知识重点：词汇：drawinggreate good at.句型：do you like+学科名称？yes,i dono,i don’t. i’m good at...i’m not good at...技能重点：灵活自如的运用所学句型的一般疑问句及其肯定和否定回答；熟练掌握所学词汇，并能进行相应的替换练习，达到学以致用的目的。

教学难点

理解be good at+动名词形式的用法

教学准备

ppt.课文录音.科目课本.单词卡片

环节

导学方案

演演

值日小组展示表演，互动热身。

1.greeting

2.review words

3.role play

4.evaluate

说说

出示书包创设情境：

can you guess what’s in my bag？

do you like english?

出示教师授课的照片，引导学生谈论自己爱好及特长：

do you want to know what i like to teach? (englishartpe...)

i’m an english teacher .i am good at english. are you good at english?

出示课文情境图：

who are they? what’s happend to them?

听听

1.听录音，回答问题：

what’s in li shan’s hand? does li shan like english?

what is alice good at?

2.听录音跟读，模仿发音

练练

1.引导学生练习朗读课文。

2.出示各学科任课教师的图片引出：greatdrawinge good at...

miss she is your art teacher.she is good at drawing...

3.搭建语言支架操练句型：

i am good at...but i am not good at...

4.let’s talk: make a dialogue with your partner.

(a：do you like+学科名称？b:yes,i dono,i don’t.

a:are you good at...b:yes, i’m no,i am not...)

5.随堂检测：情景选择。

讲讲

归纳be good at..句型的用法。

用用

做个小调查：

namewhat subject do you like?what are you good at...what are you not good at...

板书设计

unit6 what subjects do they have this morning?

xxxxxdo you like...?

xxxxxyes,i do.no, i don’t

xxxxxi am good at... (musicchinese...)(drawing)

xxxxxgreat! but i am not good at...(musicchinese...)

(drawing)

年级下册英语教案篇2

一、教材内容分析

在第四模块中学生已经学了“if条件状语从句+祈使句”的句式，本模块通过以提出问题以及为问题提供解决问题的建议的方式来继续学习条件状语从句，即“if条件状语从句+一般将来时态”。运用真实的话题来开展听说读写的教学活动。教学内容为语法的学习和使用提供了必要的感性材料。要求学生能够用含有if引导的条件状语从句的主从复合句来描述问题以及提供解决问题的建议。

二、教学目标

1、语言技能目标

（1）能够听懂对问题的陈述。

（2）能够复述对问题的描述。

（3）能够读懂有关描述问题的文章，掌握文章的大意。

（4）能够结合例文进行对problems 和advice 的写作。

2、语言知识目标

（1）能够正确使用下列单词chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal

（2）能够正确使用下列词组 be able to, all together, at the end of, take off, at least, pocket money, after all, help sb. with sth., hurry up

（3）能够正确使用含有if引导的条件状语从句的主从复合句

3、情感态度目标

通过本模块的学习来教育学生要做一个诚实的人。

三、教学重点与难点

1、教学重点

（1）重点词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam, truth, prove, honest, onto, terrible, realize, virus, mend, shelf, steal

（2）重点句型：

if i play well, i'll play the solo.

if the teacher chooses kylie, she'll play the dance music.

if she becomes a star, her parents won't send her away.

(3)话题：problems

2、教学难点：

（1）if引导的条件状语从句用一般现在时态，主句用一般将来时态

（2）问题的描述以及建议的提供

四、课时安排

第一课时 unit 1

第二课时 unit 2 activities 1,2&3

第三课时 unit 2 writing; unit 3 activities 6,7,10,11&12

第四课时 unit3 activities1,2,3,4,5,8,9,around the world,& workbook

五、教学过程设计

period 1

教学内容：unit 1 activities 1,2,3,4,5,6&7

词汇：chance, beat, shame, pity, refuse, warn, rather, final, practice, punish, such, exam

句型：if条件状语从句+一般将来时态

step 1 lead-in

ask: 1) what's your hobby? 2) do you like dancing?

3) what do your parents think about it?

