教案的编写需要教师具备良好的教学反思能力，教案的编写过程可以促使教师深入思考教学方法和策略，提高教学质量，以下是会述职范文小编精心为您推荐的unit1教案7篇，供大家参考。
unit1教案篇1
教学目标：
1. 能掌握节日单词 children’s day、christmas、mid-autumn festival、dragon boat festival和spring festival。
2. 能通过课前的信息搜集，课上的团队合作以及课后的自学，掌握以下节日
new year’s day、halloween、 may day、 national day 。
3. 能掌握四会句型
when’s…?it’s in…what do people usually do at/on…?they…
4. 学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。
重点难点：
1.能掌握所学节日的正确读音。
2.能熟练掌握四会句型，并能灵活进行替换训练，从而进一步来巩固一般过去时的知识。
教具准备：
多媒体课件 实物
教学过程：
step1: warming-up
1.greetings.
2.free talk.
what day is it ? what date is it today?
what do you usually do at the weekends?
(设计意图： 在上课开始，与学生亲切自然地相互问候，使学生快速进入英语学习的氛围，同时为下一步教学做铺垫。)
step2: presentation:
1. t：(教师手拿日历)what date is it?
s: it’s the first of october.
t: what holiday is on the first of october.
s: it’s national day.
t：你们还记得其他的节日吗?
ss：children’s day, teacher’s day, christmas, national day, halloween---
揭示主题： holidays
magic eyes
快速闪现学生知道的单词，学生根据图片说出相应的节日。
2. 教学 spring festival
(1)。(look at the screen)there is a duck, a cake and some fruit. oh, they are very delicious.(扮演出正在吃美味食物的样子)here“delicious”means“nice”。 (teach:delicious ←de-li-cious)
t: we can eat delicious food at spring festival.
teach: spring festival 春节
(2)。let’s read
it is a popular holiday in china. it is in january or february. people eat a lot of delicious food. they usually visit their relatives and friends.
relative means your parents,uncle,aunt,cousin,grandparents and so on.
it means…?
ss:(引导学生说出答案)it means亲戚!
t：(teach: relative ←re-la-tive)
(3)。 教学what do people usually do at spring festival?
t: what do people usually do at spring festival?
read: people 人，人们
practice: what do people usually do at spring festival?
they usually---
did you --- last spring festival?
yes, i did. no, i didn’t.
3. 教学 mid-autumn festival & dragon boat festival.
and there are some chinese traditional(传统的) festivals in china,too. we have spring festival, mid-autumn festival and dragon boat festival.
t:(show the picture of mid-autumn festival)
can you guess what fesitval it is from this picture?
ss:中秋节。
t：yes,it’s mid-autumn festival.(teach: mid-autumn festival.)
when’s spring festival?
s:it’s on the 15th of august.
t:no,it’s in september or october. (日历展示)
what do people usually do at mid-autumn festival?if you can’t say in english,you can say it in chinese.(在用英语无法表达时，允许学生用中文来补充。)
s: 吃月饼，赏月。
t：yes. they usually eat moon cake and watch the moon.
t: did you eat moon cake and watch the moon last mid-autumn festival?
ss: yes,i do.
t: i think you should say:yes,i did.
( dragon boat festival教法同上。)
4. 教学christmas
(1)guessing game
问： what holiday is it ?
(2) 教师让学生说他们所知道的关于圣诞节的知识，如圣诞老人，圣诞礼物，圣诞食 品及圣诞活动，不限定学生全部用英语表达。
t: christmas is coming. do you know anything about christmas ,e.g. presents and food?
(设计意图： 用提问的方式引出即将学习的活动，并通过讨论让学生了解有关圣诞节的文化意识。)
(3) 教师用课件创设情景： christmas tree, santa claus, new clothes, stars, give presents to each other, play with friends..
the christmas is coming. please look at these pictures and talk about the following questions.
when’s christmas?
do you like christmas? why?
what do you usually do at christmas?
(4) 学生4人一组看图片，并根据问题讨论圣诞节。
(5) 小组汇报他们讨论的情况，并通过投影呈现： 例如christmas is on the 25th of december. we like christmas because it’s interesting. there are many christmas trees and we can see them everywhere. we can also buy new clothes and give presents to each other.
