作為一位不辭辛勞的人民教師，通常需要準備好一份教案，編寫教案有利于我們準確把握教材的重點與難點，進而選擇恰當的教學方法。教案應該怎么寫才好呢？以下是小編整理的《七上英語unit4教案》，歡迎閱讀，希望大家能夠喜歡。
第一篇：七上英語unit4教案
牛津小學英語1B教案 unit4
Unit 4 My nice ruler
1、能聽懂日常用語That′s my new ruler. It′s very nice.要求讀音正確，語調自然。
2、能運用句型That′s my„ It′s very„對物品進行簡單描述，語音語調正確。
3、低年級學生的英語學習方法引導。
4、培養學生的學習興趣，能聽懂日常用語That`s my new ruler. It`s very nice.等。
5、培養學生的觀察能力。
Unit 4 My nice ruler ——That′s my new ruler. ——It′s very nice. A. greeting 繼續鞏固用英語組織教學讓學生初步聽懂課堂基本用語，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相應的反應。 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. 開起小火車，一個接一個和后面的小朋友打招呼。 C、Presentation 1) 教師拿出一本新的英語書用Is this „?問學生，再指著遠處講臺上的一把新的尺子，Is that „ ? 提問，從而呈現That’s my new „ T：Is this a book? Ss: Yes, it is. T: This is my new book. T: (指遠處)Is that a ruler? Ss: Yes, it is. T: Good. That’s my new ruler. 讓學生通過This is my new book.和 That’s my new ruler. 的對比。體會 this 和 that 的不同含義和用法。
2)教new 這個單詞時，教師用新、舊物品作比較。 T: Look, this is an old book. T: Look, that’s a new book. 在學生操練new 之后，再讓學生用new 進行組詞操練：a new bag, a new book等。 D、Learn to say 1)放錄音讓學生跟讀的方式學習對話內容。在學生跟讀時，要他們盡量模仿錄音中的語音、語調。
2)引導學生采用分角色朗讀、分組朗讀等多種形式練習，進行課文對話操練。 3)在班級中開展“小擂臺”比賽，看誰領讀得好，誰就成為“小擂主”。 E、Practise 1)在學生聽、讀對話后，教室組織學生運用實物、圖片、多媒體等直觀手段，創設情境，進行多層次的操練。 S1: That’s my new pencil. S2: It’s red. It’s very nice. F、Assign homework (1)回家讀書，家長簽字。
Unit 4 My nice ruler
1、能聽懂日常用語That′s my new ruler. It′s very nice.要求讀音正確，語調自然。能運用句型That′s my„ It′s very„對物品進行簡單描述，語音語調正確。
2、能聽懂、會說a pen, a crayon, a ruler和a rubber，發音準確。
3、能聽懂、會說、會讀字母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. 繼續鞏固用英語組織教學讓學生初步聽懂課堂基本用語，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相應的反應。 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. 開起小火車，一個接一個和后面的小朋友打招呼。 C、Presentation 比較：
A.T：Is this a book? Ss: Yes, it is. T: This is my new book. B.T: (指遠處)Is that a ruler? Ss: Yes, it is. T: Good. That’s my new ruler. D、Look an learn 1) 教師可以結合本單元A部分的句子呈現學習用品類單詞，使單詞教學與交際用語、情境相結合。 S1: That’s my new crayon. S2: It’s very nice. 2) 通過一些What’s missing? 等小游戲操練單詞，以提高學生的學習興趣。
S1：What’s this?/ Is this „? S2: It’s very nice. 2) 通過What’s missing 小游戲操練單詞，以提高學生的學習興趣。 E、Look and read 1) 學習Gg時, 結合以前學過字母的Bb, Cc, Dd，Ee來幫助學生發音。 2)出示寫有字母Hh的卡片，示范發音，引導學生眼看教師口型，聽清發音。在靜聽幾遍后，再模仿讀音。教字母Hh時，采用分解因素的方法，幫助學生發好字母的音。
3)引導學生通過朗讀例詞bag和hand， 進一步感受字母在單詞中的發音。 4)讓學生嘗試拼讀單詞dad, bag, hat等單詞。 F、Assign homework 回家讀書,家長簽字.
