七上英语unit4教案
作为一位不辞辛劳的人民教师，通常需要准备好一份教案，编写教案有利于我们准确把握教材的重点与难点，进而选择恰当的教学方法。教案应该怎么写才好呢？以下是小编整理的《七上英语unit4教案》，欢迎阅读，希望大家能够喜欢。
第一篇：七上英语unit4教案
牛津小学英语1B教案 unit4
Unit 4 My nice ruler
1、能听懂日常用语That′s my new ruler. It′s very nice.要求读音正确，语调自然。
2、能运用句型That′s my„ It′s very„对物品进行简单描述，语音语调正确。
3、低年级学生的英语学习方法引导。
4、培养学生的学习兴趣，能听懂日常用语That`s my new ruler. It`s very nice.等。
5、培养学生的观察能力。
Unit 4 My nice ruler ——That′s my new ruler. ——It′s very nice. A. greeting 继续巩固用英语组织教学让学生初步听懂课堂基本用语，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相应的反应。 B. Free talk T：Class begins. S1: Stand up. T: Hello, boys and girls. Ss: Hello, Miss Zhou. T: Hi, What’s your name? S: Hello, my name is „. T：How are you? S1:I′m fine, thank you. T: Nice to meet you. S1: Nice to meet you， too. 开起小火车，一个接一个和后面的小朋友打招呼。 C、Presentation 1) 教师拿出一本新的英语书用Is this „?问学生，再指着远处讲台上的一把新的尺子，Is that „ ? 提问，从而呈现That’s my new „ T：Is this a book? Ss: Yes, it is. T: This is my new book. T: (指远处)Is that a ruler? Ss: Yes, it is. T: Good. That’s my new ruler. 让学生通过This is my new book.和 That’s my new ruler. 的对比。体会 this 和 that 的不同含义和用法。
2)教new 这个单词时，教师用新、旧物品作比较。 T: Look, this is an old book. T: Look, that’s a new book. 在学生操练new 之后，再让学生用new 进行组词操练：a new bag, a new book等。 D、Learn to say 1)放录音让学生跟读的方式学习对话内容。在学生跟读时，要他们尽量模仿录音中的语音、语调。
2)引导学生采用分角色朗读、分组朗读等多种形式练习，进行课文对话操练。 3)在班级中开展“小擂台”比赛，看谁领读得好，谁就成为“小擂主”。 E、Practise 1)在学生听、读对话后，教室组织学生运用实物、图片、多媒体等直观手段，创设情境，进行多层次的操练。 S1: That’s my new pencil. S2: It’s red. It’s very nice. F、Assign homework (1)回家读书，家长签字。
Unit 4 My nice ruler
1、能听懂日常用语That′s my new ruler. It′s very nice.要求读音正确，语调自然。能运用句型That′s my„ It′s very„对物品进行简单描述，语音语调正确。
2、能听懂、会说a pen, a crayon, a ruler和a rubber，发音准确。
3、能听懂、会说、会读字母Gg和Hh。
Unit 4 My nice ruler ——That′s my new ruler/pen/crayon/rubber. ——It′s very nice. A. greeting (The teacher stands in front of the class and greets all the students again and prompts them to answer.) T: hello. Ss: Hello. 继续巩固用英语组织教学让学生初步听懂课堂基本用语，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相应的反应。 B. Free talk T：Class begins. S1: Stand up. T: Hello, boys and girls. Ss: Hello, Miss Zhou. T: Hi, What’s your name? S: Hello, my name is „. T：How are you? S1:I′m fine, thank you. T: Nice to meet you. S1: Nice to meet you， too. 开起小火车，一个接一个和后面的小朋友打招呼。 C、Presentation 比较：
A.T：Is this a book? Ss: Yes, it is. T: This is my new book. B.T: (指远处)Is that a ruler? Ss: Yes, it is. T: Good. That’s my new ruler. D、Look an learn 1) 教师可以结合本单元A部分的句子呈现学习用品类单词，使单词教学与交际用语、情境相结合。 S1: That’s my new crayon. S2: It’s very nice. 2) 通过一些What’s missing? 等小游戏操练单词，以提高学生的学习兴趣。
S1：What’s this?/ Is this „? S2: It’s very nice. 2) 通过What’s missing 小游戏操练单词，以提高学生的学习兴趣。 E、Look and read 1) 学习Gg时, 结合以前学过字母的Bb, Cc, Dd，Ee来帮助学生发音。 2)出示写有字母Hh的卡片，示范发音，引导学生眼看教师口型，听清发音。在静听几遍后，再模仿读音。教字母Hh时，采用分解因素的方法，帮助学生发好字母的音。
3)引导学生通过朗读例词bag和hand， 进一步感受字母在单词中的发音。 4)让学生尝试拼读单词dad, bag, hat等单词。 F、Assign homework 回家读书,家长签字.
Unit 4 My nice ruler
1、复习巩固新授新授a pen, a crayon, a ruler和a rubber等，要求读音正确，语调自然。复习巩固句型日常交际用语That′s my„ It′s very„对物品进行简单描述，语音语调正确。
2、激发学生英语学习兴趣，会唱歌曲My nice ruler.
3、完成教学AB Uint4。
4、培养学生学习英语的兴趣。
Unit 4 My nice ruler ——That′s my new ruler/pen/crayon/rubber. ——It′s very nice. A. greeting T: hello. Ss: Hello. 继续巩固用英语组织教学让学生初步听懂课堂基本用语，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相应的反应。 T：Class begins. S1: Stand up. T: Hello, boys and girls. Ss: Hello, Miss Zhou. (The teacher looks at individual students and prompts them to answer.)
