both pompeii in ________and loulan in china became ____ ________ about 2000 years ago. pompeii was ________ in the 8th century bc and was _____ _______ by the romans in 89bc. on 24th aug.ad79, mount vesuvius _________ and the city were _______ __________. loulan was a _________ _________ on the silk road. it disappeared under the ________. there are just a few _________ left. some _________, such as coins and painted pots, was found.

质疑讨论

请提出预习中存在的问题。

1. __________________________________________________________________________

2. __________________________________________________________________________

第二课时

课前导学

重要短语

1 失落的文明_______________ 2 赢得一席之地________________

3 夺取；接管______________ 4 被活埋_________________

5 在下雨天____________ 6 变成；转向；求助于___________

7 被…覆盖______________ 8 去往某处_________________

9 和；加之_______________ 10 阻止某人做某事_____________

句型

1. i feel lucky to have won a place on this trip.(l1)

?点拨】

句中的to have won a place on this trip是不定式短语作状语，表示________.

to have won是不定式的________式，表示不定式的动作或状态发生在谓语动词表示的动作或状态___________。

不定式的一般式to do表示的动作或状态发生在谓语动词表示的动作或状态___________。

bell is considered to ________________ the telephone.

贝尔被认为发明了电话。

she seems _____________________.

她好像曾经当过护士.

he is said __________________ next year.

据说他明年要出国。

2. near the city was a volcano called vesuvius.(l8)

?点拨】

本句是_____________.当句首为表示地点的介词短语，谓语动词是be, stand, sit, lie, come等动词时，为了保证句子平衡或使上下文衔接紧密，常使用______结构。

at the foot of the mountain stands a temple.

山脚下有一座庙。

inside the bag ____ a cellphone.

包里是一部手机。

in front of the house _______ an old man.

一个老太太坐在房前。

?提醒】当主语是代词时不用_________.

away they went.

here he comes.

3. unfortunately, all the people were buried alive, and so was the city. (p.42)

?点拨1】

此句中的alive是作主语补足语，意思是“活着的”。

alive还可引申为“有活力的；有生气的；活跃的”，常作表语、宾补、主补及后置定语。

is the fish dead or alive? 这鱼是死的，还是活的？

there aren’t many pandas alive in the world today. 目前世界上活着的熊猫数量不多。

?点拨2】

so + 情态动词/助动词 + sb./sth 是一个倒装句型结构，表示上文中某人/物怎样，下文中的某人/物也怎样，其中情态动词、助动词和系动词在人称、数上要与下文的主语保持一致，在时态上与上文相一致。表否定时用neither或nor.

tom has been to beijing many times, and _________ my brother michael.

peter played basket yesterday afternoon, and ______ jack.

if you can do it, so ______ i. 如果你能做，我也能做。

if you go there, so ______ i. 如果你去，我也将去。

tom has never been to beijing many times, _________ my brother michael.

peter didn’t play basket yesterday afternoon, _________ jack.

if you don’t go to the cinema tonight, nor shall i. 你今天晚上不去看电影，我也不会去。

?提醒】

so it is with … 和it is the same with … 既用于肯定句，也用于否定句，陈述两种(以上)的情况。

4. the city was forgotten for many years until the 18th century when a farmer found some stone with writing on it. (l15)

?点拨】

此句中的with writing on it是个with的复合结构，

即“with + 宾语+ 宾语补足语”，这一结构的宾语补足语常见的有__________________等。

with much work to do, i had to stay at home.

因为有许多工作要做，我得呆在家。

the thief was brought in with his hands tied behind.

小偷被带进来，双手被绑在身后。

he left the small island with the fire burning.

他离开了小岛，火还燃烧着。

it’s impolite to talk with your mouth full.

满嘴东西交谈是不礼貌的。

the little boy ran along the street with nothing on.

小男孩顺着街跑，身上什么也没穿。

mr smith came into the classroom with a book in his left hand.

5. it is believed by many people to have been gradually covered by sandstorms from ad200 to ad 500.(l34)

?点拨】

本句使用了句型主语+be believed to do / to have done，常可以转化为

it is believed that…

it is believed that the environment will become better and better.

= the environment is ___________________ better and better.

he is said to have lost his wife in the fire.

= ____________________ his wife in the fire.

迁移创新：

单词巩固

1. things ____________(逐渐) improved.

2. it’s good to get back to ________(文明) after living in a tent in the remote area for two weeks.