(设计意图：这个活动对学生来说具有一定的挑战性，但六年级学生已基本能把老师提供的信息组合成一句话，甚至能连成一段话。通过这样的活动可以让学生把所学的知识运用于实际，使不同程度的学生都有成就感，增强自信心。)
5. the usage of “at” and “on”
t: look at the phrases carefully and find the rule by yourselves.
小组讨论 “on” 和“at”的区别
at halloween at spring festival at dragon boat festival
on new year’s day on may day on children’s day
s: we use “on” before “day”。
t：well done!
step4.practice
1.(show two pictures about part c)
t:can you use the sentences on the blackboard to make up dialogues in pairs?
t：when’s spring festival?
s:it’s in january or february.
t: what do people usually do at spring festival?
s:they eat lots of delicious food.
t:did you eat lots of delicious food last spring festival?
s:yes,i did.(picture1 t-s;picture2 s-s)
2.show time:
___________is on ______________.
children usually______________________.
did you ____________last______________?
step5: homework
1. 仿照partc编写含有以下节日的句型：new year’s day、may day、
national day
2. introduce the foreign festivals to your parents.
板书设计：
unit6 holidays
a: when’s --- ?
b: it’s in ---.
a: what do people usually do at spring festival?
b: they usually---
a: did you --- last spring festival?
b: yes, i did. no, i didn’t.
unit1教案篇2
welcome to the unit
teaching aims and demands:
new words：ability , superdog , fly , careful , collect elderly
teaching methods: task-based approach
teaching task: 1 to revise vocabulary about helping people in the community
2 to generate ideas about ways to care for and help others
teaching aids: tape recorder
teaching procedures:
一. warm-up
talk to students about superman . guide students to understand the meanings of “can” and “can’t” .
二 main task
1 ask for suggestions of some typical ways students help you , the school , the community and others . write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .
2 ask students to look at the pictures on page73 . explain the context . check understanding of the words “ planting , clean up , elderly “ . then ask students to read descriptions a-f and de the task .
3 check answers with the class .
4 ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .
5 do a class survey . then fill in the following form .
activities always usually often sometimes never
helping old men
planting trees
三 exercises :
练习一welcome to the unit
一、词汇
1 thank you for （bring） me presents and cards .
2 he is a (细心的)boy .
3 i saw a lot of smoke (come) from next door .
4 i poured some water over my jacket . that’s what i did for my (safe).
5 fire can be very (danger) .
6 it is important to be (care) with fire .
7 children should not play with (match) .
二、翻译句子
1 我们可以为希望工程捐款。
we can for .
2 她是一位细心的学生，课堂上她总能认真听讲。
she is a student . she always to the teachers .
3 少先队员们为老人们一周两次打扫房间。
the young pioneers the rooms for twice a week .
4 七年级一班的学生将去河边植树。
the students of class1grade 7 near the river .
5 李平经常帮助老人。
li ping often .
6 他经常在车上让座。
he often someone on the bus .
7 他正在为希望工程筹集东西。
he is project hope .
8 你们这星期五去老年公寓吗？
are you this friday ?
7b牛津英语unit5教案 reading a brave girl
reading a brave girl
teaching aims and demands:
new words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,
teaching methods: task-based approach
teaching task: 1 to introduce and expand vocabulary to describe dangerous situations
2 to guess general meaning from picture , key words and context
3 to identify names of specific places and actions
4 to skim the text for overall meaning and scan for detail
teaching aids: tape recorder
teaching procedures:
一. warm-up
talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .
二 main task
parta
1 review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .
2 encourage students to draw on their own knowledge about such incidents . have they heard about similar incidents ? what happened ? ask :
1 who had the accident ?
2 who helped in the emergency ?
3 how did it end ?
3 listening the text and repeat after the tape , then tell the you the name of the hero in the text .
4 ask six students to read one paragraph each . then ask at least “yes /no” about the article to check understanding
1 did wang fang go out on 10th may ?
2 was there a fire in the kitchen ?
3 was there a lot of smoke ?
4 did wang fang run out of the building ?
5 did the fire burn wang fang ?
6 did she stay in hospital for two months ?
5 read the text carefully again then answer the following questions :
1 what happened on 10th may ?
2 who saved mr sun ?
3 why could mr sun not get out of the kitchen ?
4 how did wang fang put out the fire ?
5 why was wang fang in hospital ?
6 explain the useful expressions in the the text
① help her neighbour out of a fire / danger
eg yesterday jim helped a little girl out of danger .