T: Hi, What’s your name? S: Hello, my name is „. T：How are you? S1:I′m fine, thank you. T: Nice to meet you. S1: Nice to meet you， too. 开起小火车，一个接一个和后面的小朋友打招呼。 B、Presentation： S1: That’s my new crayon. S2: It’s very nice. C、sing a song 1) 在教唱前，教师可先放录音，让学生熟悉旋律。
2)带领学生学习歌词，先按音乐节奏诵读歌词，引导学生注意nice和new的读音。
3)带领学生学唱歌曲，在基本会唱之后要求他们齐唱。
4)教师引导学生替换部分歌词演唱，如歌曲中的ruler, rubber可以换成其他学习用品。 D、play a game 1) 先讲解并演示游戏的做法。
2)带领全体学生做游戏。由教师发指令学生做动作，再请学生发指令其他学生做动作。
3)组织学生在小组内开展游戏活动。
4)鼓励学生拓展游戏的内容，让学生说出自己学过的单词。 One, two, three, put the pear in the box. E、Assign homework (1)听录音。
(2)鼓励学生平时用本单元所学的日常交际用语相互打招呼。 (3)鼓励学有余力的学生学习其他的打招呼用语。
第二篇：新版PEP五年级英语下UNIT4教案
2014-2015学年下学期 英语 学科备课 设计人： 任教年级： 五 任教班级： 1 第 周第 课时总第 课时
课题名称：Unit4 When is Easter?
一、教学内容与目标
1.教学内容： A. Let’s try Let’s talk 2.教学目标：
a.能够听懂并选出Let’s try 部分所谈论的月份。
b.能够听、说、认读句型：When is April Fool’s Day? It’s on April 1st. When is Easter/…Day?It’s on…. c.了解各种节日所在的日期。
d.了解中西方主要节日及其文化背景。
二、教学重、难点
1.本课时的教学重点是句型：When is April Fool’s Day? It’s on April 1st. When is Easter/…Day?It’s on…. 2.难点:a.学生学会询问节日以及回答别人的询问。 b.具体日期的表达及读法。
三、课前准备
1.教师准备录音机及磁带。
2.教师准备标有12个月份的大转盘。 3.教师准备一些相关人物头饰。 4.教师准备节日图片。
5、相关PPT课件
四、教学步骤
1.热身/复习(Warm-up/ Revision)
(1)教师出示标有12个月份的大转盘，在转动指针前提问：Which month is it? 让学生猜测，如：It’s January/ April.等。 (2)Free talk：
T: Hello,...When is New Year’s Day? S1: It’s in January. T: .When is Children’s Day? S2: it’s in June .等。
学生模仿以上对话进行“连锁问答”。(复习前面所学节日并过渡到新知) 2.呈现/操练(Presentation/Practice)
(1)学习新句型：When is April Fool’s Day? It’s on April 1st. When is Easter/…Day?It’s on…
a.由Free talk引出新句型：When is April Fool’s Day? When is Easter? b.课件展示愚人节及复活节相关图片
c.带读句型：When is April Fool’s Day? When is Easter?
d.教师放Let’s talk部分的录音，学生听两遍后回答以上问题。然后看对话跟读录音。(对于April 1st /April 5th 教师可让学生反复听此处，回答时并加以引导)
e .PPT呈现课文及重点句型。带读When is April Fool’s Day? It’s on April 1st. When is Easter/…Day?It’s on…. e.学生两人一组练习该对话。
f.教师出示国庆节的图片并板书China’s National Day，学生跟读，然后师生问答：
T: When is National Day? Ss: It’s on October 1st . g.同桌之间结合课本学生完成连线练习，进行问答练习。如：When is Children’s Day? It’s on June 1st.师生问答进行校对。 3.巩固和延伸(Consolidation and extension) a.听录音完成Let’s try 练习。
b.让学生了解其他主要节日日期。如：Spring Festival, Dragon Boat Fastival, Mid-Autumn Day, Teacher’s Day, Mother’s Day, Father’s Day, Thanksgiving Day, Halloween 并用句型When is…? It’s on…进行交流。 c挑选配套上A部分Let’s talk的相关习题练习。
2014-2015学年下学期 英语 学科备课 设计人： 任教年级： 五 任教班级： 1 第 周第 课时总第 课时
课题名称：Unit4 When is Easter?
一、教学内容与目标
1.教学内容： A. Let’s learn Ask and answer 2.教学目标：
a.能够听、说、认读动词词组April Fool’s Day,sports meet,singing contest, English test, maths test, Easter和句型When is the sports meet ? It’s on April 4th . b.能够听、说、读、写When is the sports meet ? It’s on April 4th. c.能够掌握日期的表达方法并能说出节日、活动的具体日期，如：When is the sports meet?It’s on April 4th .
二、教学重、难点
本课时的教学重点是Let’s learn部分问答日期的表达方法，要求学生做到四会，并能在情景中自然的加以运用。
本课时的教学难点是日期表达法以及如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。
三、课前准备
1.教师准备录音机及磁带。 2.教师准备相关单词卡。
3.教师准备日历表，日历卡和带有节日特征的图片。 4.教师准备节日音乐和带有节日特征的图片。 5.教师课前在黑板上画一幢5层高的大楼。
四、教学步骤
1.热身/复习(Warm-up/ Revision) January, February, and March. April, May, and June. July, August, and September. October, November, and December. That’s all of a year!
