教案的編寫要注重培養(yǎng)學(xué)生的信息獲取和處理能力，在寫教案的過程需要教師對教學(xué)過程進(jìn)行反思和調(diào)整，這有助于提高教師的反思管理能力，范文社小編今天就為您帶來了unit1教案7篇，相信一定會對你有所幫助。
unit1教案篇1
英語牛津教材2b-unit5教案課 題：? unit 5 wash with water第 1教時課 型：新授教學(xué)目標(biāo)1.????? using imperatives to give simple instructions e.g. turn on the tap, may.教 學(xué) 重點(diǎn)、難 點(diǎn)、關(guān) 鍵to teach the phrases: turn on? turn off課 序教?? 學(xué)?? 過?? 程?? 設(shè)?? 計設(shè)計意圖step-onewarming up:活躍課堂氣氛。?sing a songstep-tworevision??????? 1、listen and act為新課作準(zhǔn)備。?1)???? wash your face.2)???? open your books.3)???? close your books.4)???? eat a cake….step-threepresentation??????? 1、turn on the tap讓學(xué)生看動作理解意思，培養(yǎng)用英語思維的習(xí)慣。?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.先學(xué)習(xí)單詞，再讓學(xué)生說出句子，發(fā)揮學(xué)生的主動性。????? 3turn off the tap.?課 序教?? 學(xué)?? 過?? 程?? 設(shè)?? 計設(shè)計意圖?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.熟悉課本? 2.pair work擴(kuò)大操練面?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’提高學(xué)習(xí)興趣，鞏固所學(xué)內(nèi)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.?板書設(shè)計?? turn on the tap.? wash your towel.? turn off the tap.教學(xué)具準(zhǔn)備1、??????????? cassette 2b and a cassette player.課后小結(jié)?????????????課 題： unit 5 wash with water第 2教時課 型：新授教學(xué)目標(biāo)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 學(xué) 重點(diǎn)、難 點(diǎn)、關(guān) 鍵i _______ with water.課 序教?? 學(xué)?? 過?? 程?? 設(shè)?? 計設(shè)計意圖step-onewarming up:活躍課堂氣氛?sing a songstep-tworevision??????? 1、daily talk:培養(yǎng)聽說能力?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.?先學(xué)習(xí)單詞，再學(xué)習(xí)句子，并能對所學(xué)句子進(jìn)行替換。?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?課 序教?? 學(xué)?? 過?? 程?? 設(shè)?? 計設(shè)計意圖?2)???? say it after me: brush my teeth3)???? t: my teeth are dirty. elicit: i brush my teeth with water.先學(xué)詞組后學(xué)句子3、open the books. listen to the tape and repeat.培養(yǎng)正確語音語調(diào)?????? 4、look at the pictures and say the sentences.?5、read the sentences.強(qiáng)化句子的認(rèn)讀?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提高興趣，使學(xué)生在競賽中鞏固知識?say some sentences: i …… with water.who says more, who will be win.step-fivehomework assignment?1、?listen to the tape and read.?板書設(shè)計??????????????????????????????? ?? i wash my hands ?? i brush my teeth??? with water.?? i wash spotty 教學(xué)具準(zhǔn)備1、??????????? cassette 2b and a cassette player.課后小結(jié)???????????????課 題： unit 5 wash with water第 3教時課 型：新授教學(xué)目標(biāo)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 學(xué) 重點(diǎn)、難 點(diǎn)、關(guān) 鍵pronounce the words and letters correctly.課 序教?? 學(xué)?? 過?? 程?? 設(shè)?? 計設(shè)計意圖step-onewarming up:活躍課堂氣氛?sing a songstep-tworevision????? 1、daily talk:培養(yǎng)聽說能力?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 先突破單詞，為后面教學(xué)作準(zhǔn)備?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?課 序教?? 學(xué)?? 過?? 程?? 設(shè)?? 計設(shè)計意圖?put up the picture cards for water, dirty, wash, towel, toothbrush, toothpaste and invite students to say the words.進(jìn)一步操練單詞3、say the sentence以單詞帶出句子，培養(yǎng)學(xué)生的說話能力?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在看圖說單詞的基礎(chǔ)上，讓學(xué)生能認(rèn)讀單詞?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’以舊單詞引出字母vstep-fouractivities??play games1)???? match the pictures and words2)???? quick response提高興趣，鞏固知識step-fivehomework assignment?1、listen to the tape and read the words.?