② alone = by oneself
my parents were out just now. i am alone / by myself now .
peter can do his homework alone / by himself .
③ hear someone shouting
see / watch / find / hear sb do sth ( doing sth )
eg i often see them play football on the playground .
the teacher found them talking happily when she came into the classroom .
④ 79-year-old
eg. mr sun is a 79-year-old man . = mr sun is 79 years old .
⑤ be in hospital
my friend was ill yesterday , so she is in hospital now .
⑥ it’s important / good / + 形容词 for sb to do sth .
eg. it’s good to give someone a seat on a bus .
partb
1 ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .
2 according to the text , use the correct words in the box to complete the conversation between wang fang and the interviewer .
3 ask students to read the conversation in pairs . then invite two or three pairs to present it to the class .
partc&d
1 read the text for this task and make sure that students understand it .
2 ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .
3 ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .
4 read the instructions to the class and ask students to find the correct picture on their own . check answers as a class .
5 ask them to think of any other safety advice .
eg . don’t play on the street .
cross the street at the zebra crossing .
三 exercise
一、词汇
1 that man （quick） ran away .
2 don’t (抽烟) here , please .
3 jack fell (跌倒) off the ladder and (hurt) himself .
4 we should (study) hard .
5 it’s important (learn) english well .
6 we went to visit uncle wang and (bring) some flowers to him .
7 the fire (burn) the house .
8 he can (swim) very well .
9 suddenly i heard someone (shout) to the next room .
10 the firemen rushed into the house (救) that little baby .
二、用适当的单词填空
1 that old man was ill hospital .
2 it’s important to be careful fire .
3 mr li put the fire a blanket .
4 don’t pour water her jacket .
5 i heard a strange noise next door .
6 mr fang lives next to my room . he’s my good .
7 we often cook meals in the .
8 we should be when we cross the road .
9 how the girl is ! she saved an old man from the water .
10 that girl is to go out at night . so she often stays at home and watches tv .
三、根据课文完成短文
mr sun is wang fang’s . he is years old . he
lives . one day , wang fang him “ fire , fire !” so she
out and mr sun’s house was on . mr sun his leg , he
can’t get out . what can she do ?
quickly , she back , water over her jacket , then into
the fire . she was . she helped mr sun out .
after this , wang fang often says :”fire can be very . it’s to
be with fire . “
五、翻译句子
1 玩火是危险的。
it’s fire .
2 她有一个8 岁的女儿。
she has daughter .
3 今晚我一个人在家。
i at home tonight .
4 在五月十日， 那男人从或里救出一个小女孩。
, that man a girl a fire .
5 我们应该互相帮助。
we .
6 那场火烧毁了屋子里的一切。
the fire in the house .
7 他迅速跑回公寓去取钥匙。
he quickly his flat the key .
（b）
8 他正在写一篇1500字的故事。
he is .
9 我哥哥今天不能来上学因为他的腿受伤了。
my brother because .
10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。
the mouse cut the rope and helped the lion .
11 孙太太住院多长时间了？
was mrs sun ?
12 我们应该互相学习， 互相帮助。
we should .
13 学好英语是非常有用的。
it’s to .
7b牛津英语unit5教案 vocabulary
vocabulary
teaching aims and demands:
new words：grateful , quick , slow , rude , recommend , award , super , sportswoman
teaching methods: task-based approach
teaching task: 1 to develop an understanding of the use of adjectives in different context
2 to use suitable adjectives to describe people’s behavior and character
teaching aids: tape recorder
teaching procedures:
1 make sure that students understand the concept of opposites , give some similar examples . eg . hot /cold , fast / slow , big / small
2 explain the concept of prefixes and suffixes .tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . when we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . when we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .
3 ask students to look at the words in the left column of part a and do the task on their own .
4 have one student read out a word from the left column and another student give the opposite word from the right column. write the correct answers on the board .
5 explain the context of part b . you may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .
6 ask students to read two reports on their own first . ask them to try to make sense of what is being said in the reports .
7 then students read the first report again and use the mixed-up letters to help them make a suitable adjective .
8 follow the same procedure for the second report . ask students to read out the report one sentence at a time . write the missing words on the board .
9 ask students to write a report about one of the classmates using one of the reports in part b on page 77 as a model . encourage them to use as many adjectives as possible .