3. it’s many years since mount vesuvius last _________(爆发).

4.___________(不幸的是), we arrived too late to catch the place.

5. i work for a __________(商业的) radio station.

6. the policeman let me off with a l_________ about speeding.

7. he was very attentive with his head b_________ in a newspaper.

8. chen kaige is one of the famous d________ in china.

9. the terrible fire d_________ most of the buildings within 20 minutes.

10. building m_________ are more and more expensive nowadays.

单项选择

1 with a lot of difficult problems _______, the newly-elected president is having a hard time.

a. settle b. settling c. to settle d. being settled

2 i have already seen that interesting film.____.

a. so does he b. so has he c. so he does d. so he has

3 he has been able to tell us about active volcanoes than any man _______.

a. live b. lively c. alive d. living

4 who do you think will _____ the company if the manager retired?

a. take over b. take off c. take in d. take on

5 --- is she in yancheng now?

--- i’m afraid not. she is said _____ abroad for two years.

a. to be b. to have been c. has been d. being

6 we were all happy _____ 51 gold medals in all in the 29th olympic games.

a. to win b. won c. winning d. to have won

7 nobody can _____ us _____ getting married. which of the following is wrong?

a. protect; from b. prevent; from c. forbid; / d. keep; from

8 the lady ______ herself mary was the hostess of this party.

a. called b. who was called c. calling d. was called

9 i find the _____ of buildings _____ under the sand.

a. remaining; buried b. remainders, bury c. remains; buried d. remains, burying

10 the most important thing about ancient civilizations is _____ part that they played in ____history.

a. 不填；不填 b. the; 不填 c. the; the d. a; the

课前导学

time events

in the 8th century it was founded.

in 89 bc it was taken over by the romans.

on 24th aug. ad 79 volcano vesuvius erupted.

in the 18th century it was discovered.

in 1860 giuseppe fiorelli was made director of the pompeii dig.

loulan 2000 years ago it was founded

from ad 200 to ad 500 it was covered over by sandstorms.

100 years ago the swedish explorer sven hedin discovered the ruins of loulan.

迁移创新

italy/lost civilizations/founded/took over/erupted/buried/stopping point/sand/ruins/treasures

重要短语

1 lost civilizations

2 win a place

3 took over

4 be buried alive

5 on rainy days

6 turn to

7 be covered over

8 be off to

9 together with

10 prevent…from

句型

1 原因/完成/之前/之后

have invented / to have been a nurse / to go abroad

2 倒装句/倒装

is / sits / 倒装

3 so has / so did / will / will / neither/nor has / neither/nor did

4 to do/doing/ done/prep. phrase/adj./adv.

5 believed to become

it is said that he has lost

单词巩固

1 gradually

2 civilizations

3 erupted

4 unfortunately

5 commercial

6 lecture

7 buried

8 directors

9 destroyed

10 materials

cbcab/daccb

英语教学教案篇2

一、指导思想：

教学工作，紧紧围绕着本校的教学工作计划，结合本学期工作要点，以新课程标准为指针，全面落实认真贯彻落实教师的“备、教、批、辅、考”。全面提高教育教学质量，突出工作创新，开展切合实际的教学活动，提高课堂教学水平，促进自身发展，提升学生的综合素质，特制定本学期的教学工作计划。

二、主要工作任务

1、认真学习“新课程理念”，了解新的教育教学资源查阅相关教学活动信息，观看学校组织的课堂教学实录及教学理论讲座录像，学习《有效教师》、《有效研修》和我所教的英语学科课程标准，写好自学笔记，并有一定的质量，全学期8次。在本学期末上交一篇高质量的教学论文、案例或教学反思。

2、端正态度、提高认识，了解新课程理念，以适应新课程理念下教学工作的需要，虚心向他人学习，取长补短，相互促进共同提高。在本学期按学校要求听课18节以上，内容真实，并有一定质量的评语。积极参加本学期两周一次的计算机远程培训，并写好记录，做好自学笔记，按时完成。

3、认真理解掌握“备、教、批、辅、考”的基本要求。

4、认真做好学校“三、五”工程“基础型”队伍建设实施细则的制定工作，做好“基础型”教师的初评工作。

三、英语教学工作

在本学期我担任四年级的英语教学。教学小学低年级英语，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。本学期的英语教学，我从以下几个方面做起：(师德师风建设工作计划)