教學(xué)具準(zhǔn)備1、??????????? cassette 2b and a cassette player.2、??????????? picture cards and word cards.課后小結(jié)???????????????課 題： unit 5 wash with water第 4教時課 型：新授教學(xué)目標(biāo)1、??????????? using imperatives to give simple instructionse.g. wash your face.教 學(xué) 重點(diǎn)、難 點(diǎn)、關(guān) 鍵using imperatives correctly課 序教?? 學(xué)?? 過?? 程?? 設(shè)?? 計設(shè)計意圖step-onewarming up:調(diào)整學(xué)習(xí)狀態(tài)。?sing a songstep-tworevision??????? 1、daily talk:培養(yǎng)聽說能力。?1)???? how are you?2)???? what can you see?3)???? how do you go to the park?…?????? 2、read the words: water dirty…對單詞強(qiáng)調(diào)復(fù)習(xí)。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.過渡到新授。發(fā)揮學(xué)生主動性。?????? 2、hold up the phrase card and read it out.wash your face.強(qiáng)調(diào)句子認(rèn)讀。?????? 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.模仿正確的語音語調(diào)。?????? 6listen again and repeat.??????? 7select a student to mime an action. let the class guess the command and call out the words.?課 序教?? 學(xué)?? 過?? 程?? 設(shè)?? 計設(shè)計意圖?? 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.擴(kuò)大操練面。step-fouractivities采用游戲形式，既提高了興趣又鞏固所學(xué)內(nèi)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.?板書設(shè)計?wash your face.?????? drink some water.open your mouth.????? turn off the tap.brush your teeth.eat some cake.教學(xué)具準(zhǔn)備1、??????????? cassette 2b and a cassette player.2、??????????? some pictures and some phrase cards.課后小結(jié)????????????????課 題：unit 5 wash with water 第5教時課 型：新授教學(xué)目標(biāo)1.????? using simple present tense to express simple truthe.g. this is the way i wash my face.2. to teach the song教 學(xué) 重點(diǎn)、難 點(diǎn)、關(guān) 鍵sing the new song課 序教? ?學(xué)?? 過?? 程?? 設(shè)?? 計設(shè)計意圖step-onewarming up:調(diào)整學(xué)習(xí)狀態(tài)。?sing a songstep-tworevision??????? 1、daily talk:培養(yǎng)聽說能力。?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引出新授內(nèi)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，突破難點(diǎn)。?????? 3read the sentences after the teacher.??????? 4play the cassette tape, listen and follow.熟悉曲調(diào)。?????? 5repeat several times?????? 6get the class to sing along.?課 序教?? 學(xué)?? 過?? 程?? 設(shè)?? 計設(shè)計意圖?? 7encourage the students to do the actions while singing.提高興趣，幫助理解意思。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.發(fā)揮學(xué)生的創(chuàng)造思維，并能鞏固單詞。step-fivehomework assignment??sing the song for your parents.?板書設(shè)計?? this is the way i wash my face.? this is the way i brush my teeth.教學(xué)具準(zhǔn)備1、??????????? cassette 2b and a cassette player.課后小結(jié)
unit1教案篇2
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的大小寫均為一筆寫成，注意大寫u與小寫u的區(qū)別。
教師在四線格中邊范寫邊指導(dǎo)。
學(xué)生練習(xí)。
step3 have a rest .
sing a song： a b c song (只能唱到w，多唱的同學(xué)必須表演節(jié)目)
step 4 good bye .
the fourth period
teaching contents：
d fun house ：workbook .
teaching aims：
繼續(xù)練習(xí)本單元所學(xué)的日常交際用語和單詞，使學(xué)生能熟練掌握，靈活運(yùn)用。
指導(dǎo)學(xué)生完成書后的練習(xí)和練習(xí)冊中的題目。
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 .教師在黑板上畫出樂器類和球類物品的簡筆畫，學(xué)生猜出相應(yīng)的單詞。
b. 學(xué)生幾人一組，一人畫，其余人猜。
2.read the words four times .
3.listen and number .
聽錄音前可以讓學(xué)生將圖片看一遍，用句型look ，__can play __練習(xí)說話。
4.do a survey .
step 3 do the workbook .
