the wrb.
6. Hewr
1) Review the wrds and expressins, prepare fr the dictatin
2) Written wr: Part C. Mae sentences and transla
六年级英语上册第五单元教案优秀16篇
教学目标：
1、通过给学生创设适当的情景，拓宽视野，了解所学内容。
2、通过课件教学，培养学生把课文内容与课件教材上的图片、文字结合起来进行英语交际的能力。
3、让每个学生都能积极主动参与教学活动，发挥学生的主观能动性，从而使他们更加热爱英语学习，增强英语学习的信心。
教学重点、难点
1、通过教学使学生掌握四会单词a pumpkin, a vase, a horse, a mask等以及句型 do you like...? yes, i do. / no, i don't. i like...
2、通过教学，让学生进一步掌握名词复数的词形和读音的变化。
设计理念：多媒体辅助教学有利于调动学生的学习积极性，刺激学生的思维，让孩子们一节课有多个兴奋点；使教材和媒体之间优势互补。英语课的教学特色是充分发挥其语言功能，讲究对话的艺术。多媒体辅助教学课件因其具有集成文字、图像、影像、声音及动画等多种信息的功能而愈来愈受到欢迎。实践也证明，多媒体辅助教学可以产生教与学的最佳效果。我自行设计了一个《牛津小学英语》5a unit4 halloween第一课时课件，还要求学生能利用我们提供的参考资料，积极为自己提供更为广阔的学习资源背景，从而使学生不断地完成新知的建构过程。
设计思路：本节课是本单元的第一课时，主要教学a mask, a vase, a pumpkin等词汇以及part a的对话。开始free talk和学生谈论他们自身喜好，自己家房子情况，激发学生全情投入新单元的学习之中。由ben家的新房子需要什么布置客厅，引出新句型what do they/ we / you need? 的教学。然后精心设计ben的答句，自然过渡到新单词的教学中去。这个过程中单词的导入和操练形式互不雷同。对话教学做到听说相结合。纵观整个教学活动，层次分明，重难点突出。
教学过程与分析
[step1. greetings and free talk]
1. t: hello boys and girls, how are you today ?
s: we are fine, thank you .
2. t: i like english very much. do you like english?
s1: yes, i do.
t: what do you like?
s2: i like…(practice in pairs)
3. t: do you like your house?
s: yes, i do.
t: good. let’s say a rhyme together.(do you like my house?)
[设计意图]：儿童心理学特征告诉我们，教唱歌谣是一种很好的教学手段。它能使学生以饱满的精神、激昂的情绪，为上好一堂课作前奏，教师可以充分发挥其作用。将歌谣放在课堂开始，一来可使学生渐渐进入英语环境，二来也可以活跃课堂气氛。课前先与学生进行简单日常用语的交际，使学生渐渐熟悉课堂，轻松融入学习英语的氛围中，从而揭示新课课题。
[step2. presentation]
1. t: now i want to know something about your house. what’s in your house? is there a …? where is it? how many …are there? are there any pictures on the wall? is there a large sitting room?
s: yes, there is./ no, there isn’t.
t: what’s in your sitting-room?
s: there’s a …there are some…
2.t: there are so many things in your sitting-room.
(呈现卡片thing/ things东西，物品) learn the word: thing
3.ben and his family have a new house now. there is a large sitting-room.
but there aren’t any things in it.(cai呈现空的客厅图)
t: what do they need? learn the word: need
s: they need some…
(板书：what do they/ you/ we need? they/ we/ i need…)
4.practice and act
s1: what do they need?( in their new house) s2: they need …
5.t：perhaps. but we are not sure. let’s ask ben. ok?( cai呈现ben的形象)
ss: what do you need?
ben: i need a sofa, a tea-table, some plates, a fridge and something special.
6.t: ben needs something special. what is it? can you guess?
(cai呈现模糊面具，逐渐清晰)teach: mask
t: there are some masks here. do you like masks?
s: yes, i do. / no, i don’t.