7b牛津英语unit5教案 grammar
grammar
teaching aims and demands:
teaching methods: task-based approach
teaching task: 1 to recognize and understand how to use “can” and “could” to express ability in the present and past .
2 to recognize and understand how to use “can” and “could” to talk about possibility in the present and past .
3 to recognize degrees of possibilities when u8sing “may and “might”
teaching aids: tape recorder
teaching procedures:
1 revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ talk to students about summer camps in general and the type of activities offered /. elicit as much real information from students as possible .
2 students have already learned the use of “can” and “may” in making requests(book7a , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .
3 ask students to identify activities that they can do well . write students’ statements on the board . first write “ i can “ on the board .
4 ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects
5 go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . we use “can” to say that we are able to do something . we use “could” to say that we were able to do something in the past .
6 ask students to work out the rule on their own . then they check with a partner and confirm that their answer is correct with the whole class .
7 ask students to check the information table in part1 about the beijing sunshine secondary school students’ abilities . reinforce the use of “could/ could not” for the past and “can / can not” for the present . then they complete the sentences on their own .
8 check students’ understanding of the grammar tables on page79 . then explain the negative and question forms using “can /could” in part2 .ask them to work out the correct information by referring back to the table on page78 .
9 students do part a2 first on their own and then check their completed sentences with a partner , then ask students to read the conversation in pairs .
10 check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.
part b
1 tell students that they are now able to talk about their present and past abilities using “can/could” . introduce the idea that we also use “can/could” to express possibilities .
2 ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .
3 explain to students the concept of possibility . we use “can” to say that something is possible . we use “could” to something was possible . however, we are not talking about the chances that something will happen . provide examples using students’ own experience :
school finishes at 4 p.m. the bus leaves at 4:10p.m. we can take the bus home .
it will be warm tomorrow so we can wear short sleeves .
4 ask them to do partb1 in pairs , for less able students , allow them refer to the table on the top of page 80 .
5 check the answer as a class . pay special attention to any common mistakes and clarify them . choose five students to read aloud .
part c
1 introduce the idea that we also use “may” and “might” to express possibilities . students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . tell them that “might” is the past tense form of “may” .however , we also use “might” to talk about possibility .
2 explain the context by talking to students about the class 1 grade 7 students’ summer camp and what the students may / may not or might / might not de there .talk students through some examples using questions about everyday events at your school .
3 ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .
4 have more able students provide other sentences to illustrate “may” and “might” .encourage them to think of their own examples to express degrees of possibilities .
5 explain the context of part c . ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ i’m sure” and “highly possible” . these words will determine the use of specific modal verbs .
6 then ask students to complete sentences 1-4 at the bottom of the page . check the answer as a class activity . clarify any possible problems .
unit1教案篇3
教学目标：
1.知识目标：能四会单词need,any,or;理解any，some的用法;能灵活使用句子we need some ping-pong balls. do you have any balls? do you like this t-shirt or that t-shirt? i like this one. do you like these runners or those runners? i want these runners.
2.能力目标：能利用所学的词汇和句子到商店买东西，提高综合语言运用能力,解决实际生活中的问题。
3.情感目标：让学生学会独立买东西，学会看价钱和计算价格。
教学重、难点：要求四会的单词和要求掌握的句式。
教具、学具准备：
1. 单词卡片,运动服装,乒乓球,纸币，课后习题卡(每人一张)。
2. 录音机或课件。
教学过程：
class opening and review
1. 分给学生不同的球，让学生自己说出i like to play ____. my favourite sport is ____./ i like ____ best.
2. t: what’s this/that?
s: it’s a t-shirt?
t: do you like this t-shirt or that t-shirt?
s: i like this one.
t: what are these/those?
s: they are runners.
t: do you like these runners or those runners?
s: i like/want these runners.
(设计意图：利用已有知识引出新知识，减小教学的难度，or在以前的教学中已多次用到，学生都已掌握，不必再多费时间，加深学生对this，that， these，those用法的印象为下面的学习做铺垫。)
new concepts
1. if i want to play ping-pong，we need some ping-pong balls.say “need”,please.让学生利用 need 造句。
2. do you have any balls? say “any”,please.讲清some和any的用法，都跟可数名词的复数或不可数名词，如：some/any shorts;some/any soup;some用在肯定句中，any用在否定和问句中，举例说明。
3. 完成课后习题。
4. 听录音两至三遍。同时讲解美元和元的区别。如：one dollar，two dollars;one yuan，two yuan.练习一下如何问多少钱how much is it? how much are they?