1. listen and judge .
練習(xí)前先組織學(xué)生復(fù)習(xí)相關(guān)的對話。
2.listen and check .
3.listen ，find and match .
先放錄音內(nèi)容，使學(xué)生對各人的情況有一個初步的了解，然后再讓學(xué)生看圖，聽錄音連線。
4.listen and draw .
step 4 ending
牛津英語初一上冊教案
unit1教案篇3
教學(xué)目標(biāo)
1. 能夠聽、說、讀、寫短語：on foot，by bike，by bus，by train。
2. 能夠聽、說、認(rèn)讀短語：by plane，by ship，by subway。
3. 能用句子,how d0 you go to school?how do you go to canada/…?'來替換關(guān) 詢問別人的出行方式;并能夠用句子,i go by…'進(jìn)行回答。
4. 能夠聽懂、會吟唱let’s chant的歌謠。
教學(xué)重難點(diǎn)
教學(xué)重點(diǎn)、難點(diǎn)分析 ： 本課時的教學(xué)重點(diǎn)和難點(diǎn)是掌握四會短語和a let’s learn部分中運(yùn)用某種交通具去某地的表達(dá)法，并能替換關(guān)鍵詞進(jìn)行問答。
教學(xué)過程
1.熱身(warm-up) let’s start
(1) 教師說：today i go to school by bike/bus.usually i go to school by bike/bus. 教師利用肢體動作幫助學(xué)生理解句子意思。然后問學(xué)生：what about you?do you go by bike or by bus?do you go on foot?or by car?師生之間自由會話，引出幾種常見的交通方式。
(2)自由會話之后，教師繼續(xù)說：there are many ways to go somewhere.look at these pictures.do you know what they are?引導(dǎo)學(xué)生看本課時let’s start部分的標(biāo)圖并回答問題。
2. 預(yù)習(xí)(preview)
(1)復(fù)習(xí)頻度副詞：always，usually，often，sometimes，never的tob_id_3091讀音與詞義。有關(guān)活 動可借鑒五年級下冊教師教學(xué)用書第一單元。
(2)let’s chant 教師放本課時let’s chant部分的錄音，學(xué)生先靜聽一遍，再跟錄音輕聲吟唱一遍。教師再放錄音，帶著學(xué)生一起邊唱邊做動作：唱到on foot時，全班跺跺腳;唱到by car/bike/bus/plane/train的時候，學(xué)生舉起自己帶來的玩具。然后教師根據(jù)歌謠內(nèi)容隨機(jī)出示let’s learn部分的單詞卡片加深學(xué)生印象，全班學(xué)生再跟錄音邊唱邊做一遍。
3. 新課呈現(xiàn)(presentation) let’s learn
(1)教師拿出一輛玩具自行車，自問自答：,how do i go to school?i go to school by bike.'并在黑板上寫下：by bike。教師再重復(fù)剛才的句子并問某一學(xué)生：0jwhat about you?how do you go to school?’’學(xué)生如果回答：,me too!'教師就繼續(xù)問下一名學(xué)生，直到有不同答案，教師幫助學(xué)生說出完整的句子：,i go。。to school by…'并將相應(yīng)的短語寫在黑板上。
(2)看短語貼卡片游戲 教師依次出示畫著不同交通工具的短語卡片，讓學(xué)生迅速地貼在黑板上的,by’’短語旁邊，教師領(lǐng)讀短語和句子,l go to school by…'
(3),快速反應(yīng)'游戲 教師說出某個短語，如：by bike，讓學(xué)生做相應(yīng)的動作或迅速舉起相應(yīng)的道具(單詞卡片)并說出句子，如：i go to school by bike.