Unit 4 My nice ruler
1、復習鞏固新授新授a pen, a crayon, a ruler和a rubber等，要求讀音正確，語調自然。復習鞏固句型日常交際用語That′s my„ It′s very„對物品進行簡單描述，語音語調正確。
2、激發學生英語學習興趣，會唱歌曲My nice ruler.
3、完成教學AB Uint4。
4、培養學生學習英語的興趣。
Unit 4 My nice ruler ——That′s my new ruler/pen/crayon/rubber. ——It′s very nice. A. greeting T: hello. Ss: Hello. 繼續鞏固用英語組織教學讓學生初步聽懂課堂基本用語，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相應的反應。 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. 開起小火車，一個接一個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，教師可先放錄音，讓學生熟悉旋律。
2)帶領學生學習歌詞，先按音樂節奏誦讀歌詞，引導學生注意nice和new的讀音。
3)帶領學生學唱歌曲，在基本會唱之后要求他們齊唱。
4)教師引導學生替換部分歌詞演唱，如歌曲中的ruler, rubber可以換成其他學習用品。 D、play a game 1) 先講解并演示游戲的做法。
2)帶領全體學生做游戲。由教師發指令學生做動作，再請學生發指令其他學生做動作。
3)組織學生在小組內開展游戲活動。
4)鼓勵學生拓展游戲的內容，讓學生說出自己學過的單詞。 One, two, three, put the pear in the box. E、Assign homework (1)聽錄音。
(2)鼓勵學生平時用本單元所學的日常交際用語相互打招呼。 (3)鼓勵學有余力的學生學習其他的打招呼用語。
第二篇：新版PEP五年級英語下UNIT4教案
2014-2015學年下學期 英語 學科備課 設計人： 任教年級： 五 任教班級： 1 第 周第 課時總第 課時
課題名稱：Unit4 When is Easter?
一、教學內容與目標
1.教學內容： A. Let’s try Let’s talk 2.教學目標：
a.能夠聽懂并選出Let’s try 部分所談論的月份。
b.能夠聽、說、認讀句型：When is April Fool’s Day? It’s on April 1st. When is Easter/…Day?It’s on…. c.了解各種節日所在的日期。
d.了解中西方主要節日及其文化背景。
二、教學重、難點
1.本課時的教學重點是句型：When is April Fool’s Day? It’s on April 1st. When is Easter/…Day?It’s on…. 2.難點:a.學生學會詢問節日以及回答別人的詢問。 b.具體日期的表達及讀法。
三、課前準備
1.教師準備錄音機及磁帶。
2.教師準備標有12個月份的大轉盤。 3.教師準備一些相關人物頭飾。 4.教師準備節日圖片。
5、相關PPT課件
四、教學步驟
1.熱身/復習(Warm-up/ Revision)
(1)教師出示標有12個月份的大轉盤，在轉動指針前提問：Which month is it? 讓學生猜測，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。
學生模仿以上對話進行“連鎖問答”。(復習前面所學節日并過渡到新知) 2.呈現/操練(Presentation/Practice)
(1)學習新句型：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.課件展示愚人節及復活節相關圖片
c.帶讀句型：When is April Fool’s Day? When is Easter?
