本单元是——（下）unit—。主要围绕""这一主题展开各种教学活动，并以这一主题引出xx等语言功能。本单元旨在创造一个轻松，愉快的学习，交流环境，通过听，说，读，写来培养学生综合运用这些知识的能力。并让学生能在"做中学"（learningbydoing），通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。

2、教材的地位和作用：

——年级——单元

讲述的是——的用法，这是初中非常重要的时态之一。学生们能够用现在——来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会现在——的真正含义和用法。要避免混淆几个重点词组的使用。

我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。

3、教材的处理：

根据《英语课程标准》（实验稿）关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是sectiona，第二课时是sectionb，第三课时是selfcheck，第四课时是——，最后一部分是做练习，以学生的自测为主，然后予以校对。

二、学情分析：

我们教学的对象是初二学生（好，中，差等生都有），他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

三、教学目标：

根据以上我对本单元教材内容的分析和新课标的指导，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。

1、语言知识：

本单元要求学生掌握以下词汇——

语言功能：学习和增加阅读技巧和阅读策略。

语言结构：——

2、语言技能：

（1）能用——的各种形式进行准确的描述和表达——经历。

（2）能掌握——时态中几个词组的正确使用。

（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

3、学习策略：

通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用——（时态）来准确地表达所发生过去的经历。

4、情感态度：

通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

5、文化意识：

通过他们描述过去的经历，了解一些西方国家的风土人情。

四、教学的重、难点：

基于上述对教材的分析，我确定本单元的教学重点为——的用法。

教学难点为——含义和用法，能在交际中准确地运用——来描述或表达。

五、教学方法：

教法：情境教学法、语法翻译法、直接法、听说法、交际法、全身反应法

学法：自主、合作、探究

教法分析：

（1）——是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了就用）。

（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

六、教学过程设计

unit9

thefirstperiod（sectiona）

step1warmingup

（"良好的开端是成功的一半"，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。）

t：iliketravelling.ihavebeentodalianandmanybigcities.whataboutyou？

接下来教师让几个学生讲述他们去过的`城市或国家，让其他学生用英语来猜测。（目的是为本节课的现在完成时作好铺垫）

step2presentation

教师出示几张图片，引出现在完成时的结构和用法。

t：haveyoubeentoanaquarium？

yes，ihave。

t：haveyoubeentoawaterpark？

no，ihaven't。

这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

然后叫学生归纳出现在完成时的结构句型。

language goal

in this unit, students learn to talk about jobs.

new language

what do you do? i'm a reporter

what does he do.' he's a student.

what do you want to be? i want to be an actor 。

what does she want to be? she wants to be a police officer

names of jobs and professions

section a

brainstorm with students a list of jobs that friends or relatives do. （"brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.） write the word jobs on the board and list all the jobs students mention.

point to the jobs one by one and ask students to say what ever they can about these jobs. accept single word answers or simple sentences such as, it's fun. it's a good job.

la this activity introduces the key vocabulary.

focus attention on the art. ask students to tell what they see in each scene. ask students to name as many of the jobs shown as they can. then point to a scene, name the job, and ask students to repeat.

point to the numbered list of words. say each one and ask students to repeat.

then ask students to match each word wllfa one of the scenes. say, write the letter of each scene next to one of the ivords. point to the sample answer.

1 b this activity gives students practice in understanding the target language in spoken conversation.

point to the different people shown in the picture.ask various students to tell what they do as you point to each one,

say, now you will hear three conversations. the conversations are about three of the people in this picture.

play the recording the first time. students only listen.

play the recording a second time. this time ask students to write a number 1 next to the person being talked about in conversation 1. have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.

correct the answers.

1 c this activity provides guided oral practice using the target language-

ask a student to read the example conversation with you. hold up the book and point to the doctor in the picture.

say, now work with your partner. make your own conversations about the picture. you can use sentences like the ones in activity 1b.

say a dialogue with a student. point to a picture of one of the people. guide the student to answer using one of the words in activity 1a.

as students work in pairs, move around the room monitoring their work. oner language or pronunciation support as needed.

