Unit 5 Period 4 Listening 教学设计-公开课-优质课(人教选修7精品)

Unit 5 WeatherLesson 4 Listen and repeat.教材分析：能掌握字母s,l,u 的基本发音/s/,/l/,/ʌ/。

教学目标：（1）能力目标：掌握字母s,l,u 的基本发音/s/,/l/,/ʌ/。

（2））知识目标：掌握含有字母s,l,u 的基本发音/s/,/l/,/ʌ/的单词。

（3））情感、策略、文化等有关目标：通过本课学习，使学生有兴趣听、说英语，主动与他人交流合作；初步了解了解字母s,l,u 的发音。

教学重难点：字母s,l,u 的发音方法。

教学过程：Question1：Can you read these words?问题一：你会读这些单词吗？Activity1:Let’s spell .Activity2:Group work.Question2：What did you find from these words?问题二：你从这些单词里发现了什么？Activity1:Say what you see.Activity2:Listen and circle.Activity3:Sing a song.Question3：Can you read other new words?问题三：你能说出新的单词吗？Activity1:Listen and choose.Activity2:Let’s say.Question4：Do you know the other pronunciations of s,l,u? 问题四：你们知道字母s,l,u 的其它发音吗？Activity1:Micro video.Activity2:Sentence to the point.Homework：Try to make a mind map of the pronunciations of s,l,u. 作业：制作关于字母s,l,u 发音的思维导图。

Unit4听说课公开课教学设计Module 5 Unit 4 Using LanguageListening and Speaking by 宁海中学张馨尹一、教学分析1. 教材内容分析本课教学文本为人教版新课标Module 5 Unit 4 Making the News中的Using Language部分的Listening and Speaking。

听力部分材料为记者周扬为约定采访时间而与王丽丽进行的一段对话，学生通过这一听力任务一方面可以训练相应的听力技巧，另一方面为后面的教学环节设计进行铺垫。

语言输出部分则要求学生根据听力部分内容进行一段类似情景的对话。

因此，本节课定位为听说课。

2. 学生学情分析本课的教学对象是宁海中学高二学生。

由于本节课为最后一个课时，同时学生对于该话题有一定的认知程度，听力技巧也在之前得到过一定课时的训练，因此，整体而言本课的听力任务难度不大。

但是，说的技巧在教学过程中常被忽略，因此要根据学生的能力适当引导学生表达的兴趣，并且需要设置恰当难度的教学任务。

3. 教学目标通过本节课的学习，学生能够：1) 在听的过程中，捕捉细节信息，排除干扰项，同时能够同义转化所听到的内容；2) 研读文本，分析讨论并归纳出“进行约定”的注意点；3) 根据具体创设的情境，输出一段完整且符合“约定”要求的对话。

4. 教学重难点本节课的教学重点在于学生通过听力材料的输入，以及讨论活动能够概括出“约定”的注意点；而教学的难点在于学生能够根据文本进行改写，完成模拟的交际任务。

二、教学过程Step 1: Lead-inQuestion: Have you have ever made appointments with someone else?本环节教师对话如下：T：Today we are going to learn how to make an appointment. Have you ever tried to make an appointment with someone?Ss: No.T: OK. I’ll offer you a good chance to learn how to make an appointment.[设计意图] 在教学活动正式展开之前，采用直接问答的方式，引起学生对于本堂课教学任务重点的注意，并且在教学进行之前可以设想到绝大部分学生很少有进行过正式“约会”的经历，因此在得到否定答案之后，可以更好地激发学生的学习兴趣，并为后面的输出部分做好铺垫。