(教师准备一些小动物的面具，教师可手拿面具问：what do you like? do you like rabbits ?引导学生正确回答yes, i do. / no, i don't. 教师可用其它动物面具进行操练，边操练边引出本节课所要掌握的一些名词的复数形式，如：masks, flowers, monkeys等。)
7.t: ben needs some masks. why? because halloween is coming.
do you know halloween? do you want to know more about halloween?
s: yes. we do。(cai显示halloween图片并进行简单的介绍)
[设计意图]：文化背景知识可以说包罗万象，范围极广。作为小学生，不可能也没有必要广泛涉及，但是对于一些基本常识应该加以积累。在平时的学习过程中凡是有关的文化背景知识，可以随时摘录下来。这样日积月累，对英语文化背景方面的知识就会有一个大概的了解。利用情景和设置情景进行教学。学生借助形形色色的图片和文字，更好地认识“halloween”有助于调动学生的积极性，使学生兴趣盎然地接受知识。
t: this is a halloween party. what can you see?
s: i can see some masks, some flowers and some chocolate.
8.t: what else can you see? look! where are the flowers?
(cai呈现花瓶)teach: a vase
t: anything else? s: i can see a pumpkin.
t: good! (cai呈现南瓜灯) we usually eat the pumpkin. but in the west，people like to make pumpkin lanterns at halloween.
(teach: a pumpkin lantern)
9.t: do you like pumpkin lanterns? s: yes, i do.
t: can you make one? s: no, i can’t.
t: let’s buy a pumpkin lantern then. shall we go to the supermarket and buy the things to have a party? s:ok.
(cai呈现书上31页图片，学生在3b中已经学过如何购物的话题，经过前面单词教学的铺垫，教师可以通过与学生进行购物表演的形式，引导学生练习交际用语 what do you need? we need some...what else do you need? ..., please.以及 how much are they? 等用语，在此基础上，可引出并学习here's your change. “这是找你的零钱”。)
[设计意图]：众所周知，激发学生的兴趣则是小学英语教学的一个重要原则。因此小学英语老师应充分利用儿童的心理特点，在课堂中采用听、说、演等符合儿童心理和年龄特点的方式方法使他们产生兴趣，在轻松、亲切、自然的气氛中学习英语。在教授完本课时的单词和句型后，我通过呈现文中的背景图片让学生自然融入购物的情景中。让学生在情境中学会交际，在交际中学会语。巩固所学知识，并且达到较好的效果。
[step3. practice]
1.t: ben’s family would like to buy things for a halloween party.
look at the screen. (cai呈现书上30页图片及问题)read the passage and answer the questions
(1) who are they?
(2) what are they talking about?
(3) what would they like to buy?
2.(cai 呈现：would like to do 想要做…teach: would like to do)
3.listen and judge（cai呈现）
(1).it’s halloween today.( )
(2).they need some chocolate ,some flowers, some masks and a vase.( )
(3).ben likes masks.( )
4.read after the teacher then read together
5.rewrite the dialogue(cai呈现)
(things, pumpkin, flowers, family, vase, masks)
ben and his ______ would like to buy _______ for a halloween party. they need some ________ and a _______. ben likes ______and lanterns . they will buy a _______lantern.
[设计意图]：作为五年级的学生，教师要在平时的教学中注重培养他们的自学课文的能力，带着问题来进行阅读，可以帮助他们更好的理解课文的内容，也可以提高他们分析短文的能力。练习的设计可以帮助巩固所学内容。
[step4. homework]
1、听录音，模仿学说，熟练朗读并会表演本单元会话内容
2、收集有关halloween的知识， 了解西方国家的其它节日
3、自制halloween节日面具
多媒体课件/课题/单词卡片等
一、教学内容
b look read and learn & c look and say
c ask and answer
二、教学目标
1、能正确地听、说、读、写句型is there a/an… in …? yes, there is./no, there isn’t. are there any … in…? yes, there are./no, there aren’t.
2、能正确地听、说、读单词及词组first, of, term, back, each other, toilet, garden, table tennis room, reading room, swing, slide, building.