2a this activity gives students practice in understanding the target language in spoken conversation.

ask students to look at the three pictures. ask different students to tell you what they sec in each picture. what are the people doing? what jobs do they have?

play the recording the first time. students only listen.say, you will hear conversations about the people in these pictures.

play the recording a second time. say, write the number of each conversation below the picture of the person being talked about.

correct the answers.

2b this activity gives students practice in understanding the target language in spoken conversation.

point to the three headings in the chart and read the headings to the class. ask students, what does "wants to be" mean? （it is not the job the person lias now. it is the job the person wants in the future.）

play the recording the first time. students only listen.say, you wiu hear about the people in these pictures. you will hear the job they haw now and the job they want in the future.

play the recording a second time. this time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. point out the sample

2c this activity provides guided oral practice using the target language.

point out the pictures in activity 2a. ask who each person is. （they are susan's brother. anna's mother, and tony's father.）

say, now work with your partner. ask and answer questions about the pictures. ask, "what does he or she do?" then ask, "what does he or she want to be?"

say a dialogue with a student. point to anna's mother and then to the example in the speech balloons. practice the dialogue with a student.

as students work in pairs, move around the room monitoring their work. offer language support as needed.

3a this activity introduces the names for the places where people work, and gives reading practice using the target language.

call attention to the pictures. ask students to read the name for each place. as they name each place, write the word on the board and-ask the class to repeat it.

point out the list of jobs with the numbers next to each. then call attention to the people in the pictures and the speech bubbles. point out the sample answer and have a student read out the speech bubble.

ask students to work alone. say, write the number of each job in the square next to each workplace.

check the answers.

3b this activity provides guided oral practice using the target language.

point out the pictures in activity 3a. ask students to name the workplace shown in each picture.

then point out the conversation in the speech bubbles. ask two students to read it to the class.

say, wow work with a partner. first practice the conversation in the picture. then make new conversations. use jobs and places from activity 3a.

say a dialogue with a student. point to the word waiter in activity 3a and then to the picture of the restaurant. ask a student. where does he work? guide the student to answer using the correct place: he works in a restaurant.then ask. what does he do? and guide the student to answer, he's a waiter.

as students work in pairs, move around the room monitoring their work. offer language support as needed.

4 this activity provides listening and speaking practice using the target language.

call attention to the pictures in the book showing how to play the game. say, you will draw a picture of someone working. other students will ask questions about the kind of job you are drawing. after two questions someone can try to guess the job.

demonstrate by drawing a picture on the board of a stick figure reporter. add details （microphone, notebook,etc.） until students guess what job it is.

ask a student to go to the board. say, draw a picture of a person working. if necessary, help the student add details that show the job the person is doing. he or she can add a bank interior to show that the person is a bank clerk. a student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.

ask two different students to ask questions about the job, and then ask a third student to guess what job it is.

play the game using drawings by several different students.

alternative: if you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. they will need pieces of paper on which to draw their pictures. they will also need pencils.

section b

new language

words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

additional materials to bring to class:

help wanted ads from an english-language newspaper

1 a this activity introduces the key vocabulary.

focus attention on the six pictures. ask, what job does the person have? where does the person ivnrk?

point out the numbered list of words. say each one and ask students to repeat. then use simple explanations and short sample sentences to help students understand what each word means. for example, exciting means very interesting and very fast-moving. a police officer has an exciting job. the job is always changing. something is always happening. for dangerous you might say, dangerous means not safe. you might be hurt or killed in a dangerous job.

then ask students to match each word with one of the pictures. say, write the letter of each picture next to one of the words. point out the sample answer.

check the answers.

1 b this activity provides guided oral practice using the target language.

call attention to the picture in this activity and ask a student to read the statement to the class. then point to the picture of the police officer and say. it's an exciting job. ask the class to repeat. then say, what else can you say about being a police officer? someone may answer, it's a dangerous job. ask the class to repeat each correct answer.

then ask students to work in pairs. suggest that they each point to the pictures of the workers and make statements about them. as students practice, move around the classroom monitoring their work.

