第1篇：一年级英语Sk Unit5 Pet Day 教案
一年级英语Sk Unit5 Pet Day 教案
发表日期：2009-03-17 22:22:25.093 出处：chenping 作者：chenping 点击量：
139
Super kids teaching plan Unit 5 Pet Day Leon 1（第一课时）A．教学目标与准备
Target : Review the knowledge that learned last term.B、课堂教学程序 Teaching procetures: Step1 warm-up
sing a song: follow me.Step2 PresentationT show a mouse and give Ss some commands.Ss listen and do.Stand up, sit down, walk, walk on your face, walk on your hand, walk on your head, walk on your legs.T ask and Ss answer to review colors.What color is this? It's red.What color is that? It's yellow.review the body and sing a song“head shoulders fingers toes”Teach Ss the animals:
cat , dog, rabbit, hamster, turtle, bird , fish, snake.课后反思:本节课主要教授有关动物的词汇，教师通过一系列词汇游戏活动及结合动物叫声的特点编成小诗cat cat 喵喵喵 dog dog 汪汪汪„极大的调动了学生学习的兴趣，使学生较快的掌握了本节课的重点知识内容，教学效果良好。
Leon 2（第二课时）A．教学目标与准备
Target : Ss can point to and name dog, cat, rabbit, hamster, turtle, bird, fish and snake.Materials: Picture Cards 47-62, picture of pets, CD B、课堂教学程序 Teaching procetures: Step1 warm-up
T greet to Ss and review the vocabulary from the previous unit using Picture Cards 47-54.Play “ What’s different?”using picture cards 47-54.Step2 Presentation
T teach new vocabulary: dog, cat, rabbit, hamster, turtle, bird, fish and snake.T show the PPT to teach, Ss listen and repeat, and do some actions.T show the cards to read and play the game “ jump and touch.” 3 T play the game “ Can you swim in the sea?” to consolidate the words.Step3 PracticeT show the PPT to play the game “ Miing words” to practice the new words.Listen and point 3 Listen and repeat.4 Listen and number.Leon 3（第三课时）A．教学目标与准备
Target: 1.Ss can ask about and indicate poeion using Whose bird is that? It’s mine.2.Ss can ask for and give permiin using Can I hold your hamster? Sure.3.Ss can ask and answer Is this a snake? Yes, it is.Materials: Picture Cards 55-62, toy animals, CD B、课堂教学程序 Teaching procetures:
Step1 warm-up
T greet to Ss and sing a claroom song.T play Touch and Say to review the words : dog, cat, rabbit, hamster, turtle, bird, fish and snake.T play gue using Picture Cards 55-62.Step2 Lead—in
Introduce dialogs
Dialog1: Place a toy animal, e.g.a bird,at the front of the room.Stand at a distance from the toy bird, point to it and say Whose bird is that? Have the other Ss do the action and repeat.Walk over to the bird, pick it up and say It’s mine.Have Ss repeat.Dialog2: Give another toy animal, e.g.a cat, to a student(S2).Ask S2 Can I hold your cat? Have Ss repeat the question.Say Sure and have S2 repeat.Then have the other Ss repeat.Gently take the toy animal from S2 and hold it.Dialog3: Hold up picture Card 62 and point to it.Say Is this a snake?
Have Ss repeat the question.Nod your head and say Yes, it is.Have Ss repeat.Step3 PresentationListen to the story.Listen to the dialogs and repeat.Step4 Practicepractice and act it out.Leon4（第四课时）A．教学目标与准备
Target: Ss can understand and respond to commands to pick up the hamster, Put down the hamster, Feed the fish, Pet the rabbit, Brush the cat and Walk the dog.Materials: Ss' toy animals, toy animals(e.g.hamster, fish, rabbit,cat,dog), CD, TPR Cards Unit5(TR18: Teacher's Guide P83)B、课堂教学程序 Teaching procetures: Step1 warm-up
play What can you say?(Teacher's Guide P14)using Student Book PP.38-39
Divide Ss into group A and group B and have them listen and repeat dialogs 1and 2 from Student Book PP.38-39.Have groups change roles.Put Ss into pairs and have them practice the dialogs using their own toy animals.Step2 Presentation
Introduce commands
Show Ss one of the toy animals.Say Pick up the(hamster).Pick up the hamster.Repeat Pick up the hamster.Have Ss do the action along with you.Give the command Pick up the hamster without doing the action.Have Ss do the action.Do the same with the rest of the commands.Use toy animals when poible.Step3 PracticeT say the commands and Ss do them.2 open the book
(1)Listen and point.(2)Have Ss listen and do the actions.(3)Say commands in random order using the TPR Cards.Have Ss point to the pictures in their books.课后反思：本节课主要结合上节课所教授的动物词来引入的动词短语的讲解，由于个别词汇在学生的实际生活中应用的较少，因此孩子在理解时存在一点问题，如“hold your hamsterpet your dog”，望在后一节的课堂应用中作为重点操练让孩子扎实掌握。