2.呈现/操练(Presentation/Practice) (1)教学序数词
a.教师指着黑板上画好的12层大楼，提问学生：This is a building. How many floors are there in this building?回答：There are 5 floors. 教师将单词卡片January贴在一楼，提问学生： Where is January? 学生回答： It’s on the first floor. 教师板书first(1st)。学生一起朗读。 教师说：January is the first month. It’s on the first floor. 学生模仿并进行拓展会话，如：
February is second month. It’s on the second floor. b.教师出示April 的卡片提问：What about April? 教师自己回答：April is the fourth month. It’s on the fourth floor. 教师贴卡片并板书fourth(4th)，学生齐读单词。
c.教师指着第五层楼问学生：Now, who lives on this floor? 学生应回答：May. 教师说：Yes, it’s May. May is the fifth month. It’s on the fifth floor. 教师强调该词是fifth 而非fiveth，师生一起朗读fifth。
d.教师引导学生看图说话，教师先给予明确示范，如：January is the first month. It’s on the first floor. 请学生依次做表述，一直到12月份。 e.Game：You say, I say! 一个学生说基数词，另一个学生说序数词，然后再反过来。如： S1: One. S2: The first. S2: Two. S1: The second. (2)教学对话
a.教师提问：When is the sports meet?Do you know? 学生听音并回答：It’s on April 4th . 学生在日历上找出这一天，教师用红笔圈出，出示运动会图片：April 4th ，sports meet. b.学生听音并表演。 (3)Pair work 同桌针对课本ask and answer 进行问答练习 3.巩固和延伸(Consolidation and extension) (1)完成配套B部分Let’s learn的练习。 (2)背诵1—5序数词并抄写其简写形式。
2014-2015学年下学期 英语 学科备课 设计人： 任教年级： 五 任教班级： 1 第 周第 课时总第 课时
课题名称：Unit4 When is Easter?
一、教学内容与目标
1.教学内容： A. Let’s spell;Read, listen and chant; ;Listen, circle and say;Choose, write and say. 2.教学目标：
1. 能够通过听例词发音，观察例词中共有的特征，学习th在单词中的发音规则;能够跟着录音说唱歌谣，强化记忆th的发音规则。
2. 能够根据th的发音规则读出生词;能够通过听录音、圈单词、读单词的活动，观察th在词首、词中和词末的发音，强化th的音—形对应关系。 3. 能够按照th的发音规则拼写出单词。
4. 能够在单线上完成抄写句子的活动，做到书写规范正确。
二、教学重、难点
本课时的教学重点是能够通过听例词发音，观察例词
中共有的特征，学习th在单词中的发音规则;能够跟着录音说唱歌谣，强化记忆th的发音规则。
本课时的教学难点是能够根据th的发音规则读出生词;能够通过听录音、圈单词、读单词的活动，观察th在词首、词中和词末的发音，强化th的音—形对应关系。
三、教学准备
课件、单词卡片、录音机等
四、教学步骤
1.热身/复习(Warm-up/ Revision) 1)播放本单元歌曲。
2)师生自由对话，生生自由对话。 2.呈现/操练(Presentation/Practice)
1)出示数学老师的照片，问What’s he like? 引出单词maths以及thin。 2)依次以图片的形式呈现本部分的单词，强调th的两种发音。 3)操练
a.看图片，读单词。老师用ppt呈现本部分学过的单词，学生看单词正确地读出来。老师纠正不正确发音。 b.Listen , circle and say. c.Choose , write and say. 3.巩固和延伸(Consolidation and extension) 出示其他单词，学生总结th的发音规律。
(1) th位于词首时,可以从词性上判别其应有的读音.在名词、动词、形容词和数词中th发清辅音.如：thing,theatre,thunder,thermos,Thursday,theory,theme,throat,thread,think,thank,thrive,thicken,thirteen,thirty,third,thousand,thick,thirsty,thoughtful,thorough 在代词和一些功能词中th发浊辅音,them,their,theirs,there,the,than,then,though,thus,therefore,they.只有介词through是个例外. (2) th位于词尾(或音节之尾)时,其读音多数是清辅音,如：bath,breath,tooth,等.只有在少数单词中,如：with,smooth 中读浊音. (3) th在词中并且后面接er时,或者最后一个字母是不发音的e时,通常也发浊辅音.例如：feather,weather,whether,leather,further,father,bathe,breathe,southern,northern,either等.在其他情况下发清辅音.例如：author,faithful,method,nothing,anything,healthy,wealthy.
4、作业
1)配套练习册中相关的题目。
2)把今天学过的单词发音给家长读一遍。
2014-2015学年下学期 英语 学科备课 设计人： 任教年级： 五 任教班级： 1 第 周第 课时总第 课时
课题名称：Unit4 When is Easter?
一、教学内容与目标
1.教学内容： B. Let’s try Let’s talk 2.教学目标：
a.能够听懂并选出Let’s try 部分所谈论的月份及日期。
b.能够听、说、认读句型：When is your birthday? My birthday is on April 4th. c.了解与生日有关的各种句子。 d.扮演不同的角色，练习重点句式。
二、教学重、难点
1.本课时的教学重点是句型：When is your birthday? My birthday is on April 4th. 2.难点:a.灵活运用询问生日以及回答询问的句式。 b.练习与生日有关的句子的读法。
三、课前准备
1.教师准备录音机及磁带。 2.教师准备一些相关人物头饰。 3.相关PPT课件
四、教学步骤
1.热身/复习(Warm-up/ Revision)
(1)教师再次出示标有12个月份的大转盘，在转动指针前提问：Which month is it? 让学生猜测，如：It’s January/ April.等。 (2)Free talk：
问: When is the baby’s birthday? 答: It’s on ... ....等。
学生模仿以上对话进行“连锁问答”。(复习前面所学节日并过渡到新知) 2.呈现/操练(Presentation/Practice)
(1)学习新句型：When is your birthday? My birthday is on April 4th. 等句型。
a.复习1st,2nd,3rd,4th,5th等单词。 b.课件展示与对话相关的图片
c.带读句型：When is your birthday? My birthday is on April 4th. 等句型。 d.教师放Let’s talk部分的录音，学生听两遍后回答以上问题。然后看对话跟读录音。(对于April 4th 教师可让学生反复听此处，回答时并加以引导) e .PPT呈现课文及重点句型。带读When is your birthday? My birthday is on April 4th. 等所有句型。 e.学生两人一组练习该对话。
f.教师出示图片并板书When is your birthday? My birthday is on April 4th. 等句型。学生跟读，然后师生问答： T: When is your birthday? Ss:My birthday is on... ..... 。
3.巩固和延伸(Consolidation and extension)
a.同桌之间结合课本完成练习，进行问答练习。如：When is your birthday? It’s on ... ....师生问答进行校对。
b.让学生与学过的其他主要节日日期联系。如：Spring Festival, Dragon Boat Fastival, Mid-Autumn Day, Teacher’s Day, Mother’s Day, Father’s Day, Thanksgiving Day, Halloween 并用句型When is…? It’s on…That’s ... .... ’s Day进行交流。 c挑选配套上B部分Let’s talk的相关习题练习。
2014-2015学年下学期 英语 学科备课 设计人： 任教年级： 五 任教班级： 1 第 周第 课时总第 课时
课题名称：Unit4 When is Easter?