(一)教学目的任务

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。

8、能演唱已学过的英语歌曲，已学过的歌谣。

(二)教材重点难点

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。

(三)主要措施

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、根据“备、教、批、辅、考”的基本要求，每堂课结束后进行检测，努力提高学生的英语成绩。毕业班的英语教学要全面进行，在新课结束后做好详细的复习计划，提高英语教学质量。

四、加强学习提高素质

利用业务学习和业余时间学习先进的教育教学理念，不断反思和向名师学习，切实提高自身素质。

五、教学进度安排

2月13号——3月1号unit6

3月2号——3月15号unit7

3月16号——3月30号unit8

4月1号——4月20号unit9

4月21号——5月4号unit10

5月5号——期末总复习

英语教学教案篇3

unit 19 the merchant of venice

period 1 warming up & listening

teaching aims:

1. to get students to know something about shakespeare.

2. to train students’ listening ability.

key and difficult points:

1. to get students to present the relations among the main characters.

teaching procedures:

step 1 ------ leading in

1. ask students to say something about shakespeare.

tragedy: hamlet, othello, king lear, macbeth

comedies: the merchant of venice

step 2 ------ listening comprehension

1. ask students to listen to the tape and answer the following questions

(1) where does the story take place?

--- venice

(2) how much money does bassanio need to marry portia?

--- 3, 000 ducats

(3) what must antonio give shylock if he cannot pay back the debt?

--- a pound of flesh from any part of his body

2. ask students to present the relations among main characters.

antonio, bassanio, portia, shylock, the duke

3. ask students to fill in the blanks.

(1) antonio is a rich businessman. his ships are all at sea to trade with foreign

countries.

(2) bassanio, is in love with portia. portia is a rich and beautiful lady. she loves

bassanio but they cannot get married because he is too poor.

(3) shylock has always hated antonio, because antonio has often in public shown

how cruel and terrible shylock is. shylock agrees to lend antonio money, but antonio must promise to allow shylock to take a pound of his flesh from any part of his body if he cannot pay the money back after three months.

(4) on the day bassanio and portia get married, they receive a letter from antonio

saying that all his ships have been lost at sea.

(5) in the letter it says that portia is a learned young doctor from rome who is young but very wise. the duke accepts portia to take the place of the famous lawyer and handle this difficult case.

homework ------

self-evaluation ------

antonio is a rich businessman of the city of venice. everyone likes him because he is always ready to help others. at the time of this story his ships are all at sea to trade with foreign countries.

bassanio, antonio’s best friend, is in love with portia. portia is a rich and beautiful lady. she loves bassanio but they cannot get married because he is too poor. then, bassanio asks antonio to lend him three thousand ducats. being short of money just then, antonio goes to shylock to borrow the money. shylock has always hated antonio, because antonio has often in public shown how cruel and terrible shylock is. shylock agrees to lend antonio money, but antonio must promise to allow shylock to take a pound of his flesh form any part of his body if he cannot pay the money back after three months. antonio agrees to this, takes the money and gives it to bassanio.

on the day bassanio and portia get married, they receive a letter from antonio saying that all his ships have been lost at sea. now he himself does not have enough money to pay back the three thousand ducats and so he must give shylock one pound of his flesh. portia thinks of a clever plan to save antonio. she asks a good friend who is a doctor of law, to lend her some of his lawyer’s clothes and books. dressed as a lawyer, she arrives at the court of the duke, where antonio’s case is decided.

as the duke is wondering what to do, portia gives him a letter from the famous lawyer whom she has visited. in the letter it says that portia is a learned young doctor from rome who is young but very wise. the duke accepts portia to take the place of the famous lawyer and handle this difficult case.

英语教学教案篇4

i'd like an

作者：广东省顺德市大良实验小学田湘军

一、授课内容

i’d like an

jim:would you like a pear, mike?

mike:no, i’d like an

here you

jim:what about you, nancy?

nancy:i’d like an

jim:look! here’s a big orange for

nancy:thank you very

jim:you are welcome!

二、教学目标

1、语言知识目标

1)words----复习巩固与水果有关的单词;

2)sentences----熟练掌握下列句子，并能熟练运用。

you like a pear? yes, no,

’d like an

about you?

