unit6第一课时

Unit 6 第一课时教学案例Language goals 语言目标1. Words & expressions 生词和短语prefer, lyrics, gentle, energy, interest, known, sing along with, remind sb. of2. Key sentences 重点句子I prefer music that has great lyrics. (P44)I love music that I can sing along with. (P44)Rosa likes music that’s quiet and gentle. (P45)Ability goals 能力目标Enable the Ss to talk about different kinds of music and their own preferences.Emotion ＆attitude goals 情感和态度目标Enable the Ss to enjoy kinds of music.Strategy goals 策略目标Listening for key words.Culture awareness goals文化意识目标People’s different preferences to different kinds of music.Teaching important points 教学重点Enable the Ss to talk about different kinds of music and their own preferencesTeaching procedures and ways 教学过程与方式Step I Warming-up and Lead-in (1a: P44)Play the beautiful, lyric song Do, Re, Mi in the movie “The Sound of Music”.T: Now I will play a fair-sounding song to you. Join the singing, please.Talk about the film and the music with the students.T: Now, children, do you like this song? Its name is Do, Re, Mi. Every time I listen to it, I can think of the moving film. Some of you must have known that this song is from a very good film. What is the name of the film? You can tell me either in English or in Chinese.Ss: The Sound of Music.T: Good. The film is moving, and its music is the kind of music that has great lyrics.Then show a beautiful picture on the blackboard: A girl seems to be listening to something, with her hands supporting her face.T: In the last unit, we learned to guess what somebody was doing. Now look at the pictures and tell me: What is the girl doing?S1: She must be listening to music.T: What kind of music is she listening to?S2: She must be listening to the song.S3: She must be listening to the song Do, Re, Mi in the movie “The Sound of Music”.T: What kind of music do you think the girl likes?Provide some phrases describing music such as the following:has great lyrics, is very moving, touch people deeply,remind one of one’s childhood, singers sing the words clearly…S4: She must like music that has great lyrics.S5: She must like music that is very moving.S6: She must like music that touches people deeplyS7: She must like music that reminds her of her happy childhood.S8: She must like music that singers sing the words clearly.T: What kind of music do you think children like, the music that they can sing along with or the music that they can dance to?S9: I think they like both.T: V ery good. They may like both the music that they can sing along with and the music that they can dance to. Now please read the sentences in the picture on page 44 together.Ask the Ss to circle the sentence they agree with.T: All these sentences describe the kinds of music each person in the picture likes to listens to. Work in pairs, circle the sentences you agree with and write your own sentences.S10: I agree with the sentence: I love music that I can sing along with. Because in my opinion, music brings pleasure to people not only in the way of listening to it, but also in the way of singing along with it. And the most important is one can feel it while listening.S11: I agree with the sentence: I like music that I can dance to. Because I love dancing very much. Ask some Ss to read their sentences to the class.Sample answers:I prefer music that is quiet.I like music that is comfortable to hear.I prefer music that has clearly-pronounced words.I like music that can be found in the movie.I prefer music that was composed by Beethoven.I love music that shows love to the life and people.…Step II Listening (1b: P44)Ask the students to listen to the dialogue between Tony and BettyT: Now let’s listen to the tape and find what kind of music Tony and Betty like. Look at 1b on P44. Tickle the kinds of music that Tony and Betty like while listening.Ask a student to read the three headings to the class.T: First let’s guess what kinds of music they will talk about by reading the three headings given. Ss: Music that one can dance to, that has great lyrics and that one can sing along with.Play the tape. And then check the answers.Step III Oral Practice (1c: P44)Ask the students to talk about the music they like.T: As we all know, different people may have different ideas on the same question, and different people may have different preferences. Then talk with your partners about the kinds of music you prefer. First, who’d li ke to read the example in the box? OK, you two, please.Ask two Ss to read the example first.T: Now work with your partners, talking about music you prefer with the help of the expressions here.Show the following.be awarded prizes, be full of energy, interest somebody,known to many people, reminds somebody of, show love to …sample dialogue 1:S1: What kind of music do you like?S2: I like music that is played by famous bands. What about you?S1: I prefer music that makes me happy.Sample dialogue 2:S1: What kind of music do you like?S2: I like music that is really cool. What about you?S1: I prefer music that has been awarded prizes.Sample dialogue 3:S1: What kind of music do you like?S2: I like music that is full of energy. What about you?S3: I prefer music that interests me.Sample dialogue 4:S1: What kind of music do you like?S2: I love music that is known to many people. What about you?S3: I prefer music that reminds me of happy days that I spent in my childhood.Step IV Listening Practice (2a, 2b: P45)Ask the students to listen to the recording between Carmen and Xu Fei.T: Next we are going to listen to another dialogue between Carmen and Xu Fei. First, read the sentences in 2a.Play the recording and then check the answers.Step V Pairwork (2c: P45)T: After listening, we know that Xu Fei and Carmen like different music. Now make conversations with your partners about what each of them prefers, using the information from activities 2a and 2b.Sample dialogue 1:S1: Does Xu Fei like The Modern?S2: No, he doesn’t. He prefers musicians who write their own songs.Sample dialogue 2:S3: Does Carmen like The Modern?S4: Yes, she does. She prefers music that’s really loud and energetic.Sample dialogue 3:S5: Does Carmen like The Modern?S6: Yes, she does. She prefers musicians who play different kinds of music.Step VI Summary and HomeworkT: This period, we’ve learnt how to express our preferences to different music. After class, please,1. Listen to the conversations again.2. Try to talk about the kinds of music you like why you like or dislike them.。