(4)教師拿出剛才學(xué)生可能沒有提到的交通工具的圖片，如：by plane/subway/ ship/boat等，呈現(xiàn)和練習(xí)這些短語。然后指著課本上的配圖問：,what can you see in the pictures?'注意引導(dǎo)學(xué)生，尤其是農(nóng)村學(xué)生理解,地鐵'的。含義：,it’s an underground railway in a city.it travels very fast.'教師領(lǐng)讀新學(xué)短語。
(5)學(xué)生聽錄音，跟讀let’s learn部分的內(nèi)容。教師注意糾正學(xué)生的語音、語調(diào)
(6)教師引導(dǎo)學(xué)生進(jìn)行單詞的拼讀競賽?？煽粘鰡卧~中的元音字母讓學(xué)生填寫,也可打亂組成單詞的字母的順序，讓學(xué)生重新排序，組成單詞。
(7)教師還可利用學(xué)生卡片背面的灰體詞引導(dǎo)學(xué)生進(jìn)行單詞描紅，學(xué)生邊描邊讀，看誰又快又好。 let’s play 教師請學(xué)生制作簡易的單詞卡片，一摞是地點(diǎn)，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。教師鼓勵!生大膽想象出行方式和所去地點(diǎn)。然后學(xué)生兩人結(jié)對進(jìn)行句型操練，一人問,how do you go to beijing/the usa/the moon?'另一學(xué)生給出答案：,i go by train/plane/spaceship.'對于詞匯表述上有困難的學(xué)生，教師要及時地提供幫助。對一些特別有創(chuàng)意的想法，教師可以寫在黑板上加以鼓勵。
4. 鞏固和延伸(consolidation and extension)
(1)main scene 教師引導(dǎo)學(xué)生看主情景圖，說出其中表現(xiàn)的交通方式。學(xué)生多能說出：on foot by bike，by subway。如有學(xué)生問及小丑騎的獨(dú)輪車以及幼兒騎的三輪兒童車教師可補(bǔ)充說明那分別是unicycle和tricycle;而自行車bike的另一說法：bicycle，意為兩輪車。
(2)學(xué)生做let’s learn部分的活動手冊配套練習(xí);教師指導(dǎo)學(xué)生規(guī)范書寫。新學(xué)伊始，教師非常有必要對學(xué)生重申一下書寫的要求。
(3)學(xué)生背誦并抄寫四會單詞;復(fù)習(xí)說唱歌謠。 (4)學(xué)生預(yù)習(xí)c let’s sing部分的歌曲。
unit1教案篇4
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 :
練習(xí)一welcome to the unit
一、詞匯
1 thank you for （bring） me presents and cards .
2 he is a (細(xì)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、翻譯句子
1 我們可以為希望工程捐款。
we can for .
2 她是一位細(xì)心的學(xué)生，課堂上她總能認(rèn)真聽講。
she is a student . she always to the teachers .
3 少先隊(duì)員們?yōu)槔先藗円恢軆纱未驋叻块g。
the young pioneers the rooms for twice a week .
4 七年級一班的學(xué)生將去河邊植樹。
the students of class1grade 7 near the river .
5 李平經(jīng)常幫助老人。
li ping often .
6 他經(jīng)常在車上讓座。
he often someone on the bus .
7 他正在為希望工程籌集東西。
he is project hope .
8 你們這星期五去老年公寓嗎？
are you this friday ?
7b牛津英語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 / + 形容詞 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、詞匯
1 that man （quick） ran away .
2 don’t (抽煙) 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、用適當(dāng)?shù)膯卧~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、根據(jù)課文完成短文
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、翻譯句子
1 玩火是危險的。
it’s fire .
2 她有一個8 歲的女兒。
she has daughter .
3 今晚我一個人在家。
i at home tonight .
4 在五月十日， 那男人從或里救出一個小女孩。
, that man a girl a fire .
5 我們應(yīng)該互相幫助。
we .
6 那場火燒毀了屋子里的一切。
the fire in the house .
7 他迅速跑回公寓去取鑰匙。
he quickly his flat the key .
（b）
8 他正在寫一篇1500字的故事。
he is .
9 我哥哥今天不能來上學(xué)因?yàn)樗耐仁軅恕?/p>
my brother because .
10 這只老鼠用牙齒咬斷了繩子幫助獅子脫離了危險。
the mouse cut the rope and helped the lion .
11 孫太太住院多長時間了？
was mrs sun ?
12 我們應(yīng)該互相學(xué)習(xí)， 互相幫助。
we should .
13 學(xué)好英語是非常有用的。
it’s to .