一、教学内容与目标
1.教学内容： B. Let’s learn Look and write 2.教学目标：
a.能够听、说、认读、写
12、20、30、
23、21的序数词。 b.能够听、说、读、写序数词
12、20、30、
23、21的简写形式。
c.能够用英语询问和表达生日的日期，并能说出家人及自己的生日，如：When is your birthday? My birthday is on March 21st. d. 掌握基数词变序数词规则，注意特殊词形变化。
二、教学重、难点
1.教学重点：序数词的听、说、认读以及具体日期的表达法 2.难点：不规则序数词的认读及书写。
三、课前准备
1.教师准备录音机及磁带。 2.教师准备日历表。
四、教学步骤
1.热身/复习(Warm-up/ Revision) January, February, and March. April, May, and June. July, August, and September. October, November, and December. That’s all of a year!
(再次复习月份为教授新知做铺垫。) 2.呈现/操练(Presentation/Practice) (1)教学序数词
a.教师拿出日历表，通过听力借助日历表学习新知。
Now there is a birthday. It’s on October 12th.Who can find it in this? 教师一边说一边将日历表拿出，让听出的学生从中找到这一天，并圈出。教师说：Yes, you are right. It’s October 12th. 教授12th并板书October 12th。
用同样的方式教授剩余的四个序数词，并板书。 b. Game：You say, I say! 一个学生说基数词，另一个学生说序数词，然后再反过来。如： S1: 21. S2: the twenty- first S2: 30. S1: the thirtieth (2)教学对话
a.教师提问：When is Wu Yifan’s grandpa’s birthday? Do you know? 学生听音并回答：It’s on October 12th . 教师在黑板找到这一天的板书，在后面补充： October 12th ，Grandpa’s birthday b.把剩余的四天后面也补充完整： April 20th Grandma’s birthday November 30th Dad’s birthday February 23rd Mum’s birthday August 21st Wu Yifan’s birthday c. 教师领读，充分熟悉新知。 d. Pair works 同桌针模仿对话进行问答练习，When is ……’s birthday? It’s on……. 3.巩固和延伸(Consolidation and extension) (1) Look and write 教师拿出三月份日历表，圈出 March 21st ,让学生猜是谁的生日，然后再听，对猜对的同学进行鼓励表扬。
(2) 练读Look and write的内容，注意其特殊变化并总结其规律。(21st---29th ,20th ,30th ) (3)抄写其内容。
4.限时作业 (The limited-time exercises) 完成配套B部分Let’s learn的练习。
5.家庭作业(Homework)背诵Let’s learn中序数词并抄写其简写形式。 2014-2015学年下学期 英语 学科备课 设计人： 任教年级： 五 任教班级： 1 第 周第 课时总第 课时
课题名称：Unit4 When is Easter?
一、教学内容与目标
1.教学内容： B. Read and write;C Let’s check let’s wrap it up 2.教学目标：
a.能够读懂Read and write大意,并完成其阅读任务。 b.复习序数词的听、说、认读及具体日期的表达方法。 c.能够了解英文日记的书写格式。
d.让学生学会一些复习策略，培养他们对复习课的兴趣。
二、教学重、难点
1.教学重点：能够读懂Read and write，简单了解英文日记格式，并完成简单练习。
2.难点：序数词的熟练应用;句子They make noises when they are hungry.的理解。
三、课前准备
1.教师准备录音机及磁带。 2.教师准备相关单词卡。
3.教师根据课文内容准备小猫生长过程的图片(4张)。
四、教学步骤
1.热身/复习(Warm-up/ Revision) a.快指快说(快说快指)
给出序数词的缩写形式：5th 12th 19th 26th 1st 8th 15th 21st b.师生做简单对话复习核心句型，并引出新课。 When is your birthday? My birthday is ……. 2.呈现/操练(Presentation/Practice) Read and write a. T: Now Sarah’s cat has two kittens. When is their birthday? Do you know? Show some pictures of the cats. 播放遍录音，让学生带着问题听录音,并画出相关内容。 b. Read and match c. Teacher reads the diary and retells the keys. d. Now let students read it. e. Write two sentences about the kittens. 3.巩固和延伸(Consolidation and extension)
a.小组合作学习，组长在组内把日记内容进行分工，做好准备工作，有不会的单词通过问老师或问组长读会。小组进行读的比赛。 b. 听力训练：Let’s check. d. 读一读，连一连。 e. 完成句子。
4.家庭作业(Homework) 模仿课文写一篇简单的日记。
第三篇：五年级英语下册 unit4 lesson31教案 冀教版
(冀教版)五年级英语下册教案 unit4lesson31
lesson 31Are You Ready for a Quiz ?
教学目标
a、知识与技能：完成本课所涉及的小测试;学生能够读懂故事书中的小故事。
b、过程与方法：通过小测试及故事理解，提高学生的阅读及听力理解能力。
c、情感态度价值观：培养英语学习的兴趣，提高学生的英语综合水平。
教学重点：能准确回答书中的问题，听懂并理解故事内容，顺利完成相关练习。
教具学具准备： 录音机、故事书、教学卡片
教学过程
(一)Class opening and review
1、Greeting。
2、Review：Irregular past-tense verbs and regular past-tense verbs.