1 c this activity provides an opportunity for oral practice.

say, name some of the jobs from this unit. write this list of jobs on the board. say, can you name some other jobs? add any new jobs to the list.

ask some students to make statements about jobs on the list using the words in activity la. you may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.

2a this activity provides listening and writing practice with the target language.

call attention to the two headings and ask a student to read die headings to the class.

point out the blank lines where students will write the name of a job (under the words wants to be)。

play ihe recording the first time. students only listen.

say, now i will play the tape again. this time write the name of a job under the words "wants to be."

2b this activity provides listening and writing practice with the target language,

call attention to the second heading and ask a student to read it to the class. say, this time you will unite why each person wants the job.

play the recording again. students only listen.

then say, now i will play the tape again. this time write the reason the person wants the job under the word "why?"

play the recording. students write their answers.

check the answers.

2c this activity provides open-ended oral practice using the target language.

say, what do you want to be? what words describe each job? help the class make up a list of jobs they might like to do. as students suggest possible jobs, ask the class to suggest words to describe them. use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.

then ask students to work in small groups. they tell each other what they want to do and why. encourage students to use dictionaries if necessary. move from group to group offering assistance as needed.

ask individual students to tell the class about what they want to be and why.

3a this activity provides reading and writing practice using the target language.

call attention to the three newspaper ads and read these ads to the class. say blank each time you come to a blank line.

then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. for example, in the first ad, students may not know that working late means "working at night." to work hard means to use a lot of energy to do the job.

ask students to fill in (he blanks in the ads using the words actor, reporter, and waiter.

check the answers.

3b this activity provides reading and writing practice using the target language.

call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.

ask students to fill in the blanks using words from this section. say,look at the pictures next to each blank line. the pictures will help you guess the correct word.suggest that they look at the names of jobs and the words that describe jobs in the first part of section b.

check the answers,

3c this activity provides writing practice using the target

language.

point out the blank strip of newspaper where students can write their own ads.

ask one or two students, what are you going to write about? repeat each of the students' sentences and ask the class to repeat the sentences after you. for example: do ^om want an interesting but dangerous job? do you want to meet new people? we need a police officer.call the smithtown police station at 555-2323.

ask students to read their ads to a partner. ask the pairs to correct each other's work.

4 this activity provides guided oral practice using the

target language.

ask two students to read the conversation in the speech bubbles. answer any questions students may have about it.

then say, new please work in groups. ask efuestions to find out what jobs each person wrote about. you can use sentences like the ones we just read.

as students ask questions, move from group to group. rephrase any incomplete or incorrect questions.also rephrase any inaccurate answers.

人教版英语八上教案篇2

教学目标：

1、能听说、认读本课所学的常见的动物单词rabbit, monkey, dog, duck, panda, cat 。

2、能用英文介绍这些动物。

3、能听懂一些简单的指示语，并能按照指令模仿动物做出相应的动作。

教学重点：

进一步学习常见的几种动物的单词monkey, dog, duck, panda, cat, rabbit。

教学难点：

panda, cat, rabbit三个单词中的字母a都含有相同的音[? ]，提示学生找共同点，使学生简单了解一些语音知识。

教具准备：

1、教师准备monkey, dog, duck, panda, cat, rabbit的图片和相应的单词卡片。

2、教师准备monkey, dog, duck, panda, cat, rabbit的面具或头饰。

3、教师准备与教材相配套的教学录音带。

4、教师准备let's talk/ a部分对话中人物的面具。

教学过程：

1、热身、复习(warm-up/revision)

（1）oral practice学生口语会话展示。教师可提示学生适时加入新句型：i have a ….

