【正文】 。3）可鼓勵學(xué)生替換歌謠中的部分內(nèi)容或自編歌謠誦讀。教師讓學(xué)生先看句子，讀懂大意，聽錄音時注意進(jìn)行方法指導(dǎo)。根據(jù)上下文完成句子。 homework 1． 教師將《練習(xí)冊》中的聽力練習(xí)在課堂中完成，筆試部分可有選擇地作為家庭作業(yè)。第四篇：五年級牛津英語教案Unit11 Chinese festivalsUnit 11 Chinese festivals 第一課時Look and learnAsk and answer 教學(xué)目標(biāo)，感知理解“festival”,并且了解不同的節(jié)日名稱：the Spring Festivalthe MidAutumn Festivalthe Double Ninth Festival，利用舊句型進(jìn)行交流：提高會話技能。教學(xué)流程一、Pretask preparations the music of《春江花月夜》.Students listen and about :What festival is it?S1:It’s the MidAutumn the 、Whiletask procedures Look and learn a picture of “the Spring Festival”,and talk about :When is the Spring Festival?S2:It’s in January or :How’s the weather during the Spring Festival？S2:It’s very :What do you do during the Spring Festival?S2:We visit relatives and have dinner with :What food do you usually eat at the Spring Festival?S2:We usually eat fish and talk about other festivals in 、Posttask activities Do a survey S3:What festival do you like? S4:I like...S3:When is the...Festival? S4:It’s in...or...S3:How’s the weather during/at...? S4:It’s...S3:What do you do during/at...S4:I usually...S3:What do you usually eat during/at...? S4:I eat...第五篇：家庭成員(小學(xué)英語教案)Family Members（家庭成員）Grandparents（爺爺奶奶）爺爺，外公—grandfather；grandpa奶奶，外婆—grandmother；grandmaParents（父母）爸爸—father媽媽—mother叔叔阿姨叔叔，姑父，姨夫—uncle阿姨，姑姑—auntie兄弟姐妹哥哥—brother弟弟—little brother 姐姐—sister妹妹—little sister侄子侄女侄子—nephew侄女—niece。教學(xué)重點與難點重點:詞匯:festival the Spring Festivalthe MidAutumn Festival the Double Ninth Festival句型：When...? What do you do...? What do you usually eat...?難點：運用各種句型交流中國的傳統(tǒng)節(jié)日。3． 背誦并表演或自創(chuàng)對話。教師結(jié)合此項練習(xí)，對學(xué)生進(jìn)行方法指導(dǎo)。教師讓學(xué)生通讀每一句話，猜測所缺單詞。教師讓學(xué)生先看圖，用英語說出節(jié)目名稱，再做此練習(xí)。2． Say a ）教師播放錄音，引導(dǎo)學(xué)生按節(jié)奏誦讀。1）教師讓學(xué)生自己朗讀單詞，邊讀邊體會字母組合ur在單詞中的讀音。四、教學(xué)準(zhǔn)備：1． 教具準(zhǔn)備：教學(xué)掛圖，錄音帶2． 學(xué)生準(zhǔn)備：預(yù)習(xí)本節(jié)課所學(xué)內(nèi)容3． 板書準(zhǔn)備：寫好課題 Unit 7 A letter to a penfriend五、教學(xué)過程：，提問相關(guān)問題：Question old is Helen? Helen live in Nanjing? 39。 homework 。s Peter? Where does he live? 等，讓學(xué)生記起A部分關(guān)于的一些資料。2）引導(dǎo)學(xué)生分組討論Liu Tao的來信和Peter的回信，通過問答，如詢問“How old is Liu Tao? Wheredoes he live? Does he have any brothers or sisters?”等深入淺出的問題讓學(xué)生理解信中的內(nèi)容。3）教師與學(xué)生共同討論練習(xí)答案，并分析錯誤原因，找到解決方法。2． 背誦、表演A部分對話。3． 鼓勵學(xué)生大膽用英文與國外友人溝通。E．Assigning ． 聽錄音，熟讀并背誦、表演A部分對話。問題如下： Question 39。通過這些設(shè)計，將學(xué)生由對話情景的旁觀者變?yōu)閰⑴c者，讓學(xué)生置身于對話情景之中主動學(xué)習(xí)。3． 板書準(zhǔn)備：寫好課題Unit 7 A letter to a penfriend一、教學(xué)過程：． 根據(jù)英語掌握程度，分層次請學(xué)生朗讀、背誦、表演已學(xué)的對話。三、教學(xué)重、難點：1．正確理解、掌握對話內(nèi)容，并能朗讀、表演對話。2． 預(yù)習(xí)未學(xué)部分。教師課前將此部分的句子打亂順序?qū)懺诳ㄆ希F(xiàn)將卡片貼于黑板上，請學(xué)生4人為一組，共同討論，看哪一組學(xué)生可以最先排列好順序，并請該組成員每人教讀一句。