3、Chant：What did you do?
Listen、read and plus the action
4、Quiz：a.Use the quiz as the listening exercise. The students finish it on the paper. Play the tape twice. Then check for understanding.b.Ask them to write the answer below each question .
(二)Story：A gift for little Zeke
Prepare to read
Ask the class to look at the picture in the story.
Questions：Is Little Zeke happy or sad?Why?
……
Read the story
Play the audiotape twice and check for understanding.
Discuss the story
Do Little Zeke want a gift?
Who gives Little Zeke a gift?
What is the gift?
Use the activity book.Ask the students to listen carefully.Play the tape twice.
(通过有目的的提问及讨论，学生带着问题去听、去理解故事内容，在故事教学中听说读写四个方面都得以训练。)
(三)Class Closing
Main idea of the story.
板书设计
Lesson 31: Are you ready for a quiz?
规则动词和不规则动词过去式的教学卡片
第四篇：牛津小学英语4A Unit4 I like…(A)教案
4A Unit4 I like…(A)教案
教学内容：4A Unit4 I like…A部分(第一课时安排B部分单词教学)
教学目标：1 Useful expression: What’s this/that in English? Do you like …? Yes, I do. No, I don’t.
2 理解并读懂A部分课文。
3 课后在同学和老师之间进行调查。
教具准备：各类玩具小卡片，小兔、小熊玩具，风筝、娃娃、拼图、木偶，调查表(课前发给学生)，填空的表格(课前发给学生)，课件。 教学重、难点：Useful expression: What’s this/that in English?
Do you like …? Yes, I do. No, I don’t.
主要教学流程：
Step 1 T：Hello, boys and girls! Nice to meet you! / How are you?
Greeting.
T: Today, Miss Tang is very happy, why? Do you know? Because I see many beautiful toys here. Let me see! You are animal group, you are stationery group, you are fruit group, and you are food group, you are color group, and last one is clothes group. You are very good! Now, Let’s show us, ok? Ss: Ok! Group1: (Stand up)I have a ruler. I have a pen. I have a pencil. I have a book…
Group2: (Stand up) Monkey, monkey, a lovely monkey.
Panda, panda, ,a lovely panda.
Cat, cat, a lovely cat. Yeah! Group3: (Stand up) say a rhyme:
Pears,bananas and apples,
Oranges, peaches and apples.
Big fruit and small fruit,
They’re all very good. Group4: (Stand up) sing a song: Color song Group5: (Stand up) Ss:Look at my jacket, it’s nice!
Look at my T-shirt, It’s pretty. Look at my coat, how nice! Yeah! Group6: (Stand up) sing a song: Hot cross buns! Step2: Presentation 1 T: Excellent! You do a good job! Now, listen! And guess! What’s this in English? (listen to the sound of a dog) Ss: It’s a dog.
T: Do you like a dog? Ss: Yes, I do. T: Me, too. I like a dog, too.
2 T: Look，guess! What’s this in English? ( show the ears of a toy rabbit) Ss: It’s a rabbit.
T: A rabbit? Let me see, oh, yes, it is. It’s a lovely rabbit. T: Do you like a rabbit? Ss: Yes, I do. T: Me, too. I like a rabbit very much. 3 T: Guess! What’s that in English? (出示图片的一角) S: It’s a tiger.
T: Do you like a tiger? S: Yes, I do./ No, I don’t.
T: I don’t like a panda. It’s terrible. 4 T: Go on! Look at the picture! Guess! What’s that in English?(出示图片的一角)
S: It’s a panda.
T: Do you like a panda? S: Yes, I do. T: Me, too.
5 Read after T: What’s this/that in English? It’s a…
Do you like …?
Yes, I do. / No, I don’t.(拿着哭脸笑脸)
T展示句型卡片，并贴在黑板上，学生跟读几遍。 Step3: Practice. 1 T: Look at the picture, What’s this in English? S: It’s a puzzle.
T: Do you like puzzles? S: Yes, I do. T: Here’s a puzzle for you.(T发一个puzzle 的小图片作为奖励。) S: Thank you very much. 同样的方法T和S操练对话，并发小卡片给学生。
2 T：Now, you can ask me: What’s this in English? Do you like puzzles? Ss: What’s this in English? T: It’s a bus.
Ss: Do you like buses? T: Yes, I do. (老师在投影仪上画笑脸) 同样的方法再问老师一个。
3 请三位同学到前面来，模仿老师，其他同学问，他回答，并画哭脸或者笑脸。 Ss: What’s this in English? S: It’s a …
Ss: Do you like …?
S: No, I don’t. (S在投影仪上画哭脸) 4 Work in pairs(拿手中的小卡片): S1: Do you like …?
S2: Yes, I do. / No, I don’t. S1: Here’s a…for you.
S2: Thank you very much.
6 T: (Take out a bear) Now, I’ll introduce my new friend , look ,it’s a bear. Please say hello to bear. Bear: Hello, boys and girls! Ss: Hello, bear! T: Hello, bear! Bear: Hello! T: Good morning, bear! B: Good morning, Miss Tang! T: Do you like puzzles? B: Yes, I do. T: Now, you can ask him, ok? S: Do you like bikes? B: No, I don’t.
7 T: Look at this photo, do you like Yao Ming? (出示姚明的照片) Do you know what he likes? Now, you are a reporter, you can interview him, ok? (拿小话筒) S：Yao Ming, do you like footballs? Vedio: No, I don’t.
S: Yao Ming, do you like basketballs? Vedio: Yes, I do. 同样的方法采访蜡笔小新、Miss Zhu等 Step 4 Have a rest. Sing a song: 用Are you sleeping的音调：
1 Do you like puppets? Do you like puppets?
Yes, I do. Yes, I do.