3、能听、说、读、写单词day, all, at school,
4、能区别some和any的用法。
5、能用there be的结构一般疑问句询问学校的设施。
三、教学重点
1、能正确地听、说、读、写句型is there a/an… in …? yes, there is./no, there isn’t. are there any … in…? yes, there are./no, there aren’t。
2、 能正确地听、说、读单词及词组toilet, garden, table tennis room, reading room swing, slide, building。
3、能用there be的结构一般疑问句询问学校的设施。
四、教学难点
1、能正确地听、说、读、写句型is there a/an … in …? yes, there is./no, there isn’t. are there any … in…? yes, there are./no, there aren’t。
2、能正确熟练地朗读四会、三会单词和词组。
3、能区别some和any的用法。
五、教学准备
1、教具准备
1）有关学校设施的照片（ppt）
2）4b unit8歌曲磁带。
3）关于本课时的多媒体课件。
4）制作空白的校园平面图（ppt）
2、板书准备：写好课题和日期。
六、教学过程
step 1 free talk/ revision
1 t: today is the first day of the new term. all the students are back at school. i’m happy to see you again. i think you are happy to see each other, too.
教单词first, of, day, all, at school, term。
2 读课题。
3 greetings. good morning./nice to see you again./how are you? …
4 sing a song: in the classroom
5 t: there is a … in the classroom. there are some … in the classroom.can you describe our classroom?
s: there is a … in the classroom. there are some … in the classroom.
板书 there is a … in the classroom.
there are some … in the classroom.
step 2 presentation and pratice
1 t: is there a bookcase in the classroom?
将黑板上板书改为is there a …in the …?
ask one student to guess the meaning. then help the student answer.
s: yes, there is.
板书yes, there is.
practice two by two.
2 t: is there a piano in the classroom? (摇手)
help the student answer: no, there isn’t. 板书no, there isn’t.
3 ppt出示学校照片
t: is there a toilet in the school? 教单词toilet
s：yes, there is.
practice in pairs and then check the answers.
4 同法教单词table tennis room, reading room, garden。
5 出示花园的图片，剪一滑梯放中间（也可做ppt）
t：is there a swing in the garden?
s: no, there isn’t.
教单词swing
6 同法教单词slide，用手势帮助学生区这两个单词（左右摆动表示swing,
由上向下滑表示slide）
7 practice. a: is there a swing/slide in the garden?
b: no, there isn’t.
8 出示p11图片
t：are there any swings in the garden? 将黑板上there are some …改为are there any …?帮助学生回答yes, there are.板书。
practice in pairs.
9 t: are there any slides in the garden? （摇手） no, there aren’t.
t: are there any slides in the garden?
s：no, there aren’t.
practice in pairs.
10 出示reading room图片，操练are there any … in the reading room? yes, there are./no, there aren’t.
11 summary.
some用在肯定句中，否定句和一般疑问句中要改为any。
step 3 listen, read and say/ look and say
1 t: today we have learned six words and phrases. let’s review them.
listen and read part b.
2出示c部分图2，教单词building
t: is there a table tennis room in the building?
s: no, there isn’t.
3 t: open your books and turn to page 9. ask and answer in pairs.
4 check the answers.
5 talk about our school.
a: is there a/an … in the school? / are there any … in the school?
b: yes, there is./no, there isn’t. / yes, there are./no, there aren’t.
step 4 consolidation
1 ppt出示校园平面图，请你重新设计，合理安排各类教室和活动室。
2 四人一组，以介绍校园为主题编对话。
data: is there a … in the school/building/reading/…?
are there any …in the school/building/reading/…?
how nice!
3 请三组学生上前表演对话。
七、作业设计
1 copy the words of part b.
2 write the small dialogues of part c in the exercise books.
3 listen and read the words of part after the tape four times.
4 recite the words.
八、板书设计
unit 1 the first day at school (b&c)
is there a/an …inthe …?
yes, there is. / no, there isn’t.
are there any …inthe …?
yes, there are. / no, there aren’t.