s a letter from my ，告訴學(xué)生： Liu Tao also wants a 。 and ，如果一課時完成，學(xué)生會感覺很吃力，所以可將此對話分為三部分進(jìn)行教學(xué)：第一部分為引言部分，交代對話的背景；第二部分為Liu Tao向媽媽要一些寫信的材料，準(zhǔn)備給寫信；第三部分為Liu Tao向媽媽介紹Peter的主要情況，并和媽媽討論回信的內(nèi)容。2． 學(xué)生準(zhǔn)備：課前預(yù)習(xí)A部分對話，自學(xué)生詞。5． 運用本課所學(xué)知識，鼓勵學(xué)生大膽用英文與國外友人溝通。E．Assigning 、看C部分圖片，寫句子。教師可設(shè)計“Writing to teacher“, ”Drawing a picture“, ”Making a kite等任務(wù)，B組學(xué)生在完成以上任務(wù)時首先向A組領(lǐng)取材料，在此過程中，A、B兩組學(xué)生必然要用Can I have....? What for ?I want to.... you ，在完成各自任務(wù)的過程中自然運用語言。板書準(zhǔn)備：預(yù)先寫好課題：Unit 7 Aletter to a penfriend五、教學(xué)過程：A． ． 、出示B部分掛圖，開始讀單詞，看哪一組火車可以不斷，即為獲勝組。牛津小學(xué)英語6B教案——Unit 7 A letter to a penfriend第二課時一、教學(xué)內(nèi)容： 6B Unit 7 and say二、教學(xué)目標(biāo)：復(fù)習(xí)B部分詞匯。re a...教師可布置學(xué)生課后自編謎語，下一節(jié)課同學(xué)交流。Listen and point: 此游戲可請掌握較慢的學(xué)生參加，一學(xué)生說英文，請兩位學(xué)生比賽看哪一位指得最快。聽錄音，模仿跟讀。s your telephone number?以此檢查學(xué)生理解程度，telephone number雖未出現(xiàn)過，但兩個單詞學(xué)生都理解，所以這個詞并不難。四、課前準(zhǔn)備：教具準(zhǔn)備：信紙、信封、明信片、膠水的實物；B部分教學(xué)掛圖學(xué)生準(zhǔn)備：事先布置學(xué)生預(yù)習(xí)B部分詞匯。讓學(xué)生體會成功的喜悅。Difficult points: 用較流利的規(guī)范的語音語調(diào)唱英文歌曲。 were five in the “Roll over!”。裝扮居室，在活動中培養(yǎng)學(xué)生的審美情趣。 it’s near the big 。運用所學(xué)知識對教室內(nèi)的布置進(jìn)行交談，做到學(xué)以致用。Teaching aids: pictures, picture cards, : Make a copy of Photocopiable page procedure: Ⅰ.Pretask preparation: Review: : Where were you at 9:00? S1: I was at the students to name the different kinds of furniture they have at : furniture, using the Word and Picture cards.Ⅱ.Whiletask procedure: Invite different students to tell you any English words that they may know for different kinds of : table, desk, chair, the words on the board: lamp, shelf, rug, picture, sofa and mirror Practise the new the Wallpicture for page 32 and the Word and Picture : what’s this that? S1: It’s a the cassette: Look and students listen and follow in their the cassette students listen and the Picture Cards of different kinds of different students to e to the front the class, choose a Picture Card, match it with the corresponding picture in the Wallpicture, and say the at the Wallpicture1,and talk about picture was beside the at the Wallpicture2, and ask the : The picture was beside the where is it?S: It is beside the students pare the two pictures and identify the differences between different student to e to the front of the class to choose from the list of prepositions at the bottom of the page and point at the Wallpicture as they are the cassette: Look and and in pairs, the students take turns to ask and answer questions about the a few pairs to ask and answer questions in front of the class, using the a copy of Photocopiable page 33 to each the students plete the sentences by looking at the pictures and filling in the cor