5. 布置商店的环境，让学生根据课文编短剧，三、四人一组。
6. 汇报演出。
(设计意图：本课是对话形式的课文教学，主要是环境的设置，要让学生在实际的生活环境中学习本文，首先要解决课文中的重难点，也就是新单词和一些主要句式，理清脉络。突破了重难点，理清了脉络，学生在表演对话时就没有很大的困难了。)
class clossing
activity book
homework
亲自到体育用品商店买一次东西并运用所学语言。
板书设计：
lesson2. at the sports store
we need some ping-pong balls.
do you have any balls?
课后习题：
一. 改错：
these book this runners some ball
those pencil that t-shirts any soups
二. 选词填空：
1. do you like ______t-shirt or ______t-shirt?
2. do you like ______shorts or ______shorts?
3. we need ______ ping-pong balls. do you have ______ balls?
(any, some, these, those, this, that)
unit1教案篇4
英语牛津教材2b-unit5教案课 题：? unit 5 wash with water第 1教时课 型：新授教学目标1.????? using imperatives to give simple instructions e.g. turn on the tap, may.教 学 重点、难 点、关 键to teach the phrases: turn on? turn off课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:活跃课堂气氛。?sing a songstep-tworevision??????? 1、listen and act为新课作准备。?1)???? wash your face.2)???? open your books.3)???? close your books.4)???? eat a cake….step-threepresentation??????? 1、turn on the tap让学生看动作理解意思，培养用英语思维的习惯。?1)???? mime the action of turning on a tap and sayturn on the tap.2)???? repeat several times3)???? say it after me: tap----turn on the tap.4)???? t: we also can say’ turn on the light.’?????? 2、wash your towel.?????????? ??????????????? 1)???? show the class a towel.t: this is a towel.2)???? say it after me: towel3)???? pretend to wash the towel and ask:what can i do?elicit: you can wash your towel.4) say it after me: wash your towel.先学习单词，再让学生说出句子，发挥学生的主动性。????? 3turn off the tap.?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?1)???? mime the action of turning off the tap and sayturn off the tap.2)???? say it after me: turn off the tap.3)???? mime the action of turning off the light and askwhat can i do?elicit: turn off the light.?step-fouractivities??? 1.open the books. point to the correct picture when the teacher call out the instructions randomly.熟悉课本? 2.pair work扩大操练面?one students give the instruction while the other does the action.?????? 3、look at the actions ad have the students call out the correct instructions.?4、play the game: ‘simon says’提高学习兴趣，巩固所学内容。?turn on/off the tap/light/tv…wash your towel/hands/face…step-fivehomework assignment?1、?listen to the tape and read the sentences.?板书设计?? turn on the tap.? wash your towel.? turn off the tap.教学具准备1、??????????? cassette 2b and a cassette player.课后小结?????????????课 题： unit 5 wash with water第 2教时课 型：新授教学目标1.????? using the simple present tense to describe habitual actionse.g. i brush my teeth with water.2.????? use prepositional phrases to describe of watere.g. i wash my hands with water.教 学 重点、难 点、关 键i _______ with water.课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:活跃课堂气氛?sing a songstep-tworevision??????? 1、daily talk:培养听说能力?1)???? how are you?2)???? what do you like to do?3)???? how do you go to school?4)???? do you like…? …?????? 2、listen and act??turn on the tap.? …step-threepresentation??????? 1、i wash my hands with water.?先学习单词，再学习句子，并能对所学句子进行替换。?1)???? show a dirty hand and say the word: dirty2)???? say it after me: dirty3)???? say some sentences about dirtye.g. the towel is dirty.4)???? t: my hands are dirty. i wash my hands with water.5)???? say it after me6)???? t: my towel/face/socks is/are dirty.elicit: i wash my towel/face/socks with water.?????? 2、i wash my teeth with water.??1)???? mime the action for’ brush my teeth’ and saybrush my teeth?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?2)???? say it after me: brush my teeth3)???? t: my teeth are dirty. elicit: i brush my teeth with water.