2020英语教学优秀设计教案1
教学目标
1. Emotion goal: Respecting the culture of the minority nationality and loving our country.
2. Knowledge goal: Use the sentence pattern “be going to” in a trip and the past tense of verbs.
3. Ability goal: Can use the sentence patterns “be going to”.
教学重难点
一般将来时
教学工具
多媒体
教学过程
Step One: Warming up and greetings
T: Hello, boys and girls! Nice to see you again!
S: Hello, Mr./Miss…! Nice to see you, too!
T: The holiday is coming. Are you going to take a trip?
S: Yes!
T: Where are you going? How can you get there? Let’s go and have a look!
Step Two: Revision
The teacher shows some pictures of transport mode on the computer, such as by plane, by bus, by subway, by bike, by train, on foot. Then practice them in sentences.
Step Three: Let’s read
The teacher shows some important sentences in dialogue on the computer:
A:Where are you going on your holiday?
B:I am going to….
A: Who are you going with?
B:I am going with….
A:What are you going to do there?
B:I am going to….
A: When are you going?
B:At…
Step Four: Listen
Listen to the tape, read after the tape and find out the new words: Kunming, Kathy, folk (folk dance), Stone Forest.
Step Five: Presentation
a. Fill these new words in blanks on the computer, read the new words again.
b. .Analyze the difficulty: How is your family going to get there?
c. Listen and read the dialogue.
Step Six: Practice
Fill in Mike’s trip schedule.
Step Seven: Consolidation and extension
Plan your holiday and make a dialogue.
Step Eight: Homework.
Pair work to make your own dialogue.
V.Blackboard Design：
Where to go? What to do?
Kunming. See folk dances.
2020英语教学优秀设计教案2
教学目标
1、能够听、说、认读Let’s read部分的对话并正确回答对话后的问题。
2、能够读懂并会书写简单的英语请柬。
教学重难点
1、本课时的重点是能听、说、认读对话，能用Can表述会做什么，并且能书写简单的英语请柬。
2、本课时的教学难点是学生会表述能做什么并能正确书写英语请柬。
教学过程
1、Warm-up
Sing the song “I Went on a Holiday”
2.Preview
教师出示学生的体检表，提问：
How tall are you now ?
How tall were you in Grade 1 ?
How heavy are you now ?
How heavy were you at seven years old ?
教师根据体检表中的记述判断学生说的是否正确。教师再问：
This is our last term .You’ve known many teachers andclassmates .Who’s your best friend ? ……
3.Presentation
Let’s read
(1)教师说：Boys and girls ,you are students in Grade 6 now .You will leave soonand study in a middle school .So we are going to have a farewell party nextweek .教师板书A farewell party 领读几遍，提问：
What shall we bring for the party ?
启发学生回答：food ,drinks ,gifts ……
(2)教师继续问：Would you like to give performances at the party ?
What can you do ?
回答：I can sing \dance 、、、
(3)让学生分组朗读对话，回答教师的问题，并提出不理解的句子。
(4)教师放Let’s read 对话的录音，学生分角色朗读对话。
5. Read and tick or cross
(1)教师说：You can invite your parent to the party .
You can invite your teachers ,too.然后，展示一张很大的英语请柬，说Look ,This is aninvitation .can you read it ?学生齐读请柬上的内容。
(2)教师指导学生完成判断正误的练习。
(3)教师发给每位学生一张画纸，让他们制作英语请柬。
6. 巩固和延伸
(1)做本单元配套练习
(2)听第一部分录音
(3)掌握四会单词及句子
(4)让学生制定欢送会节目单。
2020英语教学优秀设计教案3
教学目标
1、听说认读四会单词：family， parents， uncle ，aunt， baby brother
2、能够听懂会说介绍自己家庭成员的句子：This is my.... She/He is ....