Leon5（第五课时）A．教学目标与准备
Target: Review vocabulary words.Introduce the Sing-a-gram B、课堂教学程序 Teaching procetures:
Step1 warm-up
sing a song: fly, fly , the butterfly.Step2 PresentationReview the words: dog, cat, rabbit, hamster, turtle, bird, fish, snake.Review the commands: pick up the hamster, put down the hamster, feed the fish, pet the rabbit, brush the cat, walk the dog.Introduce the sing-a-gram
Is this a snake? No, it's not.Is this a turtle? No, it's not.Is this a cat? Yes, it is.This is a cat.Is this a hamster? No, it's not.Is this a bird? No, it's not.Is this a dog? Yes, it is.This is a dog.Step3 Practice
1Mix up the TPR Cards and give the commands in random order.Have Ss do the actions as a cla.2Divede Ss into two or more groups.Give different commands to each group.Give two commands in a row, e.g.Brush the cat.Walk the dog.Have Ss wait until they hear both commands and then respond to them in the correct
order.Show Ss various toy animals, e.g.a dog, a cat, a rabbit.Have Ss say the name of each animal.Give individual Ss commands they can do with the toy animals, e.g.Pet the(dog), Pick up the(rabbit)
英语活动: MY PET
作者：佚名 文章来源：不详 点击数：
更新时间：2008-5-17 12:56:29
目标：
1、学习掌握本单元生词，会正确的发音和表达；
2、会用完整的句型表达句子，鼓励幼儿大胆对话；
3、懂得爱护小动物。
准备：poster、falsh cards、爱心表格及爱心卡，小手卡，小锤子，流程：
1、热身活动：歌曲《black sheep》
2、学习新单词：turtle、crab、sheep a、玩猜动物的游戏：教师说幼儿猜、yes or no、模仿猜等
b、学说新词：请幼
儿练习读词。
c、辨读游戏：小锤子，加小手卡增加难度。d、出示poster，用问句帮助幼儿巩固所学句型。
3、对话练习：what pet would you like? i’d like a„
a、出示句型条，学习对话。教师问，幼儿答。b、请幼儿互相练习对话。
c、贴爱心游戏，将自己的爱心卡贴在最喜爱的小动物表格内。
4、&nb sp;巩固游戏：找动物
…………………………………………
查看全文。。
在地上画好圆圈，在每个圆圈里摆一个动物图卡，请五名幼儿参与游戏，幼儿问，教师答，参与游戏者根据老师的答案跑进相应的圈内站好。
结束活动：跟教师合唱并表演歌曲《black sheep》。
第2篇：7B牛津英语unit5教案
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 .
第3篇：unit5教案
Unit 5 Nelson Mandela---a modern hero
一．教材分析与学生分析： 本单元以Nelson Mandela---a modern hero为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。Warming Up部分利用图表的形式让学生判断一下自己是哪种类型的人，由此得出一个伟人应具备怎样的品质；Pre-Reading部分给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人； Reading部分介绍Elias的生平，向学生展示Nelson Mandela是一个怎样的人。这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。Comprehending
第4篇：Unit5教案
Unit5 Dinner’ s ready Part B
Let’ s learn Let’ s do
教学设计
东风小学
赵婧妍
Part B
Let’ s learn Let’ s do
Unit5 Dinner’ s ready
东风小学 赵婧妍
概述：
小学人教pep版四年级上册Unit5 Dinner’s ready本单元共需六个课时，本节课是第四课时，本节课学习的主要内容是学习单词：knife, fork, spoon, chopsticks, bowl.能够熟练运用句型 Would you like some …? Yes, please.Pa me the …在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化、交际化，从而达到学以致用的目的。
设计理念:
在跨越式理
第5篇：unit5 教案
育英外国语学校集体备课教案
八年级英语（上）
主备人：段雪芳
审核人：李丽娟
Unit5 Do you want to watch a game show?
Section B Self Check
一、教学目标：
1.语言知识目标：
1)复习下列单词: educational, news, discuion, stand, happen, action movie, succeful…
2)能够综合运用所掌握的知识来描述自己所喜欢的一些动画片或影视剧。3)通过自己所喜欢的一些动画片或影视剧来达到熟练运用所学知识的目的。
2.情感态度价值观目标：
1)每个人都有自己的爱好，要了解个体的差异性，了解自己的爱好，尊重别人的爱好。
2)了解一些影视片的内容，通过观看不同形式的影视片来了解社会，丰富自己的文化知识。
二、教学重
第6篇：unit5教案
Unit 5 What do you want to watch?
Section B(2a-2e)教案
满坪镇中心学校
郭海莲
Ⅰ.Teaching aims Knowledge objects: To grasp the following words and phrases: culture famous symbol cartoon appear come out succeful might main one of the main reasons be ready to do sth try his best Difficult sentences: In the 1930s, he made 87 cartoons with Mickey.One of the main reason
第7篇：unit5教案
Cla1 Group3 赵明灯、王露、李杏桦
Background information: Students: 40 students, Grade 7 Time: 45mins
Teaching aims: 1.Knowledge: ① Students can learn 8 new words’ pronunciation, spelling, meaning, and their variant(smart, beautiful, lazy, small, friendly, cute, scary, shy).②
Students can learn 6 sentence patterns(-What animals do you like？-I like„-Why? –Because
第8篇：unit5教案
Unit 5
Teaching Objectives(教学目的)1.To Require students obtain the information related to the text.2.To help students learn the new words and expreions.3.To get the students to communicate in English confidently.4.To teach the reading skill---finding out word meanings through many different ways.Teaching Requirements(教学要求)1.Students are able to get a c