九、教后记
牛津小学英语5a unit 1 （第一课时）教案 来自第一范文网。
no.
unit 1 the 1 period (date: )
教学内容
《九年义务教育六年制小学教科书牛津小学英语》5a第一单元第一教时(b.look, read and learn 和c.ask and answer)。
教学目标
知识和能力 1 认知目标：能正确地听、说、读词汇first，reading room, table tennis, toilet, garden, swing, slide 能正确地听、说、读、写词汇 any 能正确地听、说、读、写句型is there a …？yes, there is. / no, there isn’t. are there any…？ yes, there are. / no, there aren’t. 过程和方法 能正确地运用there be句型问答和表述身边的事物。
情感态度
与价值观
在学习的过程中加深学生对学校的了解并激发学生爱校的情感。
教学 重难点
教学重点：能正确理解、掌握句型，并能流利的进行对话和运用。教学难点：能正确地听、说、读、写there be…句型的一般疑问句形式，肯定和否定回答及名词复数形式。
教学准备
录音机。bc部分的挂图，课件 教学过程
学生活动
诊断与调整
教学过程： a free talk and revision 1. (可使用课件标题)nice to see you again, boys and girls. welcome back to school. this is the first lesson of the new term.在与学生的问候中，引出生词first.在老师列举几个词例，如：… is the first student of our class, …is the first number 让学生举出一些词例(可使用课件第二页)。 2. today we will learn something about our school. there’s a big playground in our school. there are some trees in our school. could you please tell me what is in our school？ (在老师和板书的引导下学生用 there be 句型说说学校里有什么？) there’s a … there are … b presentation and practice 1. 在学生说出很多关于学校的人或物，如：offices, flowers, classrooms, teachers, desks, chairs … 后，引入新课(可使用课件is there a garden in our school？)。 t: is there a garden in our school？ s: yes, there is. 新授garden t: please say something about our garden. 学生用已学过的词汇形容学校的花园：big, nice, beautiful… t: is there a slide in the garden？ are there any swings in it？ (可使用课件swing, slide图片) 在there be句型的问答中新授swing 和slide(可使用课件slide). 2. t: in our school, there are three buildings and there are lots of rooms in them. there are classrooms, offices. are there any other rooms？新授table tennis room 和 reading room(可使用课件). t: and there is one more place. it’s important for every one. every one goes there every day. what is it？ 学生说出卫生间。新授toilet(可使用课件). 老师还可以教一下restroom 和 washroom 这些更为常用的单词。 c consolidation 1.(可使用课件图片及句型) 练习there be 问答句型。 教师与学生单独对话(理解句型)——教师示范朗读句型——朗读操练——group work、pair work等不同形式的问答操练。 2. 打开书朗读unit 1, b, c部分。注意朗读的训练。 d assign homework(可使用课件) homework: 1.抄写b部分词汇两遍英文一遍中文。 2.看c部分图片用问答形式选其中的一到两幅图编对话或用there be句型自由编一段对话。朗读b, c 部分。 引出first进行单词教学，要求四会，引申出“the first letter”“the first student”… 复习there be句型同时，强调“is”“are”的使用。 教学“garden”时，复习“park”就词义比较教学。注意swing发音。复习building，classroom，并由此引出room，四会要求，教授room。 板书设计： unit 1 the first day at school part b, c there is a …. there are …. is there a … in the …？ are there any …s in the …？ yes, there is. yes, there are. no, there isn’t. no, there aren’t.
no.