d.教師放Let’s talk部分的錄音，學生聽兩遍后回答以上問題。然后看對話跟讀錄音。(對于April 1st /April 5th 教師可讓學生反復聽此處，回答時并加以引導)
e .PPT呈現課文及重點句型。帶讀When is April Fool’s Day? It’s on April 1st. When is Easter/…Day?It’s on…. e.學生兩人一組練習該對話。
f.教師出示國慶節的圖片并板書China’s National Day，學生跟讀，然后師生問答：
T: When is National Day? Ss: It’s on October 1st . g.同桌之間結合課本學生完成連線練習，進行問答練習。如：When is Children’s Day? It’s on June 1st.師生問答進行校對。 3.鞏固和延伸(Consolidation and extension) a.聽錄音完成Let’s try 練習。
b.讓學生了解其他主要節日日期。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…進行交流。 c挑選配套上A部分Let’s talk的相關習題練習。
2014-2015學年下學期 英語 學科備課 設計人： 任教年級： 五 任教班級： 1 第 周第 課時總第 課時
課題名稱：Unit4 When is Easter?
一、教學內容與目標
1.教學內容： A. Let’s learn Ask and answer 2.教學目標：
a.能夠聽、說、認讀動詞詞組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.能夠聽、說、讀、寫When is the sports meet ? It’s on April 4th. c.能夠掌握日期的表達方法并能說出節日、活動的具體日期，如：When is the sports meet?It’s on April 4th .
二、教學重、難點
本課時的教學重點是Let’s learn部分問答日期的表達方法，要求學生做到四會，并能在情景中自然的加以運用。
本課時的教學難點是日期表達法以及如何利用所提供的對話和情景，以舊引新，讓學生進入學習狀態。
三、課前準備
1.教師準備錄音機及磁帶。 2.教師準備相關單詞卡。
3.教師準備日歷表，日歷卡和帶有節日特征的圖片。 4.教師準備節日音樂和帶有節日特征的圖片。 5.教師課前在黑板上畫一幢5層高的大樓。
四、教學步驟
1.熱身/復習(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.呈現/操練(Presentation/Practice) (1)教學序數詞
a.教師指著黑板上畫好的12層大樓，提問學生：This is a building. How many floors are there in this building?回答：There are 5 floors. 教師將單詞卡片January貼在一樓，提問學生： Where is January? 學生回答： It’s on the first floor. 教師板書first(1st)。學生一起朗讀。 教師說：January is the first month. It’s on the first floor. 學生模仿并進行拓展會話，如：
February is second month. It’s on the second floor. b.教師出示April 的卡片提問：What about April? 教師自己回答：April is the fourth month. It’s on the fourth floor. 教師貼卡片并板書fourth(4th)，學生齊讀單詞。
c.教師指著第五層樓問學生：Now, who lives on this floor? 學生應回答：May. 教師說：Yes, it’s May. May is the fifth month. It’s on the fifth floor. 教師強調該詞是fifth 而非fiveth，師生一起朗讀fifth。
d.教師引導學生看圖說話，教師先給予明確示范，如：January is the first month. It’s on the first floor. 請學生依次做表述，一直到12月份。 e.Game：You say, I say! 一個學生說基數詞，另一個學生說序數詞，然后再反過來。如： S1: One. S2: The first. S2: Two. S1: The second. (2)教學對話
a.教師提問：When is the sports meet?Do you know? 學生聽音并回答：It’s on April 4th . 學生在日歷上找出這一天，教師用紅筆圈出，出示運動會圖片：April 4th ，sports meet. b.學生聽音并表演。 (3)Pair work 同桌針對課本ask and answer 進行問答練習 3.鞏固和延伸(Consolidation and extension) (1)完成配套B部分Let’s learn的練習。 (2)背誦1—5序數詞并抄寫其簡寫形式。
2014-2015學年下學期 英語 學科備課 設計人： 任教年級： 五 任教班級： 1 第 周第 課時總第 課時
課題名稱：Unit4 When is Easter?