’s a big orange for

3)function----掌握向他人提供物品时的具体表达方法。

2、情感、文化目标

1)在教学过程中培养学生学习兴趣，帮助他们树立信心。

2)使学生在学习过程中能够注意并理解他人情感。

3)体会婉拒他人的礼貌的表达方法，并在实际生活中运用。

三、重难点

1、充分了解并掌握下列句子。

would you like …? yes, no,

i’d like …

what about … ?

here’s a/an … for

2、了解英语语言文化习惯。

当对方向你提供某种物品或帮助时，如何进行委婉地拒绝。

no,

四、教学辅助手段

1、水果、饮料和食物等物品的实物和图片;

2、一个用于游戏的小布袋;

3、多媒体教学课件----flash版

五、教学过程

warming-up

a picture of the teacher with ---- apple in the

english

a)an apple a

c)head, shoulders, knees and

d)teddy

’s play a simon

simon says: touch your touch your snap your clap your wave your shake your stand turn come to the touch the show me your

preparation

good morning, boys and sit down,

a)i’m what’s your name, please? nice to meet

b)look at the here are the and here are the this is a just now you did a very good so you can get a

presentation

’d like an

have two trees here, an apple tree and a pear what would you like, an apple tree or a pear tree? an apple i’d like an apple i’d like an ( put i’d like an on the show the )

the topic

you like …? yes,

some fruits and ask them how to read these things in

( i have many fruits what’s this in english? it’s a –put a tree on the what’s this in english? it’s an that’s put a tree on the hill ……)

(put apple, orange, bananas—实物 onto the )

a pear in a bag and ask a pupil come to the touch and guess: what’s in the bag? a that’s hey, would you like a pear, …? if you want to say yes, please say: yes, would you like a pear …? yes, here’s a pear for here you thank you’re go back to your

(put the sentence would you like …? yes, on the

reading (would you like, would you like, would you like a pear? yes, yes, yes, here you here you here you thank thank thank thank thank )

you like …? no,

a bad apple in the bag and ask a pupil to come to the touch and guess: what’s in the bag? touch and a yes, you’re would you like an apple? …no, what would you like? i’d like …… here’s an orange for here you you’re

(put would you like …? no, on the )

reading would you like, would you like, would you like an apple? no, no i’d like an

continue the game one more

in groups with the objects or pictures on their

about …?

a)the teacher asks a pupil: i’d like an what would you like? would you like a banana? yes, here’s a banana for here you thank you’re point to another hey, what about you? what would you like? i’d like …… very then put what about …? on the

b)reading

what about, what about, what about you? i…i…i’d like a

c)continue the i’d like a what about you?

d)let pupils practice with the pictures on their

e)chain i’d like an what about you? ……

the

a)now look at the who’s this man? it’s who’s this girl? is this lin xinru? is this wangfei? is this yes, this is she’s at and look! the seven dwarfs are working now let’s see what’s

b)give the task(questions)----what would the dwarfs like, a pear, an apple or an orange?

c)show the movie for the second

d)the teacher asks pupils the

what would the dwarfs like, a pear, an apple or an orange?

an apple and an that’s

consolidation

practice

a)in chorus after the tape

b)in chorus after the teacher

c)read in chorus by

d)let’s

(would you like, would you like, would you like a pear? …

……

enough reading practice of the act the )

in (show pictures of fruits, food and let pupils practice in )

with the pictures on their

development

and girls, now it’s time to do our information look, here is a piece of information well, that boy, would you please stand up? what’s your name, please? my name’s … would you like an apple? yes, here’s an apple for here you thank you’re

now, please take your information sheet and the let’ go and offer the food to your partners or

one pupil’s

end the

’s

’s sing a if you’re say

六、板书设计

附一：根据对话内容改编的英语节奏训练内容

let’s

a:would you like, would you like, would you like a pear?

b:yes, yes, yes,

a:here you here you here you

b:thank thank thank thank thank

a:would you like, would you like, would you like an apple?

b:no, no, i’d like an

a:an orange, an orange, a big orange for

b:thank thank thank thank thank

a:hey, what about, what about, what about you?

b:i……i……i’d like a

a:a banana, a banana, a banana for

b:thank thank thank thank thank

附二、全国小学英语教学观摩暨研讨会说课稿

各位专家、领导、大家好!