教学重难点
重点：听说认读四会单词：family parents uncle aunt baby brother
难点：理解parents uncle aunt baby brother等词的含义
教学工具
多媒体
教学过程
(一)热身/复习(Warm-up/Revision)
1、播放第二册学生用书上《father mother》的歌曲，让孩子边唱边表演。
2、听一听、做一做
Act like a father/mother/sister…
3、教师出示单词卡片，孩子抢答。
教师在黑板上画出family tree，请孩子把father mother等贴在family tree相应的位置上，大声读一读。
4、教师出示课件(自己的家庭照片)，用This is my…. She/He is. …进行介绍和描述。
孩子把自己的照片放在投影上，尝试用This is my…. She/He is. …进行介绍和描述。
教师在黑板上画father和mother的简笔画，如有条件，教师可利用实物投影仪展示自己和学生的家庭成员照片，并介绍说：This is my father / mother . 引导学生一起描述人物特征，如：He is strong . She has big eyes .等。(注意所画人物图像应具有鲜明的特征)
(二)呈现新课 (Presentation)
1、教师出示课件说：“Do you know this is my family.教师把family这个单词贴在黑板上。family tree的顶端。 I have a big family. How many people in my family? 学生回答。再问：How many people in your family.鼓励孩子回答。 This is my mother. This is my father. They are my parents. 教师带读，学生练词。教师把parents贴在family tree上相应的位置。教师指自己的家庭成员说：“This is my uncle. This is my aunt 。”并把两个单词贴在family tree上，说：“My uncle is my father’s or mother’s brother. My aunt is my father’s or my mother’s sister.”
学生学说单词family , parents , uncle , aunt .
教师利用实物投影或简笔画，展示自己家庭成员。
T: What can you see ?
S: A picture .
T: Right . This is a picture of my family . I have a happy family . How many people can you see ?
S: Six .
T: Yes . My family has six members . What about your family ?
教师鼓励学生说：My family has … members .
T: Look ! Who is she / he ? She / He is my mother / father . They are my parents .可用学过的句子描述所介绍的人物。在呈现uncle , aunt 时，可向学生解释Your uncle is your mother or father’s brother . Your aunt is your mother or your father’s sister .
2、播放配套课件：教师说：“This is Amy’s family. How many people in Amy’s family. Who are they? ”指课件中的单词认读。
3、教师分别出示Amy的家庭成员的照片，让孩子说说单词。
让孩子扮演Amy。其他孩子表演Amy的家庭成员，孩子用“This is my….” 介绍家庭成员。
4、进行Group work的练习，先让一个孩子拿着自己的家庭照片放在投影上，介绍和描述家庭成员。孩子仿照例子在小组中互相介绍。 然后学生到前面介绍。
(三)趣味操练 (Practice)
1、Listen to a song 《Come and see my family 》
2、听一听，画一画
学生相互描述自己的家庭成员，同组同学根据描述画出来。看看描述的是否准确。
(四) 扩展性活动(Add-activities)
边看视频边学唱《Come and see my family 》
课后小结
搞戏剧的人有句行话，叫做“剧本，剧本，一剧之本”，英语教学同样以教材为本，备课开始，就需要反复深入研究文本。基于英语文本少而精的特点，我设计的教学环节主要是在学生掌握重点单词的基础上适当向课外拓展，实现对教材的超越，体现变“教教材”为“用教材教”的课改理念，留给学生更宽更广的空间，教学关注的焦点不仅仅停留在单纯的教材中和课堂上，更关注了学生的现实生活，承认学生是社会人，生活人和发展人。
2020英语教学优秀设计教案4
教学目标
1、能听说认读四会单词：family parents uncle aunt baby brother cousin 。
2、能用英语简单介绍自己的家庭 。
3、了解英语国家中家庭成员之间的称呼习俗 。
教学重难点
听说认读四会单词：family parents uncle aunt baby brother cousin 。能用英语简单介绍自己的家庭 。
教学过程
(一). Warm-up
1.Greetings
T: Hello. How are you?
Ss: I’m fine, thank you. And you?
T: I am fine , too. Thanks. Are you happy today?
Ss: Yes, we are. ,,
2.Sing a song: Finger Father
(二). Presentation
1、出示p p t课件：Look, this is Ding ding’s family . Let’s go and meet her family. 教学family Family is means ：father and mother I love you (渗透情感教育)
2、出示幻灯：(丁丁的全家福) 生依次复习人物名称，顺势引出baby brother. 读法：拆分法、组组读
3、T: Guess. Who are they?
Ss: They’re Ding ding’s father and mother.
T: Yes, they are Ding ding ‘s parents. 教学parents (注意复数形式)
4、出示幻灯教学Ding ding:I have other families .引出 uncle aunt (说明Father’s brother and mother’s brother, we can call uncle. Father’s sister and mother’s sister, we can call aunt.)
