下载文档原格式
第二课时C Let's PractiseD Let's Read1．词汇：能听懂、会说、认读单词came，went，sat, stood，ran，sang，metre，race，sports，first，second，third，last; 能听懂、会说、认读新单词made，read，played，told，loved，crosstalk，joke。
2．句型：能熟练地运用“Who was first？”“Mary was first.”描述顺序；能用新学的单词对过去发生的事情做简单的描述。
3．语篇：能理解课文D部分短文，完成相关练习。
4．能结合生活实际灵活地运用序数词描述顺序。
5．能读懂、理解课文D部分短文，并完成相关练习。
能读懂、理解课文D部分短文，并完成相关练习。
掌握序数词的用法。
课件、录音机和磁带。
Step 1Warm-up & Revision1．Greetings.2．Game：Quick response.教师小声读出基数词，学生快速反应，大声说出对应的序数词，看谁说得又快又准。
Step 2Presentation & PracticeC Let's Practise1．教师课件展示句型Who was first in the race？Henry was first.学生反复认读，教师讲解句型。
2．教师课件呈现比赛的成绩表，同时介绍：Last week，there was a onehundredmetre race.Ten boys ran in the race.Here are their results.然后师生一起看表格讨论交流。
A：Who was first in the race?B：Henry was first.Who was second?A：Let me see.Wow，Peter was second.…D Let's Read1．教师创设学校运动会的情境，引出阅读话题，稍后，请学生初读课文，整体感知语篇并完成相应的阅读任务：Please give a title to the passage.2．听录音，学生跟读课文，抓文段大意，回答问题。
Unit 2Lesson 11 Shopping in Beijing自己的时间。
1. 学生能听懂、会说、认读并书写下列词汇：for, busy2.学生能认读、理解并运用下列基本句型结构：Jenny buys ________ for ________.What time is it?It’s two o’clock./ It’s 2:30.【能力目标】通过本节课的学习，使学生能够熟练掌握时间的表达。
【情感目标】能够重点掌握以下句型结构：-What time is it? –It’s …【教学难点】教师准备：教学课件，课文录音（可从优教通平台下载使用）1. greetings(1) say hello to the students when they enter the classroom. The following questions are asked to see what the students can recall from the last lesson.How old is the Great Wall?How long is the Great Wall?What safety rule should you follow when walking in a city?(2) write the following on the blackboard and read aloud to each word. Let the students follow.Be careful when you cross the street.Wait at the traffic lights.Stop and look before you cross the street.2. text introductionTeacher: After visiting Tian 'anmen Square and the Great Wall, what do, Wall, "the right way".Step 2.Presentation1. On Wangfujing Street(1) professor for, busy, with a vocabulary card. Read it out loud on the blackboard witha large letter.(2) write this sentence on the blackboard: I buy a kite for my brother. read the sentence aloud. Let the students follow. Then some questions are put forward to help students understand the relationship between for and the characters. Who is the kite for? Is it for my father? Is it(3) when the teacher is convinced that most of the students have understood the meaning of the new word, let them look at the 28 page and the first part of the textbook. Ask each picture to ask: What is this? What are they doing?(4) play the tape and let the students listen carefully. At the end of the recording, ask the following questions:Does Danny enjoy shopping?What is wrong with Danny today?What does Jenny buy for her mother?What does Jenny buy for her father?(5) four frame let students look at page twenty-eighth below. First, the discussion of what to see. Help students understand the basic content of this part. How to ask them how to ask time: What time is it? And how to answer specific points or points: It 's two o' clock. It 's 2:30.(6) now, play the tape, let the students follow.2. demoPlace some of the items on the table. Let the brave come to the front. Tell them to pretend that they are shopping, and everyone chooses an item. Ask them: Who did you buy that for? Students use the following sentence:This is for my ________.3. practiceQ & ATeacher: What are Mrs. Li, Li Ming and Jenny doing?The whole class: They are sitting on a chair.Teacher: Why?The whole class: They are tired.Teacher: What time is it at first?The whole class: Half past two.Teacher: How long are they sitting there?The whole class: 30 minutes.Teacher: What does Danny buy?The whole class: A big panda.group workDivide the whole class into groups. Let each group make up a conversation about buying gifts on the journey. Please read the content of the dialogue in the "teaching skills".Step 3. PracticeLet 's do it!1. Read Part 1. Answer the questions.Two people are engaged in a group of activities. Look at page 29 and the second part. Explain the activity requirements. Let the students read the first part of the text again, and then answer the questions orally. The students take turns to ask and