Do you like puppets? Do you like puppets? Yes, I do. Yes, I do. 2 Do you like puzzles? Do you like puzzles?
No, I don’t. No, I don’t.
Do you like puppets? Do you like puppets? No, I don’t. No, I don’t.
3 Do you like buses? Do you like buses?
Yes, I do. Yes, I do.
Do you like buses? Do you like buses? Yes, I do. Yes, I do. Step5 Learn to say 1 T: Yang Ling and Nancy are good friends, Yang Ling went to Nancy’s home, let’s see! 放映A部分的动画。 Ss read after the video. 2 T: Do you understand? Answer this question, What does Yang Ling like? Which one is the answer? Ss: Puzzle, doll, kite. T: Let’s see, yes or no? 3 Ss read after the video. 4集体做一个有关课文的排顺序练习，以巩固。
5 Fill in the blank, Ss write down the answers in the paper. Then T check. 6 Open the books, Boys read Nancy, girls read Yang Ling, read the dialogue together. 7 T acts as Nancy, a S acts as Yang Ling, act out the dialogue. Step 6 Consolidations T: Now, you can ask your friends in your group, which fruit, stationeries, animals like? Work in groups, talk about your toys, ok? 六个小组分别在自己的小组里讨论： S1: What’s this in English? S2: It’s a …
S1: Do you like …?
S2: Yes, I do.
S1: Here’s a…for you.
S2: Thank you very much.
每组请一对搭档上来表演, 并选出最佳演员。 Step7 拓展
T：Look at these pictures, they’re our Yancheng, do you like Yancheng? Ss: Yes, I do. T: Let’s say it together: I like Yancheng! Three times! Ss: I like Yancheng! I like Yancheng! I like Yancheng! T: I love Yancheng! Ss: I love Yancheng! T: I’m Miss Tang, do you love me? Ss: Yes, I do. T: I love you, too. Step8: Homework: Do the survey: Ask your classmates and friends: Do you like…?
第五篇：高中英语新课标(人教版必修一)教案 Unit4 Earthquakes (The Third Period)
高中英语新课标(人教版) 教案 必修一
Unit4 Earthquakes
The Third Period
●从容说课
This period mainly deals with the important language points that appear in the Reading passage.But at first，teacher should check how well the students have understood the passage by asking some detailed questions based on the passage.While doing this part，students should keep their textbooks closed. There are a lot of numbers in the Reading passage.So next the students should finish one task in Learning about Language(Part 3) to know how to read these numbers in English. Then the teacher will deal with the important points in the passage.The purpose of this step is to help students better understand some difficult sentences and master the usage of some important words and expressions.So the teacher should give the students several minutes to look for the difficult points at first.In this way，the teacher can help the students remove the obstacles in reading.After that the teacher will explain the words and expressions and then show the students some typical examples to help them understand.Sometimes the teacher will compare the words or expressions with some similar ones.After this step，as consolidation，the students are asked to finish two short passages using the words and expressions that they have just learned in the unit.Another more difficult task is set to meet the needs，that is，to translate some sentences from Chinese to English by using the words and expressions in the brackets. ●三维目标 1.Knowledge： (1)Words：
crack，burst，ruin，injure，destroy，shock，last的具体用法。 (2)Phrases：
at an end，right away，dig out 的用法 (3)Sentence patterns：
All hope was not lost.(部分否定句) 2.Ability：
(1)Train the students’ ability to read different numbers in English. (2)Learn the usage of some difficult words and expressions. (3)Train the students’ ability to remove the difficulties while reading. 3.Emotion：
(1)Train the students’ ability to cooperate with others. (2)Know the deadliness of an earthquake and the signs before an earthquake is coming. (3)Learn from the bravery of people in Tangshan to face the reality and rebuild the city. ●教学重点
(1)Train the students’ ability to read different numbers in English. (2)Train the students’ ability to cooperate with others. ●教学难点
(1)The explanation of some difficult words and expressions. (2)Train the students’ ability to remove the difficulties while reading. ●教具准备
(1)a tape recorder (2)a projector (3)the blackboard ●教学过程 Step 1 Greetings Greet the whole class as usual. Step 2 Revision T：In the last period，we learned something about the terrible Tangshan Earthquake in 1976，which is the deadliest earthquake in China’s history.Now I am going to ask you some questions based on the Reading passage. T：What did people in Tangshan see in the sky before the earthquake? S1：They saw bright lights in the sky. T：What did people hear?
S2：They heard the sound of planes outside Tangshan even when no planes were in the sky. T：What did people notice in the wells?
S3：People noticed the well walls had deep cracks，and a smelly gas came out of the cracks. T：Did people pay any attention to these abnormal phenomena? S4：No.They went to bed as usual that night. T：When did the earthquake begin? S5：At 3：42 in the morning of July 28. T：How many people were killed or injured in the quake? S6：More than 400000 people. T：Could the injured people go to hospital?
S7：No，they couldn’t because all of the city’s hospitals were gone in the quake. T：Were there any aftershocks?
S8：Yes.Later that afternoon，another big quake shook Tangshan.Many rescue workers and doctors were trapped under the ruins. T：Did the survivors deny the city and go to live in other places?
S9：No.They did the rescue work with the help of 150000 soldiers sent by the army.Slowly the city of Tangshan began to breathe again. T：I am very satisfied with your work. Step 3 Learning about Numbers T：Maybe you have already noticed that there are a lot of numbers in the Reading passage.To read them correctly is very important.Sometimes there is a test on numbers in Listening. T：Now turn to Page 28 and look at Part 3.Match each word to the number that has the same meaning. (Allow Ss several minutes to finish the task.) T：Now let’s check your answers. S：A.90%
ninety percent B.10000
ten thousand C.1000000 one million
D.150000
one hundred and fifty thousand E.75%
seventy-five percent F.1/3
one-third G.500 000 half a million H.2/3
two-thirds Step 4 Important points T：In the Reading passage of this unit，there are some important words and expressions.I will first give you five minutes to pick out the difficult words，expressions and sentence patterns.You may work with your partner. (After five minutes.) S1：In the first paragraph，“... the water pipes in some buildings cracked and burst.” How can we understand “burst”?