7b牛津英語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牛津英語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5
課題：unit 8? time??? let’s learn??????????????????????????????????????? 第 1? 課時課型：n教學(xué)目標(biāo)basic aim: to learn the new words: watch? clock? day? nightdeveloping aim:??????? make some sentences with the new words教 學(xué) 重點(diǎn)、難點(diǎn)、關(guān) 鍵?pronounce words properly課? 序教? 學(xué)? 過? 程? 設(shè)? 計設(shè)計意圖warming-upsong創(chuàng)設(shè)氣氛daily talkask and answer(t&p)1.????? what do you see?2.????? what do you want?3.????? what do you hear?4.????? what can you do?5.????? what do you like to do?鞏固舊句型并培養(yǎng)學(xué)生的聽說能力new learning1.????? to teach: watch(1). ask a pupil: have you a watch?(2). point to the watch and say:look! i have a watch. it’s on my wrist.(3). say after the teacher: watch(4). make some sentences with “watch”e.g.? i have a watch.???? this is my watch.由提問式引入引起學(xué)生注意并運(yùn)用所學(xué)句型造句，使新詞消化鞏固。2.????? to teach : clock(1). show a clock and ask the pupilst: is this a watch?p: no, it isn’t.t: what’s this?(2). point to the clock and sayt: this isn’t a watch. it’s a clock.(3). say after the teacher: clock(4). make some sentences with “clock”.e.g.? listen to the clock.???? look at the clock.?? 由師生問答式幫助學(xué)生理解新詞含義并用舊句型將新詞活用。3.????? quick response(1). t: point to the clock and the watch.p: read out the quickly.(2). p1: read out the clock and the watch.p2: pick out their pictures quickly.?激發(fā)學(xué)生學(xué)習(xí)興趣，并對前面二個新詞加以鞏固。課? 序教? 學(xué)? 過? 程? 設(shè)? 計設(shè)計意圖?4.????? to teach: day(1). draw the sun and some white clouds on the board and say:it’s a fine day. the sun is shining. there are some white clouds in the sky. it is day. understand?(2). say after the teacher: day(3). ask and answer(t&p)t: do you like day?p: yes, i do. (no, i don’t.)通過圖畫敘述讓學(xué)生盡快理解新詞含義，并用問答式加以鞏固。5.????? to teacher: night(1). draw the moon and some stars on the board. ask the pupils:t: is it day?p: no, it isn’t.t: yes, it isn’t day. it’s night.(2). say after the teacher: night(3). free talke.g.?? i like day.????? i don’t like night.用對比教學(xué)法引出新詞，并讓學(xué)生說出自己的情感。6.????? guessing gamelook at the teacher’s mouth and let the pupils say out the word what the teacher said.吸引學(xué)生注意力。consolidation1.????? listen to the tape and say after it from watch to night.2.????? match the pictures to the words.糾正發(fā)音，進(jìn)一步鞏固新詞。homeworklisten and read out the new words.?板書設(shè)計????教學(xué)具準(zhǔn)備?word and picture cardstaperecordera watcha clock?課后小結(jié)??????????? 課題：unit 8 time?????? let’s learn???????????????????????????????????? 第 2? 課時課型：n教學(xué)目標(biāo)basic aim: 1. review the words: watch? clock? day? night????????? 2. to learn the new words: breakfast? lunch? dinnerdeveloping aim: 1. to learn the word: supper????????????? 2. make some phrases.教 學(xué) 重點(diǎn)、難點(diǎn)、關(guān) 鍵?pronounce words properly課? 序教? 學(xué)? 過? 程? 設(shè)? 計設(shè)計意圖warming-uprhyme激活氣氛daily talkask and answer(t&p)1.????? do you like night?2.????? four spoons?3.????? who’s he/she?4.????? is it hot?5.????? can you skip?培養(yǎng)學(xué)生的聽說會話能力revisionwords: watch? clock? day? night1.????? look at the pictures and read out the words quickly.2.????? read the words and pick out the pictures quickly3.? match the pictures to the words.