第一课时教学设计●○教学内容Main Scene Let’s start A.Let’s learn Let’s find out C.Good to know Let’s sing●○教学目标a．能够听、说、读、写A中Let’s learn部分的黑体单词：stream，rain，cloud，sun，听、说、认读白体单词：vapourb．能够听、说、认读白体句子：Where does the rain come from？c．能够完成Let’s find out的任务。

d．学唱歌曲“Little Water Drop”。

●○教学重难点本课时的教学重点和难点是Let’s learn部分的四会单词：stream，rain，cloud，sun和三会单词vapour。

教师要启发学生开动脑筋巧记单词，并结合所给句型替换关键词，在情景中学习新单词，逐步达到掌握要求。

●○课前准备①教师准备：简笔画，雨点的头饰，雨声和溪水流动的声音（录音机或课件）。

②学生准备：课本，《活动手册》。

●○教学设计教学步骤建议与说明热身/复习（Warm-up / Review）录音机播放歌曲Let’s sing“Little Water Drop”.本环节，通过歌曲活跃课堂气氛，为本课教学作铺垫。

呈现/操练（Presentation / Practice）①教师课前在黑板上画出A中Let’s find out的黑白图。

T: What can you see in the picture？S: I can see…in the picture.教师给图加上雨滴，边画边说：T: What can you see now？S: Rain.教师板书示范：rainSing together：Rain Rain Go Away②教师戴上雨点的头饰示范：T: Where is my home?S: The sea is your home.T:Oh, I’m the water in the sea now.由学生来扮演雨点：S1: Where is my home?S: The river / lake / ocean is your home.T: You are the water in the river / lake / ocean. 教师指着图片上的溪水：T: Look, the stream is your home, too.录音机或课件播放下雨和溪水流动的声音T: Listen, is it the stream?S: No, it’s raining.T: Listen again, is it the stream?S: Yes.教师板书示范：streama．Sing together: Row Your Boat b．T—S—TQ1: What can you see in the stream?从Let’sfind out入手，学生通过观察图片，复习已学句型与词汇；通过简笔画，吸引学生注意力，同时承上启下地引出四会单词rain。

Unit6 Let’s play games（第一课时）Name ScoreI believe I can do it best! 我相信我可以做到最好!一、看看我学到了什么？1．重点单词：bounce拍kick踢draw画catch接throw扔hide藏seek找pick捡put 放2．重点短语：bounce the ball拍球; Kick the shuttlecock踢毽子; draw the clown’s nose画小丑鼻子; catch the beanbag接沙包throw the beanbag丢沙包; hide and seek捉迷藏; pick and put捡起并放入. Hopscotch跳房子3．重点句型: What is Sam doing?He is playing games.二、我练、我练、我练练练。

1．填空。

1)Let’s (玩游戏). 2)Let’s (拍球)3)Let’s (踢毽子) 4)Let’s (丢沙包)5)Let’s (接沙包) 6)Let’s (跳房子)7)Let’s (捉迷藏) 8)Let’s (捡起苹果)2．将下列动词添加-ing 表示动作正在进行。