answer.The answer is: Yes, he does. Jenny buys a scarf for her mother, some, her, "the right and wrong".2. Read and write.The students completed the activities independently. They pretend to go shopping, and they have a list of people who want to send gifts. Decide what gifts to buy and then fill in the crosses of the shopping list.3. Listen and repeat.It takes a few minutes to talk about the importance of accent when speaking English. Let the students look at the third part of the bottom of the 29 page. Play the tape, let the students follow. Play three or four times and let everyone listen carefully.Now, write each word on the blackboard and read it out. Make sure that the stress is exaggerated so that the students can really hear it. The teacher read, listen, until you read these eight words.Step 4. Consolidation"Handbook of activities"Help the students to find the exercises that need to be done, open the page and raise them together.Step 5. SummaryKey words: for, busyKey sentences:Jenny buys... For...-What time is it?-It 's two o' clock.Step 6. HomeworkGo home with What time... Ask the parents.。
小学人教PEP版英语五年级下册优质课公开课教学设计Unit2(11) (人教pep)五年级英语下册教案第2单元我喜欢夏天第一课时教学重点：1．词汇：season，spring，fall，summer，winter2．句型：what’syourfavouriteseason?教学难点：1.单词发音：春天、秋天的发音和拼写。
最喜欢的词。
教具的准备：1．教材配套课件。
2.与教材相匹配的教学磁带。
3.单词卡片。
4.自制课件。
教学过程：（一）热身／复习（warm-up/revision）活动一：说一说，做一做教学参考时间：3分钟教师在第4卷第2卷中播放单元4的曲子，引导学生在指导学生时说话和节拍。
表演出形容天气的单词cold，warm，cool，hot。
（二）呈现新课（presentation）活动二：谈论天气教学参考时间：5分钟老师：今天天气怎么样？isitcold？学生根据实际情况做答：no,it’swarm.引出新词汇spring，并询问学生，哪个季节最寒冷，whichseasoniscold?引出词汇season，winter，询问学生，还知道哪些季节？doyouknowanotherseason?引导学生说出自己知道的季节。
活动三：猜测，阅读教学参考时间：5分钟教师出示表示四个季节的图片，让孩子说说分别是哪个季节。
孩子说对后教老师在黑板上写单词：春、夏、秋、冬。
老师以标准的方式阅读，学生跟随，学生驾驶火车阅读。
活动四：说一说（let’slearn）教学参考时间：5分钟老师再次展示四季的图片，并问学生你最喜欢的季节是什么？学生根据实际情况回答，并进一步陈述原因“spring,it’swarmandsunny.”接着教师板书主句型，指导学生认读。
最后教师播放配套课件，学生观看，跟读句子。
教师注意强调favourite的读音，并进行小组问答练习。
活动五：描述季节教学参考时间：3分钟老师：天气怎么样？学生通过师生问答为学生作答和演示（春天很温暖，树叶很绿，我们可以看到很多水流。
冀教版五年级下册英语Unit 2Lesson 11 Tian’anmen Square一、教课目：知目：1.使学生正确地、、写、用：loudly, quietly, easy, hard.2.能听懂、会、会句型： They are laughing loudly ./He is standing quietly . This iseasy/hard3.能模拟文在情境中描绘自己的所所所做。
能力目：1.使学生能把所学的运用到所学的句子中去。
2.能运用本所学的内容及从前学的有关句子合生活状况表达自己感情和意向。
感情目：通学用英在情境中描绘自己的所所所做，把所学的言与学生的生活合起来，激学生学英的趣，培育学生自主学英的能力以及沟通和合作学的能力。
二、教课重点：1.使学生争取掌握（包含正确地、、写、用）：loudly, quietly, easy, hard.2.能模拟文在情境中描绘自己的所所所做。
三、教课器具：卡片，筝四、教课程：Step1 Warming up1.T ： Hello, Boys and girls.Sing a song: Head, Shoulders, Knees, Toes2. Revision:1)T ： Are you happy today ?Let ’play a game: do the action follow my order .Boys stand up /girls sit down /boys laugh /gils walk/ children talk/sing/cry...Ss： OK.(listen and do the action and )2)Point to⋯复表示身体各部位名称的arm, body, ear, elbow, eye, finger, foot, hand, head, knee,leg, mouth, nose, shoulder, stomach和 toe.Step2 Presentation1. loudly They are laughing loudlyT: Look at the picture.We can see some children .What are they doing ?S:They are laughing loudly .(作 )教 loudly在教程中学生 read loudly .Listen and do. 学生 sing loudly / laugh loudly并引学生 I am singing/laughing loudly .2.quietlyT:( 作 )Quietly please. Look .I am a cat now . I am walking quietly .教 quietlyEg:Now, you sit quietly , you read loudly .3 .easy, hard This is easy. This is hard.用做作（跳、使劲跳）来演示，this is easy ,this is hard .或许写两个易，演示easy 和 hard 。
教案五年级下册英语教案Unit 11 Who was first 第二课时湘少版（三起）一、教学内容本课时为Unit 11 Who was first的第二个课时，主要内容包括：继续学习课文，深入理解故事情节；掌握本课重点词汇和句型，如"first"、"second"、"third"、"arrive"等；学习一般过去时态的运用。
二、教学目标1. 知识与技能：学生能够理解课文内容，正确朗读并表演故事；掌握本课重点词汇和句型，并能运用一般过去时态进行交流。
2. 过程与方法：通过阅读、讨论、表演等方式，培养学生的阅读理解能力、合作能力和表达能力。
三、教学难点1. 正确理解并运用一般过去时态。
2. 正确朗读并表演故事。
四、教具学具准备1. 教师准备：课文录音、PPT、卡片等。
2. 学生准备：课本、笔记本、文具等。
五、教学过程1. 导入a. 跟读课文录音，回顾上一课时内容。
b. 老师提问，检查学生对上一课时的掌握情况。
2. 新课展示a. 老师呈现本课时PPT，讲解重点词汇和句型。
b. 学生跟读并模仿，老师纠正发音。
3. 小组活动a. 学生分组，每组选择一个小故事进行表演。
b. 学生准备表演，老师巡回指导。
4. 表演展示a. 每组学生上台表演，其他学生观看并评价。
5. 课堂小结b. 学生分享学习心得。
六、板书设计1. 重点词汇：first、second、third、arrive等。
2. 重点句型：Who was first? I was first. 等。
3. 过去时态的构成及用法。
七、作业设计1. 听读课文，熟读熟记重点词汇和句型。
2. 根据课文内容，编写一个小故事，运用一般过去时态。
3. 家长签字，确认完成作业。
八、课后反思1. 教师反思：本课时教学过程中，学生参与度高，课堂氛围良好。
但在小组活动中，部分学生仍存在发音不准确的问题，需要在今后的教学中加强个别辅导。