unit 1 the 2 period (date: )
教学内容
《九年义务教育六年制小学教科书牛津小学英语》5a第一单元第二教时(a.read and say)。
教学目标
知识和能力 1 认知目标：能正确地听、说、读词汇building，street. 能正确地听、说、读、写句型how many … are there …？ 2 功能目标：能正确地问答什么地方有多少么人或物。 3 情感目标：在学习的过程中加深学生对学校的了解并激发学生爱校的情感。 过程和方法 能正确地听、说、读、写句型how many … are there …？
情感态度
与价值观
在学习的过程中加深学生对学校的了解并激发学生爱校的情感。
教学 重难点
教学重点：能正确理解、掌握句型how many … are there …？ 并能流利的进行对话和运用。教学难点：能正确地听、说、读、写how many … are there …？句型，并能在具体情境中进行口头和笔头交流。
教学准备
a部分的教学图片，录音机，多媒体课件 教学过程
学生活动
诊断与调整
教学过程： a free talk and revision t: yesterday we had the first english lesson of this term. now we are having the second lesson of this term.老师拓展教三个序数词 first, second, third. (可使用课件) 师生问答关于我们的校园。用is there a …？ 和 are there any …in the …？句型。 3.同桌同学问答，说说我们的教室有些什么物品。比一比哪一队说得最好(可使用课件看句型提示)。 is there a tv in our classroom？yes, there is. are there any flowers in our classroom？ no, there aren’t. … b presentation and practice t: you can say so many things in our classroom. there are …. but how many chairs are there in our classroom？ 从说说物品名称到说出多少引入今天的新课(可使用课件)。朗读教授这个新句型后，带出回答：there are fifty. 让学生用how many … are there in…？ 的句式，与同桌自由问答操练。然后比一比，哪一排学生问答得又多又正确。 2.(可使用课件出示d部分图片句型)用how many … are there in…？ 的句型说说这些图片。第一幅图中，应先解决building 这一生词。 c consolidation 1. (可使用课件)先让学生自由看图说话在图中看到些什么。然后引导他们用 how many … are there in the picture？ 操练对话。然后引出生词street. look at these cars and buses. where are they？ they are in the street. 新授street, in the street, how many … are there in the street？ 并问答操练。 2.游戏。 黑板上随便贴上一些物品，人和表示地方的图片，有单数也有复数。让两个学生编一个对话，请另一个同学上来根据他们的对话连线，如： s1: are there any apples on the plate？ s2: yes, there are. s1: how many apples are there？ s2: there are four. 一个学生把苹果和盘子连起来。鼓励学生自由搭配图片，不要拘泥于一般规律。 3.看书d, f部分朗读训练。 d assign homework 1自选c部分三幅图用所给句型编对话 2 role-play and act. 用序数词协助操练新词“swing”“slide”“toilet” 复习b部分所有新词。再次强调“any”和“some”的用法——肯定句中用“some”，否定/疑问句中用“any”。 强调“how many”用以对数量提问。此处，让学生结合图上所看到的先说词，再练句。由词到句整合操练。注意street|tr|的发音。鼓励学生模仿口型，大声开口说。此练习方法好，与考试听力题相结合。还引申为抽签选词说话；看图说话，等等。 板书设计： unit 1 the first day at school (贴各种物品图片) 新课标第一网 are there any …s in the …? how many …s are there in the …? there are … yes, there are. no, there aren’t.
no.