（2）然学生带上面具表演第一课时let's talk/ a部分的对话。

（3）"猜猜看"游戏。

教师用简笔画的方法在黑板上画某种动物身体的某个部位，边画边问：what is it?如：教师在黑板上画猴子的头、耳朵后问：what is it?学生随意想象，猜图说：a panda? a monkey? …教师再继续画一两笔，让学生接着猜，并以小组为单位讨论，最后由一名学生代表说出一个答案。教师将图画完，带领学生一起说：look! it's a …猜对的小组赢得一分。

2、呈现新课(presentation)

（1）继续调动学生学习兴趣，接着刚才的游戏猜谜。教师将所学的动物单词monkey, dog, duck, panda, cat, rabbit的图片提前贴在一块小黑板上，或提前贴在教室的黑板上，并在每幅动物图案上用纸张或其它物品遮盖好，只露动物的尾巴，让学生猜猜看what is it?，导入单词的学习。

（2）学生根据动物的尾巴猜谜，并七嘴八舌的讨论。

（3）教师将遮盖物取下，学生自然的发出感叹wow! great!随后教师请学生读单词。（学生在第一课时已经初步学习了单词）此时教师不要急于纠正学生发音，而让学生相互说说、评评，让学生间相互纠正单词的发音。

（4）教师出示单词卡片，请学生将单词读出后将卡片贴在黑板上，并要求贴在相对应的图片底下。使单词的音、形、译三者相结合。

（5）教师请五名"小老师"到讲台前带读单词，既是对能力强学生的表彰也是多方面调动学习兴趣的体现。让每名"小老师"带读一个单词。

（6）打开书41页，全体学生听录音跟读单词。要求每读一个单词，手指一个单词。跟读单词时力求模仿录音中的语音语调。

（7）将学生分为六个小组，让能力强的学生或自愿申报担任组长工作，带领小组组员继续学习单词，巩固认读情况monkey, dog, duck, panda, cat, rabbit 。小组活动时应有评比，评比各组活动情况，如：学习氛围，小组纪律状况，有无大声喊叫现象，有无打闹现象等。教师还可为各小组命名，组名为新单词内容monkey, dog, duck, panda, cat, rabbit 。

（8）小组反馈。让小组组员齐读单词，也可每人读一个单词，检查单词掌握情况。教师可继续评比，方法为：读对一个单词加一分。

（9）总结小组分数。

3、趣味操练(practice)

（1）游戏：小组对抗赛

a.按六个小组monkey, dog, duck, panda, cat, rabbit开展对抗比赛，各小组挑选一名组员上讲台前抽取单词卡片，大声认读，本组的其他组员快速做出此种动物的动作或模仿声音，正确的加分。以此类推，直到六个小组都轮流过一次。

b.各小组间自由挑选组员，按自己的意愿说本课单词，但只张嘴不出声音，要求对方猜出单词是什么。例：monkey小组挑选dog小组的一名组员并不出声音的说单词panda，dog小组的组员要按照口形猜出单词，猜对的加分。以此类推，各组间自由考察，相互提问。

c. 总结各小组分数，为第一名小组发奖。

（2）let's do

a.教师播放let's do部分的录音，学生边听边说边做此部分的活动。做动作时可加上动物的叫声。

b.教师使用let's do部分的动作图卡，让学生看图说图卡上画的是什么动物做的动作。

c.学生再次听录音，能力强的学生说出指令内容，同时请几个学生上台前表演动作。

（3）游戏：

教师将monkey, dog, duck, panda, cat, rabbit的面具或头饰拿出，选六名学生到讲台前，请他们紧闭双眼，教师给它们戴上面具后学生睁开双眼。底下的学生直呼其中一人的名字，并用动作告诉她/他面具是什么动物，由带面具的学生猜，猜对为胜，直到六名学生都知道自己的面具是什么动物。根据时间决定游戏次数。

4、课堂评价 (assessment)

做活动手册本单元第2部分的练习，方法和步骤同以前。

5、扩展性活动(add-activities)

游戏1：

i'm lucky today!