年级下册英语教案篇3

教学目标：

(一)认知目标

1)能听懂、会说并能熟练使用单词hurry, rule, line, cd以及词组 library card, in line

2)能听懂、会说并能熟练使用句子don’t talk in the library. please stand in line.

3)能初步了解掌握祈使句的肯定形式与否定形式的句式结构。

(二)能力目标

1)能够根据指令做事。

2)能够使用祈使句发出指令，从而要求或制止他人做某事。

3)能够初步运用语言做事(听说读写)。

(三)情感态度目标

1)养成遵守规章制度的好习惯，培养好公民的素质。

2)能够积极参与语言实践活动，树立信心，团结协作，获取成功体验。

教学程序：

一、热身复习

a、全班朗诵表演韵律诗“do you want to go to the sea?”

b、用“brainstorm”的方式复习学过的动词(talk,stand,run,speak等)并表演出来。目的在于活跃气氛，激活旧知识，为新知做铺垫。

二、任务呈现与课文导入

a、播放教师录的校园违规录象，问学生该不该这样做，怎么做才是对的，引导学生说出“please listen to the teacher! don’t run on the stairs!”之类的祈使句，教师板书在黑板上。

b、询问学生还知道学校的哪些行为规范，可拓展到不同场合的规章制度，引导学生尽量用英语表达。

c、询问学生图书馆会有哪些规章制度，学生可能无法用英语很好表达，告诉学生：今天的课文就是关于图书馆中的规章制度的。学完后，大家要试着给学校的一间公共教室制定一份规章制度，例如：阅览室、计算机室、语音室、音乐教室等。

三、课文学习

a、通过教学vcd，整体呈现课文内容。要求学生理解课文大意，

b、看书听录音。要求找出带有“please…”和”don’t…”的句子，并试着说出来。教师板书。

c、再看书听录音，要求学生总结“library rules”，教师将板书补充完整。并告诉学生在图书馆要自觉遵守这些规定。

d、教师针对课文内容进行提问，从而引出hurry, rule, line, cd以及词组 library card, in line的学习。

e、进行词汇的拼读、书写、口头运用训练。

f、读板书的句子。加以总结，让学生明确“please…”和”don’t…”的含义及语用功能。引导学生归纳其句型结构并在情境中加以口头巩固。

g、看sb活动2的图，让学生试着根据插图展开对话。听音跟读重点句式。

h、完成ab e1的书写任务。

i、以小组为单位表演对话，评出“表演小组”。

j、全班完成sb活动3，执行录音中发出的指令，进行淘汰赛。

k、结合ab e2开展“simon says”的游戏。

l、两人一组完成ab e3。学生可先讨论，再填写完成。

四、任务完成

以小组为单位试着给教室制定一份英文规章制度。先讨论制度内容，再书写整理，制作成提醒卡。

全班交流并总结“class rules”，并告诉学生这是大家共同制定的，要自觉遵守，互相监督，养成自觉遵守规章制度的好习惯。

年级下册英语教案篇4

1、以活动为教学载体，倡导体验学习。以新课程标准所倡导的教学思想为基本理念，让学生通过体验，感知，参与，实践和多种合作的方式学会语言，学会交流。

2、以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生的综合语言运用能力。面向全体学生，以人为本，使语言教学的这一过程同时也成为人文素质、增强实践能力，培养创新精神的过程。借鉴语言习得理论，服务英语教学。

从语言结构出发：word---dialogue----passage

从语言技能出发：listening &speaking -----reading &writing

从培养学生语言能力出发：single language skills-----comprehensive language skills

本课时教学内容是pep小学英语五年级下册unit 1 this is my day第一课时，通过对教材的重新整合，我所设计的教学内容为教材 p2 let’s start, let’s chant部分;p3 let’s learn , let’s play部分p12:good to know部分(见下图 )

1.能够听、说、读、写以下动词短语：eat breakfast, do morning exercises, have english class, play sports, eat dinner.