unit 1 the 3 period (date: )
教学内容
《九年义务教育六年制小学教科书牛津小学英语》5a第一单元第三教时(work in pairs 和look, find and say)。
教学目标
知识和能力 1 认知目标：能正确地听、说、读词汇building，street. 能正确地听、说、读、写句型how many … are there …？ 过程和方法 能正确地问答什么地方有多少么人或物。
情感态度
与价值观
在学习的过程中加深学生对学校的了解并激发学生爱校的情感。
教学 重难点
教学重点：能正确理解、掌握句型how many … are there …？ 并能流利的进行对话和运用。教学难点：能正确地听、说、读、写how many … are there …？句型，并能在具体情境中进行口头和笔头交流。
教学准备
录音机，课件 教学过程
学生活动
诊断与调整
教学过程： a free talk and revision t: yesterday we had the first english lesson of this term. now we are having the second lesson of this term.老师拓展教三个序数词 first, second, third. (可使用课件) 师生问答关于我们的校园。用is there a …？ 和 are there any …in the …？句型。 3.同桌同学问答，说说我们的教室有些什么物品。比一比哪一队说得最好(可使用课件看句型提示)。 is there a tv in our classroom？yes, there is. are there any flowers in our classroom？ no, there aren’t. … b presentation and practice t: you can say so many things in our classroom. there are …. but how many chairs are there in our classroom？ 从说说物品名称到说出多少引入今天的新课(可使用课件)。朗读教授这个新句型后，带出回答： there are fifty. 让学生用how many … are there in…？ 的句式，与同桌自由问答操练。然后比一比，哪一排学生问答得又多又正确。 2.(可使用课件出示d部分图片句型)用how many … are there in…？ 的句型说说这些图片。第一幅图中，应先解决building 这一生词。 c consolidation 1. (可使用课件)先让学生自由看图说话在图中看到些什么。然后引导他们用 how many … are there in the picture？ 操练对话。然后引出生词street. look at these cars and buses. where are they？ they are in the street. 新授street, in the street, how many … are there in the street？ 并问答操练。 2.游戏。 黑板上随便贴上一些物品，人和表示地方的图片，有单数也有复数。让两个学生编一个对话，请另一个同学上来根据他们的对话连线，如： s1: are there any apples on the plate？ s2: yes, there are. s1: how many apples are there？ s2: there are four. 一个学生把苹果和盘子连起来。鼓励学生自由搭配图片，不要拘泥于一般规律。 3.看书d, f部分朗读训练。 d assign homework 1自选d部分三幅图用所给句型编对话。 2 f部分练习说话 用序数词协助操练新词“swing”“slide”“toilet” 复习b部分所有新词。 再次强调“any”和“some”的用法——肯定句中用“some”，否定/疑问句中用“any”。 强调“how many”用以对数量提问 此处，让学生结合图上所看到的先说词，再练句。由词到句整合操练。注意street|tr|的发音。鼓励学生模仿口型，大声开口说。 此练习方法好，与考试听力题相结合。还引申为抽签选词说话；看图说话，等等。 板书设计： unit 1 the first day at school (贴各种物品图片) are there any …s in the …? yes, there are. no, there aren’t. (erase later) how many …s are there in the …? there are …
no.
unit 1 the 4 period (date: )
教学内容
《九年义务教育六年制小学教科书牛津小学英语》5a第一单元第四教时(sing a song, read and act 和 listen and repeat)。
教学目标
知识和能力 认知目标：能正确地听、说、读、写词汇 house, flower 能正确熟练的掌握本单元所学的场所类和一些游乐设施。字母a发[ei]的单词归纳总结。 过程和方法 能正确地描述一个公园。
情感态度
与价值观
在学习的过程中加深学生对美好环境的热爱和爱护。
教学 重难点
教学重点：能熟练掌握本单元所学的知识，并能熟练、灵活运用。 教学难点：能自编对话谈论一个场所。
教学准备
录音机。e部分图片 教学过程
学生活动
诊断与调整
教学过程： a sing a song 学唱英文歌曲 two jackets. 在学生听、学的时候，老师把two jackets, chair, bed 写在黑板上，学生会唱之后，可以在这三个单词下写上另外一到两组单词，如：three boxes, desk, over there; four pictures, blackboard, wall, 让学生替换歌词唱。 b free talk and revision 问答一些这个单元已学的和这一课即将用到的句型： is today the first day of the new term? are there any students in the classroom? how many students are there in the classroom? is there a toilet near here? there are some new posts in our school. shall we go and have a look after class? c presentation and new teaching 1.在黑板上用简笔画的形式画一座房子，新授house. 