用不同的方法復(fù)習(xí)舊知避免枯燥乏味new learning1.????? to teacher: breakfast(1). show a clock. set it to 7 o’clock and do an action for eating. say: breakfast(2). say after the teacher: breakfast(3). show some bread and milk and do an action for eating. say: have breakfast(4). say after the teacher: have breakfast情景法使學(xué)生更容易理解所學(xué)材料，并將新詞結(jié)合詞組一起學(xué)習(xí)。2.????? to teacher: lunch(1). show a clock. set it to 12 o’clock and do an action for eating. say: lunch(2). say after the teacher: lunch(3). make a phrase: have lunch3.????? to teacher: dinner(1). show a clock. set it to 6 o’clock. point to the picture of “night” while doing the eating action.say: dinner(2). say after the teacher: dinner(3). make a phrase: have dinner(4). t: “have dinner” we can also say “have supper”.讓學(xué)生在前面學(xué)習(xí)基礎(chǔ)上，自己說出詞組。補(bǔ)充supper一詞，注重課外輸入量。??consolidation1.????? listen to the tape and say after from breakfast to dinner.2.????? quick response(1). point to the pictures and say out the words quickly.通過動手操作，讓學(xué)生體會學(xué)習(xí)的樂趣，使他們在課? 序教? 學(xué)? 過? 程? 設(shè)? 計設(shè)計意圖?(2). say the words and pick out the pictures quickly.(3). match the pictures to words.?動中學(xué)，在學(xué)中樂中鞏固消化所學(xué)材料。letterto teacher: z z? zoo1.????? show a picture of a zoo and ask t: is this a park??? p: no.?? t: what’s this??? p:?? t: it’s a zoo.2.????? say several times.3.????? show the word card for “zoo” and say after the teacher.4.????? can you read out the first letter in this word?is it the capital letter or the small letter?5.????? compare the capital letter “z” with the small letter “z”.6.????? say after the teacher : zz↗↘ zoo↗↘ zz-/z/-zoo7.????? write out: zz?homeworklisten and read.?板書設(shè)計????教學(xué)具準(zhǔn)備?word and picture cardssome foodtape recorder??課后小結(jié)?????????????課題：unit 8? time???? let’s act???????????????????????????????????? 第 3? 課時課型：n教學(xué)目標(biāo)basic aim:1. using imperatives to give simple instructions????????? e.g.? may, get up!???????? education aim: educate the pupils to get up and go to bed early.教 學(xué) 重點(diǎn)、難點(diǎn)、關(guān) 鍵?to learn the phrases: get up, have lunch, go to bed課? 序教 ?學(xué)? 過? 程? 設(shè)? 計設(shè)計意圖warming -uprhyme營造氛圍daily talkask and answer(t&p)1.????? what’s your name?2.????? how old are you?3.????? where do you live?4.????? may i have a hot dog?5.????? do you like summer?通過問答調(diào)動學(xué)生記憶思維revision1. words: breakfast? lunch? dinner? suppershow the pictures and say out the phrases quickly.?? have breakfast?? have lunch?? have dinner?? have supper能用詞組正確表達(dá)圖片含義2. letters(1). song (2). recite the letters from aa to zz.(3). match the capital letters to the small letters.(4). quick response??? look at the letter cards and read out them quickly.對字母的音、形、 義能更準(zhǔn)確的加以辨別new learning1.????? get up(1). show a clock. set it to 8 o’clock. pretend to yawn and stretch the arms to illustrate waking up. say several times: get up(2). say after the teacher: get up(3). say and do the action情景法便于學(xué)生感知思維2.????? have lunch(1). show a clock. set it to 12 o’clock and do an action for eating. say: have lunch(2). change the time and say:have breakfasthave lunchhave dinner/supper(3). show some pictures and say out theme.g.? have soup???? have some noodles???? have a hot dog(4). say and do the actions.