2.能够听懂问句：when do you do morning exercises / …? 并能用所学动词短语替换句型“i usually … at …”中的关键词回答问句。

3.能理解并说唱let’s chant部分的歌谣。

4.能够了解good to know 部分的内容。

5.能够利用网络搜索查找所需图片并制作发送卡片

1.本课时的教学重点是掌握a部分let’s learn中的五个动词短语，并能用这五个短语回答询问作息时间的问题。

2.本课时的教学难点是掌握五个四会短语和单词exercise, usually的正确发音。

1.教师准备let’s start部分和主情景图的教学挂图。

2.教师准备录音机和录音带。

3.教师准备五年级上册第二单元的动词卡片和本单元a let’s learn部分的动词卡片。

4.教师在课前将usually, often, sometimes的单词卡片贴在教室的墙上。

5.教师课前在黑板上画一个大钟，并标注时间刻度。

step i warming up

1. 师生同颂教材p2 中let’s chant部分歌谣。

what do you do on the weekend?

i usually go swimming.

sometimes i climb mountains.

sometimes i go shopping.

what do you do on the weekend?

i usually play the piano.

sometimes i visit grandparents,

年级下册英语教案篇5

教学目标：

1、能够识别单词：list airport shoe ticket toothbrush.

2、学习目标语句：where are you going to go? what are you going to take? when are you going to go? who’s going to go with you?

3、功能：能够谈论旅行前的准备和具体事宜。

教学重点：

1、掌握新单词，并能够理解旅行所准备的物品。

2、能够口头运用where are you going to go? what are you going to take?when are you going to go to the airport?who’s going to go to the airport?这类问句就具体信息提问。

教学难点：

能够和同学用“where、 what、when、who”这四个单词开头的疑问句谈论旅行前的`准备。

教学用具：

录音机、ppt

教学过程：

step1、warm-up

师生之间相互问候

step2、presentation free talk

t：the summer holiday is coming ,so where are you going to go in your summerholidays? when are you going to go there? what are you going to take? what are you going to do there? who is going to go with you ? (生逐一回答后,师总结):i think you had a lovely time, yes?由此活动引出where, when, what, who?等特殊疑问词，并带领同学们复习一般将来时的用法。 8、 listen again and answer some questions: where is daming going to go ? what is daming going to take ? when is daming going to go to the airport? who’s going to go to the airport?

9、listen and repeat.(教师随机解释passport)

step4、practice

1、now,i want to be daming，you want to be grandma. i answer you ask me together(师说答语，学生找到相对应的问句) s:where are you going to go? what are you going to take? when are you going to go to the airport? who’s going to go to the airport? t:to the airport. clothes,shoes,present,ticket,passport,toothbrush? at seven o’clock tomorrow morning. daming

2、分角色表演课文对话

step5、extension

step6、summary and homework.

1、 summary欣赏chant：where are you going to go? where are you going to go ? to the airport, to the airport. what are you going to take? what are you going to take? shoes,ticket and toothbrush, when are you going to go ?when are you going to go ? at 7 o’clock, at 7 o’clock, who is going to go ? who is going to go ? it’s me! it’s me !

2、 homework

(1)read the words and text

(2)请学生询问朋友或家人外出旅游的准备情况

?see you soon》 theme: letters from abroad

function: understanding different cultures.

target language: simple past tense. the man wore women’s clothes. the actors told lots of jokes. we laughed a lot. simple future tense ‘be going to’ we are going to see you in three weeks. mum bought new chopsticks for you.

vocabulary: wore (wear), women, actor, told (tell), joke, funny, after, show, ready, soon, bed, room, history, question, borrow, evening

pronunciation: / / / / / / / /

song: postman

一、warmer:

1. tell the ss that you are going to mime some things you did yesterday and the ss have to look and guess what you did.

2. continue like this. yesterday i ate an apple.

he borrowed some books.

she went to the park.

3. say some sentences with ‘now, tomorrow, yesterday.’ e.g. we are going to see you in three weeks. dad is going to put another bed in my room. we bought a bike for you. we are having our english class. he is play football.

二、presentation:

1. listen and say.

a. listen to the tape and read this letter.

b. read the letter again and answer the questions:

c. what is dad going to put in simon’s room?

who bought new chopsticks?

who read a book about chinese history?

what did they but for daming?

2. look and say.

a. yesterday he ate a hamburger.

b. he played football.

c. now he is eating an apple.