一、教學內容與目標
1.教學內容： A. Let’s spell;Read, listen and chant; ;Listen, circle and say;Choose, write and say. 2.教學目標：
1. 能夠通過聽例詞發音，觀察例詞中共有的特征，學習th在單詞中的發音規則;能夠跟著錄音說唱歌謠，強化記憶th的發音規則。
2. 能夠根據th的發音規則讀出生詞;能夠通過聽錄音、圈單詞、讀單詞的活動，觀察th在詞首、詞中和詞末的發音，強化th的音—形對應關系。 3. 能夠按照th的發音規則拼寫出單詞。
4. 能夠在單線上完成抄寫句子的活動，做到書寫規范正確。
二、教學重、難點
本課時的教學重點是能夠通過聽例詞發音，觀察例詞
中共有的特征，學習th在單詞中的發音規則;能夠跟著錄音說唱歌謠，強化記憶th的發音規則。
本課時的教學難點是能夠根據th的發音規則讀出生詞;能夠通過聽錄音、圈單詞、讀單詞的活動，觀察th在詞首、詞中和詞末的發音，強化th的音—形對應關系。
三、教學準備
課件、單詞卡片、錄音機等
四、教學步驟
1.熱身/復習(Warm-up/ Revision) 1)播放本單元歌曲。
2)師生自由對話，生生自由對話。 2.呈現/操練(Presentation/Practice)
1)出示數學老師的照片，問What’s he like? 引出單詞maths以及thin。 2)依次以圖片的形式呈現本部分的單詞，強調th的兩種發音。 3)操練
a.看圖片，讀單詞。老師用ppt呈現本部分學過的單詞，學生看單詞正確地讀出來。老師糾正不正確發音。 b.Listen , circle and say. c.Choose , write and say. 3.鞏固和延伸(Consolidation and extension) 出示其他單詞，學生總結th的發音規律。
(1) th位于詞首時,可以從詞性上判別其應有的讀音.在名詞、動詞、形容詞和數詞中th發清輔音.如：thing,theatre,thunder,thermos,Thursday,theory,theme,throat,thread,think,thank,thrive,thicken,thirteen,thirty,third,thousand,thick,thirsty,thoughtful,thorough 在代詞和一些功能詞中th發濁輔音,them,their,theirs,there,the,than,then,though,thus,therefore,they.只有介詞through是個例外. (2) th位于詞尾(或音節之尾)時,其讀音多數是清輔音,如：bath,breath,tooth,等.只有在少數單詞中,如：with,smooth 中讀濁音. (3) th在詞中并且后面接er時,或者最后一個字母是不發音的e時,通常也發濁輔音.例如：feather,weather,whether,leather,further,father,bathe,breathe,southern,northern,either等.在其他情況下發清輔音.例如：author,faithful,method,nothing,anything,healthy,wealthy.
4、作業
1)配套練習冊中相關的題目。
2)把今天學過的單詞發音給家長讀一遍。
2014-2015學年下學期 英語 學科備課 設計人： 任教年級： 五 任教班級： 1 第 周第 課時總第 課時
課題名稱：Unit4 When is Easter?