我是来自广东顺德大良实验小学的田湘军。很高兴能够参加这次全国小学英语教学观摩暨研讨会的活动。

下面，我将结合自己参赛的情况进行说课。主要从说教材、说学生、说教法和说过程等四个方面来谈谈自己的对这堂课地认识、看法和设计。

首先，说教材。这次我授课的主题是：i’d like an 表现的主题内容是询问对方喜欢或要某种水果与否。该课的重难点主要表现在以下句型的使用上。它们是：

would you like a pear? yes, no,

i’d like an

what about you?

here’s a big orange for

(其中主要的操练词汇是以水果类为主的单词。而这些内容是学生在三年级就已经学过的。这为重难点句型的操练奠定了一个良好的基础。)

接下来，说学生。参加这次上课的学生目前就读四年级。他们在三年级学过一年人教社的pep primary english，掌握了一定量的关于水果、饮料和食物方面的单词。但他们毕竟年龄小，接触英语的时间不长，英语语言学习的兴趣和习惯还有待于进一步加强和培养。

第三、说教法

结合教材和学生的特点，在本节课的教学方法设计中，我主要是依据《英语课程标准》——— 《新课标》的精神，在教学过程中从学生的学习兴趣、生活经验和认知水平出发，科学安排教学内容，合理设计教学任务，开展形式多样的教学活动，让学生亲身体验、大胆实践、积极参与、共同合作与交流，帮助学生在任务性的教学途径下，发展综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。

也就是说，关注每一个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心;突出以学生为主体的教育思想，尊重个体差异的不同;关注教学过程中的评价活动，以激励学习兴趣和培养自主学习能力发展为主目标开展教学活动。

第四、说过程

在教学过程中，我根据学生的特点和教材的难易程度，分阶段、逐层递进、由易到难地设计了形式多样的教学活动。

如在课前热身阶段，我有意识地安排了教师画自画像引出苹果，再由苹果引入到歌曲an apple a day, 之后通过游戏竞赛的形式展示出本节课的课题。

在呈现部分，我采用先分后合的形式，根据课文重难点的情况，先通过touch and guess 这一游戏活动呈现 would you like a pear? yes, 再通过一个 bad apple 的安排，呈现出 would you like an apple? no, 之后，组织同学们有节奏的朗读重点句子，既巩固当前所学的知识，又为下一步将要开展的 let’s 做准备。在呈现完what about you? 这一语言点之后，又组织学生开展 chain game 的游戏，让学生在游戏活动中积极参与，大胆实践，巩固所学内容，受到了良好的效果。当重难点句型在这种科学合理的安排下完成之后，我又结合学生的年龄、性格、爱好等方面的特点，将枯燥、单调的对话巧妙地转化成为美丽、善良的白雪公主与七个小矮人之间的问答，并通过多媒体卡通动画的形式，将对话内容生动活泼的展现在学生面前。

在操练巩固这一环节，我不仅安排了常规性的 reading practice，而且，还有目的、有选择的将对话内容改编成语言节奏鲜明、英语气氛活跃、符合学生年龄特点的 let’s 在这一过程中，学生们在电子琴节拍的伴奏下，由老师指挥，通过身体语言、实物展现，饶有趣味的操练着对话内容。

在语言操练足够的条件下，我在发展提高阶段设计、安排了拓展性的活动。一个是将学生分成小组，然后给学生们提供水果、饮料和食物等不同类别的主题，让学生在更为开放的思维模式下操练、使用所学过的内容。另一个是在任务型教学思想的指导下，给学生提供一张精心设计的信息表，让学生在真实的情境中使用自己学到的知识，开展调查----make a 以真正实现《新课标》中的让学生学到语言知识后“能做什么”的目的。

从这堂课的实施情况来看，我深深地感受到了教师良好的语言素质、灵活丰富的教学情景、多样的学习活动，以及教师丰富的面部表情、滑稽幽默的体态语言等在教学过程中的重要性，我也从学生的反馈情况中感受到孩子们慢慢地体会到了英语语言的美，感受到了他们在学习语言的过程中获得的快乐。

从事英语教学已经有十三年了，虽然在教学过程中自己总在不断的努力，但每上完一堂课，当自己静心反思的时候，却总能找出这堂课中许许多多这样或那样的不足。“路漫漫其修远兮，吾将上下而求索。” 我相信，在各位专家、教授的指点和同行们的帮助下，这条教书育人的道路将越走越宽广。