通過不斷變化的時間，使學(xué)生區(qū)別這三個詞的含義，并讓學(xué)生發(fā)散思維，使知識不斷提升??課? 序教? 學(xué)? 過? 程? 設(shè)? 計設(shè)計意圖?3.????? go to bed(1). set the clock to 7 o’clock and pretend to go to bed. point to the picture of “night”. say: go to bed(2). say after the teacher: go to bed(3) show some pictures and say out them.?? e.g.? go to school??????? go to shanghai讓學(xué)生對所學(xué)知識進(jìn)行延伸和拓展consolidation1.????? listen to the tape and say after it.2.????? listen to the commands and do the actions.t&pgroup&groupp&p不同的對子活動法可以進(jìn)一步調(diào)動學(xué)生的學(xué)習(xí)積極性homework1.????? listen and read.2.????? say and do the actions.?板書設(shè)計????教學(xué)具準(zhǔn)備?a clocktaperecordersome picturesletter cards?課后小結(jié)?????????????課題：unit 8? time?????? let’s talk???????????????????????????????????? 第? 4 課時課型：n教學(xué)目標(biāo)1.????? asking ‘wh-‘ questions to find out the timee.g.? what time is it?2.????? using formulaic expressions to express timee.g.? it’s three o’clock.教 學(xué) 重點(diǎn)、難點(diǎn)、關(guān) 鍵?ask and answer: what time is it?????????????? it’s _____o’clock.課? 序教? 學(xué)? 過? 程? 設(shè)? 計設(shè)計意圖warming-upsong培養(yǎng)情感daily talkask and answer(t&p)1.????? are you a pupil?2.????? what’s the weather like?3.????? what day is today?4.????? do you like summer?5.????? what colour is it?讓舊句型在不斷聽說中得到強(qiáng)化revisionlisten and actget up!have breakfast/lunch/dinner/supper!go to bed!1. t: say?????????????? p: do the actions.2. t: do the actions.? ????p: say.培養(yǎng)學(xué)生合作學(xué)習(xí)氛圍new learning1.????? review the numbers1-10(1). sing a song
英語牛津教材2b-unit8教案 來自本網(wǎng)。
unit1教案篇6
教學(xué)目標(biāo)：
1. 知識目標(biāo)：能四會單詞sport，ping-pong，badminton，basketball，soccer，t-shirt，shorts，runners;能靈活使用句子what’s your favourite sport? my favoutite sport is ____./ i like ____ best. what do you wear? i wear ____ ,____ and____ to play ____.
2. 能力目標(biāo)：能運(yùn)用所學(xué)的英語詞匯和句式解決體育運(yùn)動中所遇到的問題。
3. 情感目標(biāo)：培養(yǎng)學(xué)生熱愛運(yùn)動的思想品質(zhì)，提高對運(yùn)動項(xiàng)目的認(rèn)識。
教學(xué)重、難點(diǎn)：
要求四會的單詞和要求掌握的句式。
教具、學(xué)具準(zhǔn)備：
1. 單詞卡片，要求四會單詞的實(shí)物，課后習(xí)題卡(每人一份)。
2. 錄音機(jī)或課件。
教學(xué)過程：
class opening and review
1. let’s guess. if you want to make supper/take a bath/watch tv/read books/buy things/play ping-pong. where do you go?
i go to the kitchen/the bathroom/the livingroom/the library/the store/the gym.
有必要的話，拿出這些詞的卡片，進(jìn)行復(fù)習(xí)一下。
(設(shè)計意圖：這個環(huán)節(jié)的設(shè)置既復(fù)習(xí)了一些動詞性詞組，又引出了今天課文中提到的地點(diǎn)體育館和商店。)
2. 利用單詞卡片what’s your favourite clothes? my favourite clothes is ____.
也可以直接提問學(xué)生：today is warm/cool,what are you wearing?
what’s your favourite clothes?
(設(shè)計意圖：這個環(huán)節(jié)的設(shè)置用來復(fù)習(xí)服裝的詞匯，同時復(fù)習(xí)what’s your favourite ____?這個句式，用這些詞匯和句式引出新的服裝詞匯和新句式。)
new concepts
1. 利用復(fù)習(xí)二中的句式引出what’s your favourite sport?學(xué)習(xí)單詞sport，
出示單詞卡片，聯(lián)系朗讀，拼讀。[小學(xué)教學(xué)設(shè)計網(wǎng)，更多英語教案==]
并讓學(xué)生模仿回答my favourite sport is ping-pong/badminton.
2. 學(xué)生熟悉句式后，再利用實(shí)物和單詞卡片學(xué)習(xí)單詞 basketball，soccer.
3. 帶入句式進(jìn)行練習(xí)?？梢允沁B接式練習(xí)，也可以小組練習(xí)。
4. 告訴學(xué)生回答這個問題還可以使用一個更簡單的句式i like ____ best.
5. 兩人一組做問答練習(xí)。
6. 讓學(xué)生根據(jù)已有知識說出踢足球，打籃球都用play.