先学词组后学句子3、open the books. listen to the tape and repeat.培养正确语音语调?????? 4、look at the pictures and say the sentences.?5、read the sentences.强化句子的认读?1)???? i wash my hands with water.2)???? i brush my teeth with water.3)???? i wash spotty with water.?step-fouractivities????????? 1do a match提高兴趣，使学生在竞赛中巩固知识?say some sentences: i …… with water.who says more, who will be win.step-fivehomework assignment?1、?listen to the tape and read.?板书设计??????????????????????????????? ?? i wash my hands ?? i brush my teeth??? with water.?? i wash spotty 教学具准备1、??????????? cassette 2b and a cassette player.课后小结???????????????课 题： unit 5 wash with water第 3教时课 型：新授教学目标1.????? to teach the new words: water dirty wash towel soap toothbrush toothpaste2.????? to teach the names and sounds of the letters: vv ww教 学 重点、难 点、关 键pronounce the words and letters correctly.课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:活跃课堂气氛?sing a songstep-tworevision????? 1、daily talk:培养听说能力?1)???? good morning!2)???? what’s this?3)???? what colour is it?…???? 2、listen and act??1)???? stand up, please.2)???? wave your hands.3)???? touch your toes.4)???? wash your face. …3、look and say the sentences?i… with water.?step-threepresentation???? 1、soap? toothbrush? toothpaste 先突破单词，为后面教学作准备?1)???? bring a soap to show the class and say: soap2)???? say it after me3)???? say some sentences about soap4)???? to teach toothbrush, toothpaste like this.?????? 2、look and say?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?put up the picture cards for water, dirty, wash, towel, toothbrush, toothpaste and invite students to say the words.进一步操练单词3、say the sentence以单词带出句子，培养学生的说话能力?put the three picture cards in a line and say one sentence.e.g. my face is dirty. i wash my face with water.????? 4、read the words在看图说单词的基础上，让学生能认读单词?1)???? put the word card “water” below the pictureread: water2)???? read after me3)???? read other words like this.5、open the books. listen to the tape and repeat the words.?6.letters: vv? ww??1)???? show the word card for ‘van’ and say:van begins with the sound ‘v’.2)???? say it after me: v…van3)???? show the alphabet cards ‘v’ and ‘v’ and read after me4)???? do the same with ‘ww’以旧单词引出字母vstep-fouractivities??play games1)???? match the pictures and words2)???? quick response提高兴趣，巩固知识step-fivehomework assignment?1、listen to the tape and read the words.?教学具准备1、??????????? cassette 2b and a cassette player.2、??????????? picture cards and word cards.课后小结???????????????课 题： unit 5 wash with water第 4教时课 型：新授教学目标1、??????????? using imperatives to give simple instructionse.g. wash your face.教 学 重点、难 点、关 键using imperatives correctly课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:调整学习状态。?sing a songstep-tworevision??????? 1、daily talk:培养听说能力。?1)???? how are you?2)???? what can you see?3)???? how do you go to the park?…?????? 2、read the words: water dirty…对单词强调复习。3、read the letters: aa----wwstep-threepresentation??????? 1、hold up the picture and say: there is a command for the picture. who can say?elicit: wash your face.过渡到新授。发挥学生主动性。?????? 2、hold up the phrase card and read it out.wash your face.强调句子认读。?????? 3.to teach the other pictures like this.??????? 4point to each picture and ask the students to mime the action.??????? 5open the books. play the cassette. listen, look and point to the correct picture.模仿正确的语音语调。?????? 6listen again and repeat.??????? 7select a student to mime an action. let the class guess the command and call out the words.?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?? 8practice in pairs.??have one student pick up a card and mime the action illustrated on it and the other guess the command. then change their roles.