T：If something bursts or if you bursts it，it breaks open or apart suddenly and violently so that its contents come out. e.g.You are going to burst the balloon，if you are not careful. S2：In the first paragraph，“Farmers’ wives noticed that the well walls had deep cracks in them.” and in the second paragraph “A huge crack that was eight kilometers long and thirty meters wide.” Do the two “cracks” have the same meaning?
T：You are very careful.Yes，they have the same meaning.Both of them are nouns.“Crack” means a very narrow space between two things or two parts of something.“Crack” can also be a verb，meaning to break or make something break so that it gets one or more lines on its surface，as in the sentence “In the city，the water pipes in some buildings cracked and burst.”
e.g.She fell off her bike and cracked a bone in her leg. S3：How can we understand this sentence in the second paragraph “It seemed that the world was at an end.”?
T：In order to understand this sentence，you have to know the meaning of the phrase “be at an end”.It refers to a situation in which something is finished or no longer existed. e.g.The long hot summer was at last at an end. Other examples are “come to an end”，“put an end to sth.”. T：So now who can explain the sentence in our text?
S4：Let me have a try.The earthquake was so terrible that nearly everything was destroyed.So people thought it was the end of the world. T：Excellent.And this sentence uses exaggeration. S5：In the second paragraph，“In fifteen terrible seconds a large city lay in ruins.” Why don’t we use “ruin” instead of “ruins”?
T：“Ruin” can be an uncountable noun，which means a situation in which you have lost all your money，your social position，or the good opinion that people had about you. e.g.With the collapse of grain prices，small farmers are on the brink of financial ruin. While “ruins” means the part of a building that is left after the rest has been destroyed. e.g.the ruins of a bombed-out office block S6：In the second paragraph “Two-thirds of the people died or were injured during the earthquake.” Can we use “wound” to take the place of “injure”?
T：No.To injure someone means causing physical harm to someone，for example in an accident or an attack.To wound someone means injuring someone，especially by making a cut or
hole in their skin using a knife，gun，etc. e.g.(1)One of the players injured his knee and had to be carried off. (2)Gunmen killed two people and wounded six others in an attack today. S7：In the third paragraph “Everywhere they looked nearly everything was destroyed.” Can we use the word “ruin” to take the place of “destroy”?
T：No.“Destroy” means to damage something so badly that it no longer exists or cannot be repaired.If you “ruin” something good or useful，it then usually exists，but no longer has its good qualities or features. e.g.(1)The school was completely destroyed in the big fire last night. (2)Too much sugar can ruin your teeth. S8：In the third paragraph，“People were shocked.”What’s the meaning of the sentence? T：“Shock” here means to make someone feel very surprised and upset and unable to believe what has happened. e.g.The murder of such a young child deeply shocked the whole community. S9：So the sentence in our text means people were surprised. T：Yes.But there is a slight difference between “shock” and “surprise”.If something is，comes as，or gives you a shock it is unexpected and often very bad. e.g.It came as a great shock to hear she was leaving home. But a surprise is something that is unexpected，but is not necessarily bad. e.g.What a nice surprise! I didn’t even think you were in the country! S10：In the third paragraph，“People began to wonder how long the disaster would last.” What does the word “last” mean in this sentence?Is it an adjective?
T：No，it is not an adjective but a verb.“Last” here means to continue for a particular length of time. e.g.The hot weather lasted for the whole month of July. As a verb，“last” could also mean to manage to remain in the same situation，even when this is difficult. e.g.They won’t be able to last much longer without fresh supplies. The word “last” can also be used as a linking verb.It means being enough for someone to use. e.g.We only had $50 to last us the rest of the month. S11：In the last paragraph，“All hope was not lost.” What is the meaning of this sentence? T：This sentence is a partial negative.It has the same meaning with “Not all hope was lost.” e.g.(1)All the students do not agree to the plan. (2)Not all the students agree to the plan. These two sentences mean some of the students agree to the plan，but some don’t. Step 5 Consolidation T：Now after the explanations of the words，expressions and sentence patterns，let’s do some exercises.Please turn to Page 28 and look at Part 2 in Learning about Language.Complete the passage with some of the words in the text. (After several minutes teacher asks one of the students to read the short passage.Correct any mistakes if there are any.)
Step 6 Homework T：In order to master the usage of these words and expressions，please do some related exercises.Finish off the two parts in Using Words and Expressions on Page 63.
●板书设计
Unit 4 Earthquakes The Third Period Important Words：
1.burst (v.)2.crack (n./v.) 3.ruin
4.injure/wound 5.destroy/ruin 6.shocked 7.last(vi.)
Important Expressions：
1.It seemed that the world was at an end. 2.All hope was not lost.(部分否定句)
●活动与探究
Story-telling Competition： For most of human history，people could only imagine what caused earthquakes to happen.So stories were told to explain this natural disaster.A story from India says that four very big elephants hole up the earth.The elephants stand on the back of a bigger turtle.The turtle stands on an even bigger snake.When any of these huge magical animals move，the earth begins to shake! 1.In pairs make up a story to explain how an earthquake happens. 2.Share your story with your classmates. 3.Choose which one is the most interesting.Give a reason. ●备课资料 知识点归纳：
1.shake用法归纳(shake，shook，shaken)
(1)抖动，震动，常作不及物动词，也作及物动词。 The house shook when the earthquake started. 当地震发生时，房子震动了。 She was shaking with anger. 她气得发抖。
His heavy steps shook the room. 他沉重的脚步使房子都震动了。 She was badly shaken by the news. 她对这个消息大为震惊。 (2)摇动，作及物动词
Shake the bottle before taking the medicine. 服药前摇匀。
(3)颤动，作不及物动词
His hands shook a little as he wrote. 他写字的时候手有点发抖。 His voice shook with emotion. 他很激动，声音都有些颤抖了。 (4)shakeproof adj.防震的，抗震的 (5)常用短语：
①和某人握手
shake hands with sb. shake sb.’s hand shake sb.by the hand
He shook hands warmly with me. He shook my hand warmly. He shook me warmly by the hand. 他和我热情地握了手。 ②摇头 shake one’s head (6)辨析
shake 系常用词，指“上下来回短促而急速地摇动”。 Shake before taking.