1)Catch 2)kick3)draw 4)throw5)play 6)seek7)pick 8)put9)hide 10)bounce3．小小侦探家。

大家一起来发现下面句子划线部分的错误并改正。

①They are bounce the ball in the playground.②He is kicking the shuttlecock in her room.③She are having breakfast .④The boy are listening to the radio.4．看图回答问题。

1) What’s Sue doing?2) What is Jane doing?3) Is pat bouncing the ball?4) What’s Lily doing? LucySuePatJaneTomLily。

人教版PEP五年级上册英语《Unit 6In a nature park 第一课时》教案一. 教材分析《Unit 6 In a nature park》是人教版PEP五年级上册英语的教学内容，本单元的主题是“在一个自然公园里”。

本课时主要介绍了自然公园里的动物和植物，以及相关的核心句型和词汇。

通过本节课的学习，学生能够听、说、读、写有关自然公园里的动物和植物，并能够运用所学知识进行简单的交流。

二. 学情分析五年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。

但是对于一些复杂的动物和植物的名称以及相关的词汇，可能还需要加强练习。

此外，学生对于实际场景的运用能力还有待提高，需要通过大量的操练来加强记忆和理解。

三. 教学目标1.知识目标：学生能够听、说、读、写自然公园里的动物和植物的名称，并能够运用所学知识进行简单的交流。

2.能力目标：学生能够通过图片和文字，正确地表达自然公园里的动物和植物，提高他们的观察和表达能力。

3.情感目标：培养学生热爱自然、保护环境的意识，让他们认识到自然公园的重要性。

四. 教学重难点1.重点：学生能够听、说、读、写自然公园里的动物和植物的名称。

2.难点：学生能够正确地运用所学知识进行实际场景的交流。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中，自然地学习和运用所学知识。

2.情境教学法：通过创设各种自然公园的场景，让学生在实际情境中学习和运用所学知识。

3.游戏教学法：通过各种游戏活动，让学生在轻松愉快的氛围中学习和运用所学知识。

六. 教学准备1.教学课件：制作相关的教学课件，包括图片、动画、视频等，吸引学生的注意力。

2.教学卡片：制作相关的动物和植物的卡片，方便学生进行操练和复习。

3.教学任务单：准备相关的任务单，方便学生进行实际操作和练习。

七. 教学过程1.导入（5分钟）a.教师通过提问方式，引导学生回顾上一节课所学的内容，激发学生的学习兴趣。

Unit 6 When was it inventedSection A (1a-1c)说课稿这节课是人教版九年级英语Unit 6 Section A（1a-1c）的内容。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、学法、教学过程等方面进行说课。

下面我将从教材分析、学情分析、教学目标、教学重难点、教法选择、学法指导、教学过程等方面进行说课。

一、说教材本节课是新目标九年级英语第六单元的第一课时，本单元主要是围绕着“Inventions”为中心话题，让学生学会用被动语态来谈论身边的发明物如电话、电脑、汽车、茶叶、篮球以及对一些当代发明的看法；它是继unit 5之后的再次学习被动语态，本单元主要学习一般过去时态的被动语态，让学生根据所学的知识，学会表达由于这些创造和发明对生活的帮助和对生活质量的提高。

本课主要通过熟悉我们周围经常使用发明物的历史来开阔眼界，学会谈论发明的历史。

二、学情分析通过unit5的学习，学生对被动语态的结构以及用法已基本掌握，因此本节课的内容对于学生来说难度不大。

三、说教学目标依据课标要求，我将本节课的教学目标确定为：1、学习并掌握一般过去时态的被动语态。

2、基本句型：A: When was the car invented?B: It was invented in 1885.A: Who was the car invented by ?B: It was invented by Carle.3.通过播放听力，获取关于发明物的信息。

四、教学重难点根据教学目标，本节课的重点是谈论发明物的发明时间以及发明者。

难点是一般过去时态的被动语态的运用。

五、教法的选择与学法指导：本节课是一节听说课、主要采用情景对话，利用多媒体展示图片，创设直观的教学情景。

再通过播放听力获取信息，进行口语交际。

学生在学习的过程中采用以教师为主导，以学生为主体的师生双边活动。

六、说教学过程本节课设计了九大环节：(一)复习用free talk 的形式谈论上一单元所学物品，比如衣服、戒指、茶、剪纸、风筝，学生也可以谈论学习用品或生活用品。