(設(shè)計意圖：利用已有知識引出新知識，減小教學(xué)的難度，同時可以放手讓學(xué)生自己說出新句式，教師加以指導(dǎo)就可以了，通過練習(xí)鞏固新知。)
7. if you want to play basketball, what do you wear?學(xué)習(xí)服裝詞匯i wear shorts，t-shirt.并引出runners,出示單詞卡片，拼讀單詞，并讓學(xué)生練習(xí)用這些詞說一個句子。
8. 兩人一組練習(xí)這組句式。
9. 聽錄音兩遍，注意any和some,either 和too的讀音和用法。
10.完成課后習(xí)題并兩人一組自編對話。
11.利用實(shí)物匯報演出。
(設(shè)計意圖：學(xué)習(xí)第二部分內(nèi)容時,要把either 和too的用法提一下, any和some的用法留到第二課去解決。編對話的內(nèi)容可根據(jù)完成習(xí)題的內(nèi)容進(jìn)行，并利用實(shí)物表演出來，運(yùn)用于實(shí)際生活中。)
class clossing
activity book
homework
draw your favourite sport and write your favourite sport.
板書設(shè)計：
lesson 1. ping-pong and basketball
what’s your favourite sport?
my favoutite sport is ____.
i like ____ best.
what do you wear?
i wear ____ ,____ and____ to play ____.
課后習(xí)題：
一. 填單詞并連線：
b__dm__nt__n 籃球 t-sh__ __t 運(yùn)動鞋
p__ng-p__ng 羽毛球 sh__ __ts t恤衫
s__cc__ __ 乒乓球 r__nn__ __s 短褲
b__sk__tb__ll 足球
二. 填空：
1.what’s your favourite sport?
my favoutite sport is ____.
i like ____ best.
2.what do you wear?
i wear ____ ,____ and____ to play ____.
unit1教案篇7
一、教學(xué)內(nèi)容
1.單元復(fù)習(xí)。
2.學(xué)習(xí)輔音字母c、g及輔音字母組合ck，ch的發(fā)音。繼續(xù)學(xué)習(xí)單詞重音，并初步接觸不發(fā)音的字母k、w等。
3.語法：小結(jié)人稱代詞的用法。
二、教具
錄音機(jī);音標(biāo)卡片;上節(jié)課使用過的教具等。
三、課堂教學(xué)設(shè)計
1.復(fù)習(xí)。教師拿出小飛機(jī)模型(或小風(fēng)箏等東西)，與學(xué)生練習(xí)對話。對話模仿第71課課文內(nèi)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.)
把飛機(jī)模型等交給學(xué)生，由學(xué)生之間進(jìn)行對話。
2.打開書，兩人一組進(jìn)行課文第三部分對話。指導(dǎo)學(xué)生正確利用右邊給出的短語。請幾組同學(xué)到前面表演(利用一些實(shí)物，以增加交際效果)。
3.教師出示以下音標(biāo)卡片[s]，[k]，[g]，讓學(xué)生認(rèn)讀。放課文第一部分錄音，并指導(dǎo)學(xué)生小結(jié)這部分中所得到的輔音字母和輔音字母組合的發(fā)音。指導(dǎo)學(xué)生做練習(xí)冊習(xí)題1。
繼續(xù)放錄音，學(xué)生練習(xí)單詞重音和不發(fā)音的字母。
原文 :小學(xué)六年級英語教案——put them away, please! lesson 72 2
4.指導(dǎo)學(xué)生過一遍復(fù)習(xí)要點(diǎn)(18)。教師對人稱代詞進(jìn)行總結(jié)，指導(dǎo)學(xué)生參閱書后所列出的語法條目：人稱代詞。
5.指導(dǎo)學(xué)生做練習(xí)冊其他習(xí)題。
6.布置作業(yè)
練習(xí)朗讀本課音標(biāo)及例詞，完成練習(xí)冊習(xí)題。
7.小測驗(yàn)
1)聽寫本單元中要求四會的詞匯及句型;2)就修理飛機(jī)模型(或風(fēng)箏)內(nèi)容編寫對話。
四、難點(diǎn)講解
人稱代詞
我們在第六單元中初步學(xué)習(xí)了人稱代詞的用法。人稱代詞除了有主格之外，還有賓格形式。人稱代詞的主格在句中作主語。例如：
1)im a student. 我是個學(xué)生。
2)could you help me, please? 你能幫我的忙嗎?
人稱代詞賓格，在句中作賓語。例如：
1)please help her. 請幫她一下。
2)let me see. 讓我想想。