在房子旁画一个不规则的圈，边画边说 there is a park… 新课标第一网 学生如果说得不够多，老师可以提示：is there a …？/ are there any …? 学生边说，老师边画。完成后，老师问： is this a big park or a small park? 学习 it’s a small one. 2.t: let’s talk about this park. 有必要的话老师和一个英语表述较好的学生可以仿照e部分做一次示范。给学生三分钟左右的时间练习，然后表演。 3.朗读e部分课文。朗读课文放在表演之后，一是因为这篇对话难度并不大；二是学生不会受到课文对话的约束，放得更开些。 d phonetic practice 1.先让学生说说已学过的字母a发[ei]的单词，老师把学生说的单词都写在黑板上，重申开音节的发音规律。然后让学生挑选其中的单词(至少三个)造一个句子。比一比哪一排同学说得多。 2.朗读g部分的内容。 e assign homework 结合录音机播放音乐，并知道学生学唱。根据学生学唱熟练程度决定是否进行当堂替换歌词操练。 此处可邀请学生一起边画边说。尤其“trees”“flowers”。 朗读e课文之前，先让学生分角色读，再让学生独立全文朗读，设置一个过度。 板书设计： unit 1 the first day at school two jackets two jackets, chair, bed e部分简笔画（学生边说，老师边画）。 three boxes, desk, over there four pictures, blackboard, wall 学生归纳g部分字母a发[ei]的单词。
unit 1 the 5 period (date: )
教学内容《九年义务教育六年制小学教科书牛津小学英语》5a第一单元第五教时( review,practice 和 check)。
教学目标知识和能力
1.复习本单元所学的词汇。
2.进一步掌握句型is there a…in the…?yes,there is./no.there isn't 及其复数形式。
过程和方法进一步掌握句型how many… are there..?及其回答。
情感态度
与价值观能用所学单词、句型问答并初步感知句型
能正确的听、说、读、写there be…句型的一般疑问句形式及其肯定和否定回答。
教学 重难点教学重点：能正确理解、掌握对话内容。并能朗读、初步表演对话
教学难点：能比较流畅的朗读对话，并能在掌握对话内容的基础上进一步表演对话。
教学准备课件、挂图、录音机。教学过程
学生活动
诊断与调整
step1 greeting t: good morning , boys and girls ! step2 free talk t: nice to see you. how are you? ss: fine,thank you.step3 revisiont: is there a pen on the teacher’s desk?s1: yes, there is .t: are there any pens on it ?ss: no, there aren’t.step4 presention and practice(a toilet , a garden , a table tennis- room , a swing ...) t: there is a reading room in our school. t : is there a reading room in your house?s1: yes, there is.
(师生示范一例，生生操练并问答表演)
practice with their partners again and again.t: show a phrase (on the first floor)
出示挂图：
a. 教师指着1/f标志介绍：the table tennis room is on the first floor. what's on the first floor,too?
s:there is a music room on the first floor.卡片：floor on the first floor.
b. t:are there any computer rooms on the first floor?学生看图回答： t:the computer rooms are on the second floor.板书：second on the second floor
c: 同法介绍：third/ fourth /fifth
4,介绍句型how many… are there?
a. 继续看挂图：t: how many reading rooms are there in the building? 并自己回答there are is on the first floor.the other is on the third floor.
b. 根据实际情况对句型进行操练
c. 快速记忆游戏，看一分钟。学生抢答： there is a music room on the first floor.
5, 听录音，跟读。分角色朗读，表演，评价。
让学生安排各类教室和活动室所在的楼层，以四人小组为单位，设计校园平面图，请二至三组同学上台表演。全班评出最合理的校园图。
四、assign homework
1,听录音，朗读并表演对话。
抄写四会掌握的单词和句子。
2.完成练习册。
教后感：校园是学生最熟悉的环境，本课所学正是大家熟悉的地点，通过设计校园图充分发挥学生的聪明才智和积极性，让学生在活动中学习，练习，巩固，效果明显。
ss: …ss: is there a…ss:are there any...?ss:yes ,there is /no,there isn’t.yes,thereare./no,there aren’t.ss:readthe sentences.ss: read together. ss:readtheword(on the first floor)ss: read together.
ss:floor on the first floor.
s:no,there aren't.ss: act in pairs.ss: play games again and again with the teacher.ss: role-play and act.板书设计： unit 1 the first day at school is there a (an)...in/on/near...? yes, there is./no,there isn’t. how many ...are there ....?