扩大操练面。step-fouractivities采用游戏形式，既提高了兴趣又巩固所学内容。?put the picture cards on the board so the class can see them. write a number next to each picture. ask the students to remember what the number of each picture is. then turn the pictures so they face down. get the students to call a number out and the rest of the class, from memory, say the command and do the action of the corresponding picture.step-fivehomework assignment?1、?listen to the tape and repeat.?板书设计?wash your face.?????? drink some water.open your mouth.????? turn off the tap.brush your teeth.eat some cake.教学具准备1、??????????? cassette 2b and a cassette player.2、??????????? some pictures and some phrase cards.课后小结????????????????课 题：unit 5 wash with water 第5教时课 型：新授教学目标1.????? using simple present tense to express simple truthe.g. this is the way i wash my face.2. to teach the song教 学 重点、难 点、关 键sing the new song课 序教? ?学?? 过?? 程?? 设?? 计设计意图step-onewarming up:调整学习状态。?sing a songstep-tworevision??????? 1、daily talk:培养听说能力。?1)???? how old are you?2)???? what can you see?3)???? how do you go to shanghai?…?????? 2、listen and act???wash your face.brush your teeth.drink some water. …3、match the pictures and words.step-threepresentation??????? 1、show the pictures and say the phrases引出新授内容。?e.g. wash face?? brush teeth?????? 2、write: this is the way i wash my face.this is the way i brush my teeth.match the pictures and the sentences.熟悉句子，突破难点。?????? 3read the sentences after the teacher.??????? 4play the cassette tape, listen and follow.熟悉曲调。?????? 5repeat several times?????? 6get the class to sing along.?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?? 7encourage the students to do the actions while singing.提高兴趣，帮助理解意思。step-fouractivity??ask students to think of a third verse to the songe.g. ‘this is the way i wash my hands…’sing the song again and include the additional verse after practicing it a few times.发挥学生的创造思维，并能巩固单词。step-fivehomework assignment??sing the song for your parents.?板书设计?? this is the way i wash my face.? this is the way i brush my teeth.教学具准备1、??????????? cassette 2b and a cassette player.课后小结
unit1教案篇5
教学目标
1. 能够听、说、读、写短语：on foot，by bike，by bus，by train。
2. 能够听、说、认读短语：by plane，by ship，by subway。
3. 能用句子,how d0 you go to school?how do you go to canada/…?'来替换关 询问别人的出行方式;并能够用句子,i go by…'进行回答。
4. 能够听懂、会吟唱let’s chant的歌谣。
教学重难点
教学重点、难点分析 ： 本课时的教学重点和难点是掌握四会短语和a let’s learn部分中运用某种交通具去某地的表达法，并能替换关键词进行问答。
教学过程
1.热身(warm-up) let’s start
(1) 教师说：today i go to school by bike/bus.usually i go to school by bike/bus. 教师利用肢体动作帮助学生理解句子意思。然后问学生：what about you?do you go by bike or by bus?do you go on foot?or by car?师生之间自由会话，引出几种常见的交通方式。
(2)自由会话之后，教师继续说：there are many ways to go somewhere.look at these pictures.do you know what they are?引导学生看本课时let’s start部分的标图并回答问题。
2. 预习(preview)
(1)复习频度副词：always，usually，often，sometimes，never的tob_id_3091读音与词义。有关活 动可借鉴五年级下册教师教学用书第一单元。
(2)let’s chant 教师放本课时let’s chant部分的录音，学生先静听一遍，再跟录音轻声吟唱一遍。教师再放录音，带着学生一起边唱边做动作：唱到on foot时，全班跺跺脚;唱到by car/bike/bus/plane/train的时候，学生举起自己带来的玩具。然后教师根据歌谣内容随机出示let’s learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。
3. 新课呈现(presentation) let’s learn
(1)教师拿出一辆玩具自行车，自问自答：,how do i go to school?i go to school by bike.'并在黑板上写下：by bike。教师再重复刚才的句子并问某一学生：0jwhat about you?how do you go to school?’’学生如果回答：,me too!'教师就继续问下一名学生，直到有不同答案，教师帮助学生说出完整的句子：,i go。。to school by…'并将相应的短语写在黑板上。
(2)看短语贴卡片游戏 教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的,by’’短语旁边，教师领读短语和句子,l go to school by…'
(3),快速反应'游戏 教师说出某个短语，如：by bike，让学生做相应的动作或迅速举起相应的道具(单词卡片)并说出句子，如：i go to school by bike.