一、教學內容與目標
1.教學內容： B. Let’s try Let’s talk 2.教學目標：
a.能夠聽懂并選出Let’s try 部分所談論的月份及日期。
b.能夠聽、說、認讀句型：When is your birthday? My birthday is on April 4th. c.了解與生日有關的各種句子。 d.扮演不同的角色，練習重點句式。
二、教學重、難點
1.本課時的教學重點是句型：When is your birthday? My birthday is on April 4th. 2.難點:a.靈活運用詢問生日以及回答詢問的句式。 b.練習與生日有關的句子的讀法。
三、課前準備
1.教師準備錄音機及磁帶。 2.教師準備一些相關人物頭飾。 3.相關PPT課件
四、教學步驟
1.熱身/復習(Warm-up/ Revision)
(1)教師再次出示標有12個月份的大轉盤，在轉動指針前提問：Which month is it? 讓學生猜測，如：It’s January/ April.等。 (2)Free talk：
問: When is the baby’s birthday? 答: It’s on ... ....等。
學生模仿以上對話進行“連鎖問答”。(復習前面所學節日并過渡到新知) 2.呈現/操練(Presentation/Practice)
(1)學習新句型：When is your birthday? My birthday is on April 4th. 等句型。
a.復習1st,2nd,3rd,4th,5th等單詞。 b.課件展示與對話相關的圖片
c.帶讀句型：When is your birthday? My birthday is on April 4th. 等句型。 d.教師放Let’s talk部分的錄音，學生聽兩遍后回答以上問題。然后看對話跟讀錄音。(對于April 4th 教師可讓學生反復聽此處，回答時并加以引導) e .PPT呈現課文及重點句型。帶讀When is your birthday? My birthday is on April 4th. 等所有句型。 e.學生兩人一組練習該對話。
f.教師出示圖片并板書When is your birthday? My birthday is on April 4th. 等句型。學生跟讀，然后師生問答： T: When is your birthday? Ss:My birthday is on... ..... 。
3.鞏固和延伸(Consolidation and extension)
a.同桌之間結合課本完成練習，進行問答練習。如：When is your birthday? It’s on ... ....師生問答進行校對。
b.讓學生與學過的其他主要節日日期聯系。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進行交流。 c挑選配套上B部分Let’s talk的相關習題練習。
2014-2015學年下學期 英語 學科備課 設計人： 任教年級： 五 任教班級： 1 第 周第 課時總第 課時
課題名稱：Unit4 When is Easter?
一、教學內容與目標
1.教學內容： B. Let’s learn Look and write 2.教學目標：
a.能夠聽、說、認讀、寫
12、20、30、
23、21的序數詞。 b.能夠聽、說、讀、寫序數詞
12、20、30、
23、21的簡寫形式。
c.能夠用英語詢問和表達生日的日期，并能說出家人及自己的生日，如：When is your birthday? My birthday is on March 21st. d. 掌握基數詞變序數詞規則，注意特殊詞形變化。
二、教學重、難點
1.教學重點：序數詞的聽、說、認讀以及具體日期的表達法 2.難點：不規則序數詞的認讀及書寫。
三、課前準備
1.教師準備錄音機及磁帶。 2.教師準備日歷表。
四、教學步驟
1.熱身/復習(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!
(再次復習月份為教授新知做鋪墊。) 2.呈現/操練(Presentation/Practice) (1)教學序數詞
a.教師拿出日歷表，通過聽力借助日歷表學習新知。
Now there is a birthday. It’s on October 12th.Who can find it in this? 教師一邊說一邊將日歷表拿出，讓聽出的學生從中找到這一天，并圈出。教師說：Yes, you are right. It’s October 12th. 教授12th并板書October 12th。
用同樣的方式教授剩余的四個序數詞，并板書。 b. Game：You say, I say! 一個學生說基數詞，另一個學生說序數詞，然后再反過來。如： S1: 21. S2: the twenty- first S2: 30. S1: the thirtieth (2)教學對話
a.教師提問：When is Wu Yifan’s grandpa’s birthday? Do you know? 學生聽音并回答：It’s on October 12th . 教師在黑板找到這一天的板書，在后面補充： October 12th ，Grandpa’s birthday b.把剩余的四天后面也補充完整： April 20th Grandma’s birthday November 30th Dad’s birthday February 23rd Mum’s birthday August 21st Wu Yifan’s birthday c. 教師領讀，充分熟悉新知。 d. Pair works 同桌針模仿對話進行問答練習，When is ……’s birthday? It’s on……. 3.鞏固和延伸(Consolidation and extension) (1) Look and write 教師拿出三月份日歷表，圈出 March 21st ,讓學生猜是誰的生日，然后再聽，對猜對的同學進行鼓勵表揚。
(2) 練讀Look and write的內容，注意其特殊變化并總結其規律。(21st---29th ,20th ,30th ) (3)抄寫其內容。
4.限時作業 (The limited-time exercises) 完成配套B部分Let’s learn的練習。
5.家庭作業(Homework)背誦Let’s learn中序數詞并抄寫其簡寫形式。 2014-2015學年下學期 英語 學科備課 設計人： 任教年級： 五 任教班級： 1 第 周第 課時總第 課時
課題名稱：Unit4 When is Easter?