英语教学教案篇5

一、课题：

?pep小学英语》五年级下册unit 6 a field trip（b let＇s learn let＇s play）。

二、课题说明：

本课的教学内容是有关户外各项活动的单词教学，这与学生日常生活密切联系着，容易为学生所理解和接受。且这些活动是学生们所乐意参加的，教学时可充分抓住这一特点来安排教学内容使课堂气氛活跃一些。教学重点是掌握5种活动词汇的正确读音。

三、课时说明：

本案例是小学五年级下册第六单元的第四课时，学生在前面已学过drinking water等活动的词汇和what is/are …doing？they are 。.。 he/she is 。.。的。句型。因此，这节课的教学任务是如何在学习新知识的基础上，巩固、拓展和利用所学的旧知识，真正达到学以致用、融会贯通的目的。

四、学生情况说明：

通过前面几单元的学习，同学们对what g？和人们正在进行活动的描述he/she is.。. they are.。.已经有了较好的掌握，这为本单元的教学提供了有利的基础。本单元的教学内容与学生的实际生活息息相关，因而本单元的教学内容对学生来说不难理解。关键是如何在课堂中将分散的语言点进行整合、拓展，使之形成一个有机的整体，即把孤立的单词教学放置于一定的情景教学之中，达到让学生在实际生活中能准确、灵活地运用的目的＇。在教学时，老师要通过创设情景，利用多媒体教学手段，拿出实物，开展灵活多样的教学活动，将新旧知识有机结合，对本单元知识加以强化，从而让学生更好地掌握和拓展a field trip这一话题。

unit 6 a field trip

b let＇s learn let＇s play

第四课时

教学重点：

1、 let＇s learn部分的动词短语的ing形式：counting insects，collecting leaves，writing a report，playing chess，having a picnic。

2、在情景中使用对话中的句子，并能恰当的替换句中的动词短语。

3、听、说、读、写动词短语：counting insects，collecting leaves，writing a report，playing chess，having a picnic。

4、 counting和collecting的正确发音示范和指导。

教学难点：

1、词汇量较大，有些短语不易掌握：counting和collecting的发音较难且易混淆。

2、动词短语的ing形式：强调writing和having，加ing要去掉字母e，再加ing。

课前准备：

1、教学过程中所需的录音（let＇s learn，let＇s play）、课件；

2、实物：象棋、国际象棋、树叶；

3、投影仪；

4、书写表格（在课前发给学生）。

教学过程：

一、warm up（热身）

大家一起唱活动：唱一唱（教学参考时间：2-3分钟）

教师播放五年级下册第五单元let＇s chant部分歌曲。

学生跟录音演唱歌谣。（listen and repeat）

二、review（复习）

1、老师先美美地喝杯子中的一口水，what am i doing？ss：you＇re drinking water.

2、出示课件图片，请学生复习a let＇s learn部分的词组。

引导学生using the sentences：what is g？he/she is 。.。

三、presentation（新课呈现）

活动一：学一学

1、教师出示一群人野营的图片，t：what are they doing？s：they are having a picnic.教读该词组。

2、出示国际象棋，教师问学生：what is this？引导学生回答“chess”。如果没有学生知道，教师可以领读chess。出示中国象棋，教师问：this is chinese chess，can you play chess？引导学生回答：yes，i can play chess.或者no，i can＇t.出示图片，t：what is jone doing？s：he is playing chess.使学生能够用完整的句子来回答。

3、教师拿出一张report，t：what is this？s：it is a report. t：what is sarah doing？s：she is writing a report.

4、出示一片树叶，问what＇s this？回答：it＇s a leaf.拿出一袋树叶，问what are they？回答：they are leaves.（树叶的单复数在前面已教过，这是对所学内容的复习）然后教师把树叶夹在书本中，t：i am collecting leaves.看课件图片，t：what is he doing？s：he is collecting leaves.教师带读该短语，请学生试着读出新的单词短语。

5、出示watching insects的单词短语和图片，问：how many insects can you see？t：let＇s count together. there are six insects.教师引导学生说出counting insects教师带读单词。

6、最后，在四线格上展示五个动词短语。

教师引导学生注意总结：t：look at the board，can you find something different？

单词结尾是不发音的字母e的时候，加ing要把e去掉。

7、教师播放let＇s learn部分的录音，学生打开课本listen and repeat。

students read one by one，老师纠正错误的发音。

活动二：小小探究家

make a chant

for example：chen jie，chen jie，

what is chen jie doing？

counting insects，counting insects

she is counting insects.