Unit5 第4课时教学设计教学目标1. 温习和巩固一样过去时中be动词was，were的用法。

2. 温习和巩固物品过去和此刻的位置的表达。

教学预备教师预备：Listen and match部份的音频。

教学方式建议I. 课程导入（Leading In）1. 课前热身依照上节课所学的对话，课前热身建议如下:T: From the dialogue, we know Liu Zhaoyang’s father was at the same school thirty years ago. At that time, the school was small. There was a small library. And there were about six hundred students in the school. But now, there are about two thousand. It is a big school. How many students are there in our school, do you know?2. 新课导入依照本单元内容，教师可设计一些类似下面如此的会话作为导入活动：T: Where is your English book?S1: It is on my desk.T: Was it on the desk an hour ago?S1: No.T: Where was it?S1: It was in my school bag.T: Was there a Chinese book in your school bag, too?S1: Yes, there was.(教师引导学生说) And there were many other books in it. T: I see. Now please open your books. What shall we do today? We have many things to do.II. 课程展现活动和进程的设计建议（Presentation）1. Part C Listen and match1. 教师引导学生观看上面一排的图片，以What’s this / that? What is it? 提问，让学生说出场所名称。

六年级上册英语说课稿-Module3 Unit5 Period4-教科版（广州深圳）教学目标1.能够听懂关于自然环境的讨论和描述。

2.能够就自己的环保意识和行动表达自己的看法和做法。

3.能够运用所学的语言知识完成口头和书面表达。

教学重难点1.重点：掌握自然环境和环保知识的词汇和句型，能够进行简单的讨论和描述。

2.难点：如何通过多种形式让学生掌握自然环境和环保知识。

教学内容及方法教学内容1.自然环境和环保知识的词汇和句型。

2.听力练习：听懂关于环境保护的讨论和描述。

3.口语练习：就自己的环保意识和行动表达看法和做法。

教学方法1.预学习：复习自然环境和环保知识的词汇和句型。

2.听力训练：播放录音让学生听答案, 并多次进行听写练习。

3.互动问答：以自然环境和环保知识为主题，让学生进行互动问答，提高口语水平。

4.视听训练：通过观看配合练习考试相关的视频帮助学生加深记忆，增加学习趣味性。

教学流程Step 1：引入1.通过展示图片或问答形式引入“自然环境和环保”知识，让学生产生兴趣。

Step 2：听力训练1.播放音频，让学生跟读、听写，并纠正发音错误。

2.学生听懂对话后，进行问答练习，巩固所学知识。

Step 3：口语练习1.让学生围绕自身体验，讨论如何保护环境，引导学生进行话题交流。

2.结合实际生活例子，教学关于环境保护的句型，让学生能够用正确的方式表达看法和意见。

Step 4：视听训练1.播放相关的视频，鼓励学生根据视频回答问题，提高听说能力。

Step 5：小结和巩固1.总结所学知识点，梳理语言点，并给学生留下复习任务，巩固所学内容。

教学手段1.纸质教材、录音机、投影仪等。

教学评价评价方式1.听力和口语练习。

2.课堂表现和讨论参与度。

评价标准1.能够正确听懂和运用所学句型。

2.能够流利进行话题交流，表达看法和意见。

3.课堂表现积极，提高参与度。

总结通过本课程的学习，学生将通过多种形式掌握自然环境和环保知识，培养良好的环保意识和习惯，提高口语和听说能力，为今后的学习打下基础，同时为保护环境作出贡献。

Period 4ListeningThe General Idea of This PeriodThis period consists of listening in the Using Language part,listening and listening task in the Workbook.It aims at training the students’listening skills—getting general idea and detailed information and grasping the key information to help the students finish the relative exercises.AlsoThe teacher should make sure the students read the questions to find out the requirements first.This is to sharpen their attention to get the gist of the text and specific information for the questions.While doing the related exercises,the students can work together with their partners onHelp the stuTask-A tape recorder,a multi-media computer and a blackboIndividual work to finishNot only are the students’ listening skills trained,but also they will learn a lot about themeTeaching ProceduresT:Hello,everybody!Last class we learned a lot about two theme parks by reading.And in this class we are going to learn about another theme park by listening.Please open your books and turn to Page 37.Before you listen to the tape,you will be given two minutes to read the requirements and the questions.And I’d like you to predict what this listening passage talks about from theT:OK,who would like to tell what this listening passage talks about？