一、教學內容與目標
1.教學內容： B. Read and write;C Let’s check let’s wrap it up 2.教學目標：
a.能夠讀懂Read and write大意,并完成其閱讀任務。 b.復習序數詞的聽、說、認讀及具體日期的表達方法。 c.能夠了解英文日記的書寫格式。
d.讓學生學會一些復習策略，培養他們對復習課的興趣。
二、教學重、難點
1.教學重點：能夠讀懂Read and write，簡單了解英文日記格式，并完成簡單練習。
2.難點：序數詞的熟練應用;句子They make noises when they are hungry.的理解。
三、課前準備
1.教師準備錄音機及磁帶。 2.教師準備相關單詞卡。
3.教師根據課文內容準備小貓生長過程的圖片(4張)。
四、教學步驟
1.熱身/復習(Warm-up/ Revision) a.快指快說(快說快指)
給出序數詞的縮寫形式：5th 12th 19th 26th 1st 8th 15th 21st b.師生做簡單對話復習核心句型，并引出新課。 When is your birthday? My birthday is ……. 2.呈現/操練(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. 播放遍錄音，讓學生帶著問題聽錄音,并畫出相關內容。 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.鞏固和延伸(Consolidation and extension)
a.小組合作學習，組長在組內把日記內容進行分工，做好準備工作，有不會的單詞通過問老師或問組長讀會。小組進行讀的比賽。 b. 聽力訓練：Let’s check. d. 讀一讀，連一連。 e. 完成句子。
4.家庭作業(Homework) 模仿課文寫一篇簡單的日記。
第三篇：五年級英語下冊 unit4 lesson31教案 冀教版
(冀教版)五年級英語下冊教案 unit4lesson31
lesson 31Are You Ready for a Quiz ?
教學目標
a、知識與技能：完成本課所涉及的小測試;學生能夠讀懂故事書中的小故事。
b、過程與方法：通過小測試及故事理解，提高學生的閱讀及聽力理解能力。
c、情感態度價值觀：培養英語學習的興趣，提高學生的英語綜合水平。
教學重點：能準確回答書中的問題，聽懂并理解故事內容，順利完成相關練習。
教具學具準備： 錄音機、故事書、教學卡片
教學過程
(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.
(通過有目的的提問及討論，學生帶著問題去聽、去理解故事內容，在故事教學中聽說讀寫四個方面都得以訓練。)
(三)Class Closing
Main idea of the story.
板書設計
Lesson 31: Are you ready for a quiz?
規則動詞和不規則動詞過去式的教學卡片
第四篇：牛津小學英語4A Unit4 I like…(A)教案
4A Unit4 I like…(A)教案
教學內容：4A Unit4 I like…A部分(第一課時安排B部分單詞教學)
教學目標：1 Useful expression: What’s this/that in English? Do you like …? Yes, I do. No, I don’t.
2 理解并讀懂A部分課文。
3 課后在同學和老師之間進行調查。
教具準備：各類玩具小卡片，小兔、小熊玩具，風箏、娃娃、拼圖、木偶，調查表(課前發給學生)，填空的表格(課前發給學生)，課件。 教學重、難點：Useful expression: What’s this/that in English?
Do you like …? Yes, I do. No, I don’t.
主要教學流程：
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? (出示圖片的一角) 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?(出示圖片的一角)
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.(拿著哭臉笑臉)
T展示句型卡片，并貼在黑板上，學生跟讀幾遍。 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發一個puzzle 的小圖片作為獎勵。) S: Thank you very much. 同樣的方法T和S操練對話，并發小卡片給學生。
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. (老師在投影儀上畫笑臉) 同樣的方法再問老師一個。
3 請三位同學到前面來，模仿老師，其他同學問，他回答，并畫哭臉或者笑臉。 Ss: What’s this in English? S: It’s a …
Ss: Do you like …?