出示幻灯T: Is he lovely?
Ss: Yes.
T: He’s Ding ding’s cousin. 教学cousin
5、听读正音
听录音，跟读新单词，要注意模仿录音中的语音、语调。
(三). Practice
1、看图片说单词。教师拿出不同的照片，让学生快速说出称呼，如：aunt
2、炸弹游戏：教师先指出某一个单词为炸弹，然后打乱顺序快速读单词，谁读出炸弹单词就算输。Can you read them?
3、Let’s play games
What’s missing?
4、介绍自己的家庭。
This is my uncle.
He’s tall and strong.
5、Let’s spell Read, listen and circle.
6、Listen and chant.
7、Let’s read
8、判断下列单词读音是否相同，打√或×。
9、找出与例词划线部分读音相同的单词。
(四). Summary 今天我们学习了什么?
(五). Homework
1、Copy the new words four times .
2、Introduce your family members .
2020英语教学优秀设计教案5
教学目标
1.认读B部分Let’s learn、Let’s talk中的单词和句子。
2.理解Let’s do、Let’s chant等部分的内容。
3.句型：Can I have some …, please? Sure. Here you are.
教学重难点
1.句型：Can I have some …, please? Sure. Here you are.
2.单词：Knife, plate, fork, spoon, chopsticks。
教学过程
一、导入新课
复习本单元学过的食品单词
教师出示单词，学生抢答。
Guess:“What’s this?”(教师将手中的卡片背对学生，学生猜)
Pair work: What would you like for…?
学生结对进行问答练习并上台表演。
听一听，做一做
老师说：“Pass/Give me ….”, 学生听口令完成动作。
Let’s do：
Show me the hambuger.
Pass me the French fries.
Cut the bread.
Eat the hot dog.
Smell the chicken.
Make the cake.
老师说：“Pass/Give me ….”, 学生听口令完成动作。
二、学习新课
1.教师将几种食物(soup、beef、noodles)的卡片贴在黑板上，把几样餐具贴在一侧，对学生说：
What time is it now ? It’s 12：00
“It’s time to lunch, I want to eat some beef, how can I eat it ?Can you help me?”学生提示教师使用刀叉，引出单词knife， fork，
(教师将knife fork的单词卡贴beef下)教师带读几遍单词。边做边说：“Use fork.. I can use fork. Cut with the knife, I can cut with the knife. ”鼓励学生一起做一做，说一说。
2.教师说：“Here is some noodles, how can I eat it ?”引出单词chopsticks.
然后教师把读音分解教学。边做边说：“Use chopsticks.. I can use chopsticks. ”鼓励学生一起做、说。
3.教师说：“The soup is delicious. How can I drink it? ”引出单词spoon.
教师带读几遍单词边做边说：“Pass me a spoon. Use spoon. I can use spoon. ”鼓励学生一起做，说。
4.教师指着图中的盘子，说：“This is a plate”带读，学生重复词。Can you wash the plate? Do with me. 学生边说边做。
5.开火车的读词练习。
教师发出口令:Point to the …., 孩子快速指出单词。
6.出示Let’s learn部分图片，问学生：“Where is it? What can you see? Who can you see?”鼓励大部分孩子参与回答。听录音，理解故事。听录音跟读句子。学生分角色，小组表演故事。
Let’s play What’s missing?
7.教师播放Let’s do部分的录音，学生模仿练习。
听一听，做一做，比比哪个小组的同学反应最快。
三、趣味训练
游戏1 猜一猜 Let’s draw
教师在黑板上画一个圆，孩子猜单词，教师继续完成图画，答案是：plate。
教师在黑板上画一更小的圆，学生猜词，教师继续完成图画，答案是：spoon。
教师画一个长方形的小棍，学生猜词，教师继续完成图画，答案是：fork。
……
教师请学生画图，其余学生猜一猜最后的图案单词。
游戏2 卡片搭配游戏
教师出示食物卡片和餐具卡片，根据食用食物应该用到的餐具常识，学生把它们搭配起来。
Let’s find out
学生以小组为单位做游戏。
HOMEWORK：
Listen to the tape and follow it after class.
Good to know。
附：板书设计：
Unit 5 B Let’s learn Let’s do C Good to know
Mum, can I help?
Pass me a plate/give me a fork/use the chopsticks/…
Knife, plate, fork, spoon, chopsticks