S:I guess this listening passage is about a culture theme park,in which different cultural groups areT:Yeah.The listening text introduces to a well-known tourist attraction in China-Folk Culture Villages in Shenzhen,which shows the homes,temples and dress of twenty-one ethnic groups in China.From the listening text we will learn how some of the minority national groups of ChinaNow I’ll play the tape for you to listen to for the first time.After listening,you will match each national group to an example of its customs.Pay attention to the important information whilelistening and you’T:Have you got the answers?Let’T:Let’T:Please check the answers with your partners first,then we’1.Twenty-2.There are twenty-3.Ricky is so hungry because the group got up too early for him7.The theme park contains plants,temples,bridgesT:Ss:T:T:Let’s come to the listening on Page 69.Here we are going to listen to David Evens and Ji Yang who are visiting the Sea World on the Gold Coast in Northeast Australia.Have you ever been toSs:T:Ss:We can goT:Good.Let’s listen to the recording about the Sea World in Australia.After listening,tick the items in the list of what people can do in this park.Are you ready?Let’T:S:I heard from the tape that people can feed the dolphins,go on a roller coaster,go diving to seeT:Ss:T:Let’s listen to the tape again and try to answer the questions in Part 2.Please read the questionsT:OK,let’s keep the three questions in mind and try to find the answers while listening.Are you ready?Let’T:Please check the answers with your partners first.Now let’s check the answers in class.Who are goingS:I’ll do it.The things Ji Yang would like to do are:He wants to feed the dolphins,watch them doS:I’m going to answer the second question.It is expensive because the polar bears need ice andS:Let me answer the last question.It is not an amusement park only.It offers educationalT:Quite good!You are really improving in listening.T:Let’s turn to Page 73 and go on to do the Listening Task.For this task,we are going to learn how to build a dugout boat and how to make a house of palm leaves.Are you interested in makingSs:T:T:Let’s find out how to build a dugout boat first.While listening,you need to pay attention to the materials you need,the steps,the method of making a person sit in it,and the method of making the boat easily go through the sea.Are you clear about what to do now?We will listen to it three times.While listening for the first time,please try to get the gist of the information;the second time,you can try to fill in the information on the chart,and third time,you may check yourT:Now let’method of joining the palm leaves,the number of area for sides,how to join the sides of the house together,the number of areas for the roof,and how to join the roof to walls.With the five questions in mind,let’(Students listen to the reT:Have you got the information to complete the second column of the chart?Let’s check theT:We’ve done much listening in this period.Though we feel a little tired,we have made much progress in listening.As for your homework,you can preview the writing and the speaking.Now it’s time for aThe Design of the Writing on the BlackboardUnit 5Theme parksPeriod 4Listening1.China-4.How to make a house of palm leRecord after TeachingActivities and ResearchThe students may collect some information about theme parks on the Internet after class and try to describe them to their classmates.This activity aims at entertaining the students as well as trReference for Teaching英语听力技巧1.学会预测预测是在做听力理解之前根据各种暗示,如所给答案选项,段落或对话标题等已有知识,对即将听到的段落或对话内容进行预测。