S: No, I don’t. (S在投影儀上畫哭臉) 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? (拿小話筒) S：Yao Ming, do you like footballs? Vedio: No, I don’t.
S: Yao Ming, do you like basketballs? Vedio: Yes, I do. 同樣的方法采訪蠟筆小新、Miss Zhu等 Step 4 Have a rest. Sing a song: 用Are you sleeping的音調：
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部分的動畫。 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集體做一個有關課文的排順序練習，以鞏固。
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? 六個小組分別在自己的小組里討論： 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.
每組請一對搭檔上來表演, 并選出最佳演員。 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：高中英語新課標(人教版必修一)教案 Unit4 Earthquakes (The Third Period)
高中英語新課標(人教版) 教案 必修一
Unit4 Earthquakes
The Third Period
●從容說課
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. ●三維目標 1.Knowledge： (1)Words：
crack，burst，ruin，injure，destroy，shock，last的具體用法。 (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. ●教學重點
(1)Train the students’ ability to read different numbers in English. (2)Train the students’ ability to cooperate with others. ●教學難點
(1)The explanation of some difficult words and expressions. (2)Train the students’ ability to remove the difficulties while reading. ●教具準備
(1)a tape recorder (2)a projector (3)the blackboard ●教學過程 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.
●板書設計
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)
●活動與探究
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. ●備課資料 知識點歸納：
1.shake用法歸納(shake，shook，shaken)
(1)抖動，震動，常作不及物動詞，也作及物動詞。 The house shook when the earthquake started. 當地震發生時，房子震動了。 She was shaking with anger. 她氣得發抖。
His heavy steps shook the room. 他沉重的腳步使房子都震動了。 She was badly shaken by the news. 她對這個消息大為震驚。 (2)搖動，作及物動詞
Shake the bottle before taking the medicine. 服藥前搖勻。
(3)顫動，作不及物動詞
His hands shook a little as he wrote. 他寫字的時候手有點發抖。 His voice shook with emotion. 他很激動，聲音都有些顫抖了。 (4)shakeproof adj.防震的，抗震的 (5)常用短語：
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. 他和我熱情地握了手。 ②搖頭 shake one’s head (6)辨析
shake 系常用詞，指“上下來回短促而急速地搖動”。 Shake before taking.
(藥瓶標簽上)服前搖勻。
tremble 指“由于恐懼、悲憤、興奮等情緒或因寒冷、疲勞等引起無意識地顫抖”。 She trembled at the lion’s roar. 聽到獅吼，她渾身發抖。
quake可與 tremble 換用，但較為正式，指“強烈地顫動”。 The earth quaked. 地震了。
quiver指“輕微而急速地顫動、搖動”。 The leaves quivered with the breeze. 樹葉隨微風擺動。
shiver指“由于寒冷、恐懼或生病而發抖”。 He shivered with cold. 他凍得發抖。
2.strike用法歸納(strike，struck，struck/stricken)
(1)打，擊，敲，常表示用力打，可以是一次或多次。 Strike while the iron is hot. 趁熱打鐵。
hit比strike稍弱，指一次性的打或擊中。
beat指連續多次地打，也指有節奏的擊打，心臟跳動用beat。 (2)觸(礁)，撞
His head struck the table as he fell. 他摔下時頭撞在了桌子上。 (3)發起進攻，襲擊
Our troops struck the enemy camp at dawn. 我們的部隊在黎明時分襲擊了敵營。 (4)擦(火柴)
I struck a match and held it to his cigarette. 我擦著了一根火柴來點燃他的香煙。 (5)(鐘)敲
I left immediately the clock struck twelve. 鐘一敲12下，我就離開了。 (6)(某種想法)突然出現，忽然想起
It struck me that we ought to make a new plan. 我突然想起我們得制訂個新計劃了。
(7)給(人)某種印象或感覺，給人深刻的印象(常用于被動結構) How does the plan strike you? 你覺得這個計劃怎么樣?