教师将学生带到室外，按学生人数分成大组，每组约10人，围成大圈坐在地下。给每组学生一套面具monkey, dog, duck, panda, cat, rabbit，让一名学生手拿面具，随音乐走动，当音乐停止时将其中一个面具放在一名同学身后，大家一起喊：1 2 3 (one, two, three)，谁的身后有面具谁就是"幸运星"，"幸运星"要戴上面具大声说：i'm lucky! look! i have a … 。音乐再次响起，游戏继续进行。

游戏2：

教师将面具发给学生，让学生戴上面具，扮演小动物参加运动会入场式。底下的同学要一同介绍参加入场式的成员this is panda. this is cat. this is duck. …

教后反思：panda,cat,rabbit三个单词都有/a/音，可进行归纳。听了艳艳老师的课后，可借鉴的好点子有：

1.monkey king, i like …

2.hello, i’m a cat.表演，可以将以前学过的语言运用起来，可以滚雪球的方式越滚越大。

人教版英语八上教案篇3

?过程】

一、热身/ 复习

日常口语会话。

游戏:猜猜他是谁。教师叙述,学生猜,如果学生程度较高,也可以由学生来叙述。

eg: there is a boy. he has short hair, small nose… who is he?

学生用he is … 或 his name is…回答。

说说自己:介绍一下自己的情况,复习第四单元内容,同时为新课做准备。

二、呈现新课(presentation)

教师展示图片 ( 小猫和小鸟 )

教师问:who is she? who is he? what are their names?

do you know how to spell their names?

教师播放腾图教育资源中的配套课件。

回答刚才教师的提问。

模仿课文对话。教师播放声音,学生跟读。

两人一小组,练习对话。

请几组到前面来表演。

学习单词:教师读词,由学生试着拼字母。

教师带读单词。

学生做拼读练习。

游戏:看看哪组写的快:发给每组一张小纸条,从排头开始写:can you spell yourname?这句话,然后向后传,看哪组写得快,哪组写得好。

三、趣味操练(practice)

给课件配音:教师播放课件,但关掉声音,由学生来配音。

自编小对话:学生自愿结合,编写小对话。

请几组到前面来表演。

师生共同给予评价。

看图练习:教师或学生做示范:i have a bird. its name is [′pcli ]. [ ka:l] [′mimi] [reuz][sam] [keit] can you spell its name?

让几个同学模仿。( 第51页练习 )

待学生明白教师的要求后,学生在小组中练习。

拼读音标词,拼出相应的字母。

替换操练。

小组竟赛:每组出一位同学,为下一组点一幅图,点一位同学。如果这个同学说得很好,就为组里加一分,否则不加分。最后看哪组分高,哪组胜。

its 和 it’s 的辨析。教师提问:你们知道“its”是什么意思吗?

那么“it’s”呢?

这两个词一样吗? (同时板书这两个单词)

学生可以讨论。

请同学汇报讨论结果。

教师总结。

请同学试着用这两个词造句,检查一下学生是否理解了。

四、扩展活动(add-activities)

介绍我的好朋友:学生根据平时的了解,和热身时同学的自我介绍,来描述自己的好朋友,但不要说出他的名字。请同学猜一猜他是谁?

拼一拼,写一写:根据音标词写出下列单词:教师给出下面单词的音标,请同学来写词:

can spell we wash hurry sorry weather water sun read do pass give very muchbig clock today monday day week many fourteen

五、板书设计: lesson 25 mimi and polly

can you spell your name?

it’s its

a dog.

name is panpan.

人教版英语八上教案篇4

一、教材分析

本学期的主要内容为pep小学英语六年级下册，共有4个教学单元、2个复习单元。每单元分“a、b、c”三个部分，共12页，复习单元为6页。全书配有彩色卡通式插图，设计新颖活泼，生动有趣。本教材的设计与编写体现了对传统外语教学思想的继承和发展，在比较、分析和研究多种国内外小学英语教材的基础上，博采众长，取其精华，形成了本套教材特有的编写体系。本套教材的编写思路是以话题为纲，以交际功能和语言结构为主线，逐步引导学生运用英语完成有实际意义的语言任务，即：话题-功能-结构-任务。根据学生的实际情况，教师可以有选择地、灵活地安排教学内容，有针对性地设计课堂教学活动。

二、学生分析

六年级的学生对英语学习兴趣整体有所下降，两极分化比较严重。所以本学期应做好后进生的转化工作。教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。