Unit 5 Theme parks Period 4 Listening 优秀教案（人教版必修4）Period 4ListeningThe General Idea of This PeriodThis period consists of listening in the Using Language part,listening and listening task in the Workbook.It aims at training the students’ listening skills—getting general idea and detailed information and grasping the key information to help the students finish the relative exercises.Also in this period the students can meet the theme ofThe teacher should make sure the students read the questions to find out the requirements first.This is to sharpen their attention to get the gist of the text and specific information for the questions.While doing the related exercises,the students can work together with their partners on their answTask-based learning;cooperative leaA tape recorder,a multi-Help the studentsNot only are the students’ listening skills trained,but also they will learn a lot about theme parks all over theTeaching ProceduresT:Hello,everybody!Last class we learned a lot about two theme parks by reading.And in this class we are going to learn about another theme park by listening.Please open your books and turn to Page 37.Before you listen to the tape,you will be given two minutes to read the requirements and the questions.And I’d like you to predict what this listening passage talks aboutT:OK,who would like to tell what this listening passage talks about？S:I guess this listening passage is about a culture theme park,in which different cultural groups areT:Yeah.The listening text introduces to a well-known tourist attraction in China-Folk Culture V illages in Shenzhen,which shows the homes,temples and dress of twenty-one ethnic groups in China.From the listening text we will learn how some of the minorityNow I’ll play the tape for you to listen to for the first ti me.After listening,you will match each national group to an example of its customs.Pay attention to the important information while listening and you’d better take someT:Have you got the answers?Let’T:Let’s listen to the tape again and answer tT:Please check the answers with your partners first,then we’1.Twenty-one cu2.There are twenty-4.Naxi,Bai,Miao and Dai groups are mentioned in the8.Ricky will want to eT:Ss:T:T:Let’s come to the listening on Page 69.Here we are going to listen to David Evens and Ji Yang who are visiting the Sea World on the Gold Coast in NortheSs:T:Ss:We can learn about different kinds of fish and seaweT:Good.Let’s listen to the recording about the Sea World in Australia.After listening,tick the items in the list of what people can do in this park.Are you ready?Let’(The studentsT:S:I heard from the tape that people can feed the dolphins,go on a roller coaster,go diving to see fish and learnT:Ss:T:Let’s listen to the tape again and tryT:OK,let’s keep the three questions in mind and try to find the ans wers while listening.Are you ready?Let’sT:Please check the answers with your partners first.Now let’s check the answers in class.Who are going to answerS:I’ll do it.The things Ji Yang would like to do are:He wants to feed the dolphins,watch them do trick,watch theS:I’m going to answer the second question.It is expensive because the polar bears need ice and cold water,but theS:Let me answer the last question.It is not an amusement park only.It offers educational programmes about methods of rescuing sea animals,birds and fisT:Quite good!You are really improving in listening.T:Let’s turn to Page 73 and go on to do the Listening Task.For this task,we are going to learn how to build a dugout boat and how to make a house of palm lSs:T:T:Let’s find out how to build a dugout boat first.While listening,you need to pay attention to the materials you need,the steps,the method of making a person sit in it,and