I was deeply struck by her beauty. 她的美給我留下了深刻的印象。 (8)罷工
They are striking for higher pay. 他們在為爭取高工資而罷工。 3.rise (rise，rose，risen )
(1)太陽、月亮、星星升起，出現 The sun rose at seven o’clock. 太陽七點鐘升起。 (2)升高
The river is rising after the rain. 雨后河水漲了。
Prices have risen steadily during the past decade. 過去十年間物價一直在上漲。 (3)起床;立起;站起來 (4)晉升
rise，raise和lift辨析：
三個詞都有“升起、抬高”的意思。
lift 舉起，抬起。常指將物體，尤其是重物，從地面或較低的位置抬高或舉起，是及物動詞。
He lifted the heavy box for me. 他幫我提起了那個重箱子。
raise 舉起，升起，抬高，提高。是及物動詞?？膳clift互換，但raise強調動作的姿勢;此外它還有把某物“豎起來”的意思。還可用在抽象的譬喻性質的短語里。
raise one’s voice 提高嗓門 raise prices 提高價格
raise living standards 提高生活水平 The national flag is raised every morning. 每天早晨升國旗。
rise 升起，上漲，站起來。是不及物動詞。常指由低而高的變化過程。 The next morning I was the first to rise. 第二天早上，我是第一個起床的。 4.seem用法歸納
(1)似乎，好像(vi.) ①seem+不定式的一般形式
He seems to like the birthday present very much. 他似乎很喜歡這份生日禮物。 ②seem+不定式的完成形式
We seem to have seen you somewhere before.
我們似乎在哪里見到過你。 ③seem+不定式的進行形式
Several people in the crowd seemed to be fighting. 人群中似乎有幾人正在打架。 (2)看來，似乎是(什么樣子)(link-v.) ①seem+形容詞
The doctor seems very capable. 看來這個醫生很能干。 ②seem+分詞
His first memories seemed connected with work. 他的第一記憶似乎與工作相連。 ③seem+名詞
It seems a pleasant city.
看來這是一個令人愉快的城市。 ④seem+介詞短語
You seem in high spirits today，Mary. 瑪麗，看來你今天興致挺高的。 (3)用于下面結構 ①It seems/seemed that ... It seems that they are looking for something. 他們仿佛在尋找什么東西。
It seemed to him that he had never worked so hard in his life. 他似乎一輩子都沒有這么努力地工作過。 It doesn’t seem that we can get our money back. =It seems that we cannot get our money back. 看來我們的錢弄不回來了。 ②It seems/seemed as if .... It seems as if the weather is improving. 看來天要好轉了。 ③There seems (to be) .... There seems to be no work for you to do here. 看來這兒沒有工作需要你做了。 5.injure injure，hurt和wound辨析： injure傷害，損害(感情)，毀壞(名譽)。常指各種性質的身體上或精神上的傷害，常用于意外受傷。是及物動詞。
I hope I didn’t injure her feelings. 我希望我沒有傷害她的感情。
The football player was injured in his right leg. 那位足球選手的右腿受了傷。
hurt 傷害。沒有injure正式，常用于口語?？捎糜谥复?、小傷害，也可指精神上的痛苦或感情上的傷害，可用作及物或不及物動詞。
He hurt his foot when jumping over the fence. 他在跳籬笆時傷了腳。 His words hurt me.
他的話傷了我的心。 My head hurts badly. 我頭疼得厲害。
wound 受傷，傷害，損害。一般指打傷、刀傷等外傷，尤指戰場上負傷;還可用于比喻，指精神上的創傷。是及物動詞。
The soldiers wounded in the battle were taken care of by the nurse. 戰斗中受傷的戰士們由護士在照料。 He felt wounded in his honour. 他覺得他的榮譽受到傷害。