(4)教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane/subway/ ship/boat等，呈现和练习这些短语。然后指着课本上的配图问：,what can you see in the pictures?'注意引导学生，尤其是农村学生理解,地铁'的。含义：,it’s an underground railway in a city.it travels very fast.'教师领读新学短语。
(5)学生听录音，跟读let’s learn部分的内容。教师注意纠正学生的语音、语调
(6)教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写,也可打乱组成单词的字母的顺序，让学生重新排序，组成单词。
(7)教师还可利用学生卡片背面的灰体词引导学生进行单词描红，学生边描边读，看谁又快又好。 let’s play 教师请学生制作简易的单词卡片，一摞是地点，比如：school，beijing，the us，the moon等;另一摞是交通方式，比如：by ship，by bike，by train等。教师鼓励!生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问,how do you go to beijing/the usa/the moon?'另一学生给出答案：,i go by train/plane/spaceship.'对于词汇表述上有困难的学生，教师要及时地提供帮助。对一些特别有创意的想法，教师可以写在黑板上加以鼓励。
4. 巩固和延伸(consolidation and extension)
(1)main scene 教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on foot by bike，by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle;而自行车bike的另一说法：bicycle，意为两轮车。
(2)学生做let’s learn部分的活动手册配套练习;教师指导学生规范书写。新学伊始，教师非常有必要对学生重申一下书写的要求。
(3)学生背诵并抄写四会单词;复习说唱歌谣。 (4)学生预习c let’s sing部分的歌曲。
unit1教案篇6
check ，
e.g picture 1 a： do you play baseball?
b： yes ，i do .
picture 2 a： do you play basketball?
b： no ，i don’t .
a： what do you play?
b： i play volleyball .
…
look ，read and write .
read the letters after the t.
write the letters .
字母uu，vv，ww的大小写均为一笔写成，注意大写u与小写u的区别。
教师在四线格中边范写边指导。
学生练习。
step3 have a rest .
sing a song： a b c song (只能唱到w，多唱的同学必须表演节目)
step 4 good bye .
the fourth period
teaching contents：
d fun house ：workbook .
teaching aims：
继续练习本单元所学的日常交际用语和单词，使学生能熟练掌握，灵活运用。
指导学生完成书后的练习和练习册中的题目。
teaching steps：
step1 warm up
greetings.
sing a song： we study and play .
listen and do ： let’s fly .let’s jump.let’s read and write .let’s have a drink .
step 2 presentation .
draw and guess ：
a .教师在黑板上画出乐器类和球类物品的简笔画，学生猜出相应的单词。
b. 学生几人一组，一人画，其余人猜。
2.read the words four times .
3.listen and number .
听录音前可以让学生将图片看一遍，用句型look ，__can play __练习说话。
4.do a survey .
step 3 do the workbook .
1. listen and judge .
练习前先组织学生复习相关的对话。
2.listen and check .
3.listen ，find and match .
先放录音内容，使学生对各人的情况有一个初步的了解，然后再让学生看图，听录音连线。
4.listen and draw .
step 4 ending
牛津英语初一上册教案
unit1教案篇7
一、教学内容
1.单元复习。
2.学习辅音字母c、g及辅音字母组合ck，ch的发音。继续学习单词重音，并初步接触不发音的字母k、w等。
3.语法：小结人称代词的用法。
二、教具
录音机;音标卡片;上节课使用过的教具等。
三、课堂教学设计
1.复习。教师拿出小飞机模型(或小风筝等东西)，与学生练习对话。对话模仿第71课课文内容。
t：hi,…, could you help me, please?
s：certainly. whats wrong?
t：its this plane (kite, etc).
s：whats wrong with it?
t：i think its broken. can you mend it?
s：let me see. yes, i can. (sorry, i cant.)
把飞机模型等交给学生，由学生之间进行对话。
2.打开书，两人一组进行课文第三部分对话。指导学生正确利用右边给出的短语。请几组同学到前面表演(利用一些实物，以增加交际效果)。
3.教师出示以下音标卡片[s]，[k]，[g]，让学生认读。放课文第一部分录音，并指导学生小结这部分中所得到的辅音字母和辅音字母组合的发音。指导学生做练习册习题1。
继续放录音，学生练习单词重音和不发音的字母。
原文 :小学六年级英语教案——put them away, please! lesson 72 2
4.指导学生过一遍复习要点(18)。教师对人称代词进行总结，指导学生参阅书后所列出的语法条目：人称代词。
5.指导学生做练习册其他习题。
6.布置作业
练习朗读本课音标及例词，完成练习册习题。
7.小测验
1)听写本单元中要求四会的词汇及句型;2)就修理飞机模型(或风筝)内容编写对话。
四、难点讲解
人称代词
我们在第六单元中初步学习了人称代词的用法。人称代词除了有主格之外，还有宾格形式。人称代词的主格在句中作主语。例如：
1)im a student. 我是个学生。
2)could you help me, please? 你能帮我的忙吗?
人称代词宾格，在句中作宾语。例如：
1)please help her. 请帮她一下。
2)let me see. 让我想想。
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