the method of making the boat easily go through the sea.Are you clear about what to do now?We will listen to it three times.While listening for the first time,please try to get the gist of the information;the second time,you can try to fill in the information on the chart,and thirdT:Now let’s check your answers togethHow to build a dugout boatpalm leaves,the number of area for sides,how to join the sides of the house together,the number of areas for the roof,and how to join the roof to walls.With the five questions in mind,let’s begin listening.Please do as we did inT:Have you got the information to complete the second column of the chart?Let’s check the answers(Teacher chhod of joining leavesHow to join roofs to walls Put the two sides of the roof on top of the fourT:We’ve done much listening in this period.Though we feel a little tired,we have made much progress in listening.As for your homework,you can preview the writing and the speaking.No w it’s time for a break.Bye,boys andThe Design of the Writing on the BlackboardUnit 5Theme parksPeriod 4Listening1.China-Folk CultRecord after TeachingActivities and ResearchThe students may collect some information about theme parks on the Internet after class and try to describe them to their classmates.This activity aims at entertaining the students as well as training their listeningReference for Teaching英语听力技巧1.学会预测预测是在做听力理解之前根据各种暗示,如所给答案选项,段落或对话标题等已有知识,对即将听到地段落或对话内容进行预测(1)从答案选项中预测A.He’s a truck driver.B.He’s a ship captain.C.He’录音原文M:Yeah,but he couldn’t land because the airport in Dolla从选项看,问题应是关于职业方面地,再从flew,passengers,airport这些信息词中可知道Tom地职业(2)从说话人口气预测在A,B两人地对话中,如果B是附和或赞成,往往说“Yes”,“I agree”,“Sure”,“I think so”等.但如A用否定句,B表同意时则用“No”,“Neither/Nor...”等.例如A:Harvey doesn’t seem to fit into this clasB:No,he is really a fish out of water.2.做简要笔记听录音时快速、准确、简要地记下有关信息（包括数字,人名,地名,关键词）,前提是不要影响跟听速度,采用自己习惯地符号例A.$18B.$24录音原文W:Tickets for the movie are $6 for adults,half price fM:All right,I’笔记可简化为:$6 A（代表adult),$3C(代表child),3A+2C或6 A(3)+ half Children(2)3.听清数据,简要记下,加以运算在获取时间信息时,不要误把会话中提到地时间简单确定为问题地答案.高考听力考查时间时往往要进行简单地时间换算A.3:00B.3:15录音原文M:Sure.Well,it’s 3 now.The next train to Manchester leaves in 2 hours,but you can take the train to Leeds对话中提到了三个时间It’s 3 now,in 2 hours,in 15 minutes.现在是3点,开往Manchester 地火车要两小时后才开,即The train to Manchester leaves in 2 hours.若简单机械地把3点和2点相加,会得出火车5点才开地错误选项数字类问题分辨别类和计算类两种(1)要注意区分-teen和-ty及four和five地发音;辨别多位数,如电话号码,门牌等(2)计算时间,钱款,距离,年龄,人或物地数量等;听出数字间地关系,更要听清问题,因为对运算方法地要求通常寓于问题中;注意more,less,as much(many)a s,another,double,a couple of,to,past,quarter;记住时间是60进制如出现几个数字,应注意鉴别问地是那一个例:At what time does the office open？A.At 8:15.B.At 8:30.C.At 7:从常识判断,办公时间往往以整点开始,而不会在几点几分听力原文W:But it’s not yet eight.In fact,it’s o nly a quarter to eight.4.抓住关键,对症下药听力考试常出现以Where提问地问句,考生要通过对话地具体情节和背景判断对话发生地地点.一般来说,特定场景地用语和关键词是基本固定地,考生要对此多了解,熟悉明白.在遇到Where does the conversation take place?/Where does sb.work?/What’s his job?之类地问题时,就会派上用场.如hotel:luggage,single room,double room,room number,hospital:takstore:on sale,size,对于前五道简短对话,要根据问题地类型,从第二个讲话者地答语中来捕捉关键词如:What’A.Run to the airport.B.Wait for another bus.根据选项看,对话似乎与bus有关,主要信息捕捉范围是在“Hurry”或“Run”和“Wait”之间.听音范围明显缩小录音原文：W:It leaves in three minutes.If you run,you关键词“run”和“catch”正好对上答案C地“Hurry”和“get”.5.较长对话和短文地理解抓听首句和首段有助于整体理解文章结尾部分所给出地信息不一定是题目地正确答案,可能只是一个陷阱推理思路要正确语境中抓要点独白部分（即第十段材料）可分为四种类型*人物与故事型:叙述人物地经历和成就,要抓住故事发展线索,所问问题多属事实细节题*普通知识型:内容涉及面较广,问题以事实细节题居多*社会科学型:涉及到文化教育,社会治安,代沟问题,就业问题,妇女问题,人口问题,环境保护,国家发展等.问题常涉及独白地主题或题目,故需作推理判断*科普知识型:主要涉及自然科学,如生物,物理,海洋,计算机,医学,气象,科学发明等.如遇技术词汇和术语,可利用语境线索猜词义.6.果断选题,学会放弃相信第一感觉,当机立断,决不能反反复复,甚至影响后面地答题切记不可因某个小题未听懂而患得患失,不可因一题失多题,造成一步跟不上,步步踏空地结果版权申明本文部分内容，包括文字、图片、以及设计等在网上搜集整理.版权为个人所有This article includes some parts, including text, pictures, and design. Copyright is personal ownership.GXRw1。