三、教学目标

1、能按四会、三会的要求掌握所学单词。

2、能按四会要求掌握所学句型。

3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。

4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。

5、进一步养成良好的书写习惯。

6、进一步养成听英语、读英语和说英语的良好习惯。

7、能运用相关的语言知识和技能，完成某项任务。

四、主要教学措施

1、以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。

2、通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练和练习。

3、培养学生拼读音标的能力，确保学生自主学习的质量。

4、设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。

5、对优秀学生尽量的多提高自身素质，多看英语读物，多落知识点。对差生则多利用课堂，课外的`时间抓基础知识，纠正个别同学的发音。努力提高学生学习英语的积极性。争取全班统一进步。

五、教学进度安排

由于本学年教学时间相对较短，所以教学时间显得十分紧张，因此对本学年的教学作如下安排：

教材共四个单元。每单元8课，其中6节新授课，新授课部分两周完成，复习单元一周完成，计三周一个单元。书本知识共32课，不排除因为课文难，学生接受较慢而增加课时。教学中还穿插各种形式的小测验，丰富多彩的英语活动，还有数次作业、考试的评析，同时由于放假、学生差异、教学容量、教师进修、考试等其他客观因素的影响，我将按实际需要对课时进行适当调整，力求达到效果。

总而言之，这半年是六年级学习小学英语的最后半年，本学期英语教学的目的就在于要使学生爱学、乐学、善学。为中学的英语学习打下基础，同时教师充分利用“情景教学”这一重要方法扩展教学形式，培养、维持和发展学生学习英语的兴趣，提高英语教学的效果。

人教版英语八上教案篇5

教学目的和要求：

１、能听懂晦朔本课的会话。

２、能听说读写单词 pencil， pencil—box。

３、能正确读出字母“o”在开音节中的读音和闭音节中的读音。

教学重点：

能听懂晦朔本课的会话。

教学难点：

能正确读出字母“o”在开音节中的读音和闭音节中的读音。

教学步骤：

第一课时

一、复习

１、组织学生唱一首学过的歌曲。

２、检查第3课的会话和四会掌握的单词。

３、请一对学生表演第三课对话。

二、介绍新语言项目与教学方法

a．词汇教学

本课四会掌握的单词有pencil和pencil—box。pencil一词时生词，教法如下：

１、教师出示一支钢笔，问学生：what’s this in english ？学生回答：it’s a pen。教师再出示一支铅笔，问学生：what’s this in english？若学生不能说出，教师给予回答：it’s a pencil 。让学生跟教师重复pencil，a pencil，it’s a pencil 然后把pencil写在黑板上。

２、让学生口拼pencil一词，边口拼边书空。然后在练习册上摹写。

３、教师出示一个新的铅笔盒，问学生：what’s this in english？学生回答后，教师说：yes， it’s a pencil—box。 it’s a new pencil—box。把new一词说得口气重些。

４、教师带读it’s a new pencil—box。数遍。

５、让学生口拼pencil—box一词，并边口拼边书空，然后在练习册上摹写。

b．会话教学。

１、教师拿出一支新的钢笔，对学生说 i have a new pen。并把这句话写在黑板上，让学生朗读。然后教师把“pen”一词擦掉，让学生用这一句型完成句子，i have a new ……，启发学生使用学过的词如：book， bag， ruler等词，当学生说：i have a new pencil—box时，教师走过去

说：oh， good 。may i have a look？

２、让学生跟教师重复： may i have a look？和 oh， good。 may i have a look？

３、教师和一个学生进行对话。教师拿出新铅笔盒，对学生说i have a new pencil—box。启发学生和教师对话：oh， good 。may i have a look？这时教师说：certainly。 here you are。

４、同桌两人练习会话，要求学生做会话表演。

５、学生与教师会话，找一个学习好的学生和教师一起进行会话表演。

６、让学生跟教师重复 may i use it？和sure。让学生同桌两人利用文具等实物练习以上的对话。

７、听课文会话录音。

第二课时

c．语音教学

１、教学准备：把本课中read and listen部分的单词按课本上的形式做成两列火车图片。

２、教师将一列火车贴在黑板上，同时对学生说：try to read the words yourselves。

３、找2—3个学生朗读单词后，全班学生齐读。启发学生总结字母“o”的发音。