(药瓶标签上)服前摇匀。
tremble 指“由于恐惧、悲愤、兴奋等情绪或因寒冷、疲劳等引起无意识地颤抖”。 She trembled at the lion’s roar. 听到狮吼，她浑身发抖。
quake可与 tremble 换用，但较为正式，指“强烈地颤动”。 The earth quaked. 地震了。
quiver指“轻微而急速地颤动、摇动”。 The leaves quivered with the breeze. 树叶随微风摆动。
shiver指“由于寒冷、恐惧或生病而发抖”。 He shivered with cold. 他冻得发抖。
2.strike用法归纳(strike，struck，struck/stricken)
(1)打，击，敲，常表示用力打，可以是一次或多次。 Strike while the iron is hot. 趁热打铁。
hit比strike稍弱，指一次性的打或击中。
beat指连续多次地打，也指有节奏的击打，心脏跳动用beat。 (2)触(礁)，撞
His head struck the table as he fell. 他摔下时头撞在了桌子上。 (3)发起进攻，袭击
Our troops struck the enemy camp at dawn. 我们的部队在黎明时分袭击了敌营。 (4)擦(火柴)
I struck a match and held it to his cigarette. 我擦着了一根火柴来点燃他的香烟。 (5)(钟)敲
I left immediately the clock struck twelve. 钟一敲12下，我就离开了。 (6)(某种想法)突然出现，忽然想起
It struck me that we ought to make a new plan. 我突然想起我们得制订个新计划了。
(7)给(人)某种印象或感觉，给人深刻的印象(常用于被动结构) How does the plan strike you? 你觉得这个计划怎么样?
I was deeply struck by her beauty. 她的美给我留下了深刻的印象。 (8)罢工
They are striking for higher pay. 他们在为争取高工资而罢工。 3.rise (rise，rose，risen )
(1)太阳、月亮、星星升起，出现 The sun rose at seven o’clock. 太阳七点钟升起。 (2)升高
The river is rising after the rain. 雨后河水涨了。
Prices have risen steadily during the past decade. 过去十年间物价一直在上涨。 (3)起床;立起;站起来 (4)晋升
rise，raise和lift辨析：
三个词都有“升起、抬高”的意思。
lift 举起，抬起。常指将物体，尤其是重物，从地面或较低的位置抬高或举起，是及物动词。
He lifted the heavy box for me. 他帮我提起了那个重箱子。
raise 举起，升起，抬高，提高。是及物动词。可与lift互换，但raise强调动作的姿势;此外它还有把某物“竖起来”的意思。还可用在抽象的譬喻性质的短语里。
raise one’s voice 提高嗓门 raise prices 提高价格
raise living standards 提高生活水平 The national flag is raised every morning. 每天早晨升国旗。
rise 升起，上涨，站起来。是不及物动词。常指由低而高的变化过程。 The next morning I was the first to rise. 第二天早上，我是第一个起床的。 4.seem用法归纳
(1)似乎，好像(vi.) ①seem+不定式的一般形式
He seems to like the birthday present very much. 他似乎很喜欢这份生日礼物。 ②seem+不定式的完成形式
We seem to have seen you somewhere before.
我们似乎在哪里见到过你。 ③seem+不定式的进行形式
Several people in the crowd seemed to be fighting. 人群中似乎有几人正在打架。 (2)看来，似乎是(什么样子)(link-v.) ①seem+形容词
The doctor seems very capable. 看来这个医生很能干。 ②seem+分词
His first memories seemed connected with work. 他的第一记忆似乎与工作相连。 ③seem+名词
It seems a pleasant city.
看来这是一个令人愉快的城市。 ④seem+介词短语
You seem in high spirits today，Mary. 玛丽，看来你今天兴致挺高的。 (3)用于下面结构 ①It seems/seemed that ... It seems that they are looking for something. 他们仿佛在寻找什么东西。
It seemed to him that he had never worked so hard in his life. 他似乎一辈子都没有这么努力地工作过。 It doesn’t seem that we can get our money back. =It seems that we cannot get our money back. 看来我们的钱弄不回来了。 ②It seems/seemed as if .... It seems as if the weather is improving. 看来天要好转了。 ③There seems (to be) .... There seems to be no work for you to do here. 看来这儿没有工作需要你做了。 5.injure injure，hurt和wound辨析： injure伤害，损害(感情)，毁坏(名誉)。常指各种性质的身体上或精神上的伤害，常用于意外受伤。是及物动词。
I hope I didn’t injure her feelings. 我希望我没有伤害她的感情。
The football player was injured in his right leg. 那位足球选手的右腿受了伤。
hurt 伤害。没有injure正式，常用于口语。可用于指大、小伤害，也可指精神上的痛苦或感情上的伤害，可用作及物或不及物动词。
He hurt his foot when jumping over the fence. 他在跳篱笆时伤了脚。 His words hurt me.
他的话伤了我的心。 My head hurts badly. 我头疼得厉害。
wound 受伤，伤害，损害。一般指打伤、刀伤等外伤，尤指战场上负伤;还可用于比喻，指精神上的创伤。是及物动词。
The soldiers wounded in the battle were taken care of by the nurse. 战斗中受伤的战士们由护士在照料。 He felt wounded in his honour. 他觉得他的荣誉受到伤害。