Unit 5（4）建湖县实验小学王亚清一、Teaching contents:《九年义务教育六年制小学教科书.牛津小学英语》4BUnit5 第四课时。

二、Teaching aims:1、听得懂、会说、会读第一至第四单元的日常交际用语。

2、听得懂、会说、会读、会写第一至第四单元中的句型。

3、能根据图片所提供的情景，选择相应的日常交际用语，并在气泡中填上序号。

一、Important keys:能根据图片所提供的情景，选择相应的日常交际用语。

四、Teaching difficulties:熟练掌握第一至第四单元的日常交际用语和句型。

熟练运用“询问人物”、“询问职业”、“确认人物”、“识辩事物”等语言项目。

五、Teaching aids:一组多媒体课件，学生自带家庭生活照六、Teaching procedures:Step One: Greeting and free talksT: Who’s that boy? （指着班上某一男孩提问）S1: He’s ….（指着班上某一女孩提问）T：Who’s th at girl? (齐答这一问题)（安排位新转入的学生与大家问候的情景，复习：I’m new here . Welcome to our school.）Step Two: A guessing game1) Look at this picture, who is the man in a white vest? (Yao Ming)Who is the boy in a blue coat? (Ke Nan)Who is the boy in orange trousers? (Ben)Who is the girl in a skirt? (Nancy)Who is the woman in a green dress? (Ben’s mother)2)T: Now you ask, I answer.(屏幕出现刚刚的五幅图片)S1: Who’s the _____in the_____?T: He’s / She’s ______.( S2, S3, S4, S5 )3)T: Look, there are many famous stars here.Han Hong has a___, Zhang Liangying has____…(和同学们共同熟悉这些明星以及他们的特征后，引导同桌操练对话)T: Make dialogues with your desk mate.A: Who’s the _____with_____?B: He’s / She’s ______.4) 针对这些图片，小组间一问一答进行操练。

Unit 4 第5课时（Listening）教学案Teacher goals教学目标1. Target language 目标语言a. 重点词汇和短语pronunciation，criteria，ambassador，confused，impress，evidence，give awayb. 重点句子Does he concentrate on her pronunciation rather than her grammar？She speaks English so well that she must be a foreigner，probably a Hungarian.She is so beautiful that she must be a princess.2. Ability goals 能力目标Enable the students to listen to and understand the play in the listening material.3. Learning ability goals 学能目标Help the students learn how to listen to and understand the play in the listening material. Teaching important & difficult points 教学重难点How to listen to and understand the play in the listening material.Teaching methods 教学方法Individual work and cooperative learning.Teaching aids 教学准备A recorder and a projector.Teaching procedures & ways 教学过程与方式Step ⅠRevisionCheck the homework. Then talk about the characters in the play.T: In Shaw’s play，each character is depicted vividly especially the three main characters. What can you say about them？S1: Eliza Doolittle is a flower girl working outside Covent Garden. Her potential to become “a lady” becomes the object of a bet between Higgins and Pickering.S2: Henry Higgins is a British，upper class professional bachelor，a world-famous phoneticsexpert，teacher.S3: Colonel Pickering is a retired British officer with colonial experience and later a friend of Higgins’.T: Now please look at Part 4 on page 31. Choose those adjectives in the list which best describe each character in the play. Place them in the right place in the box.Sample answers:Henry Higgins: impatient，emotional，superiorColonel Pickering: kind，polite，unsureEliza: anxious，eager，ambitiousStep ⅡListeningAsk the students to work in pairs and discuss what they would do to change Eliza into a lady and how，and then fill in the table in Part 1.T: From the scene we learned last period，we know that the ambitious flower girl wants to lift herself to upper class society. According to the expert，Higgins，what she needs is some education. Now work in pairs and discuss what you would have to do to change Eliza into a lady. Fill in the table in Part 1 on page 35.After that，ask the students to listen to the recording and answer the questions in Part 3.T: Now go through the questions in Part 3. And then I will play the tape three times. For the firsttime，try to get the general idea of the material. While listening for the second time，try to put down the important information，and answer the questions. For the third time，I will pause where necessary，and you can check your answers.Play the tape three times. After that，check the answers.Step ⅢListening (Workbook: P70)First discuss the questions with the students.T: Next we’ll listen to Act Three of the play，testing Eliza. Before listening，let’s discuss some questions. Now look at the questions on page 70. How would you test Eliza？S1: I would take her to a grand party，where there area lot of rich people to see if she can get along well with other people or if people would like to talk with her. If so，Eliza has been taught well and has made great progress. If not，she will be taught again.T: Good idea！What criteria would you use to decide if the test was a success or not？S2: I think we could use quantity and effect of her communication as criteria: how many people want to talk or dance with her？What do people feel about her？Then ask the students to listen to the recording three times and finish the exercises.T: Good！Now let’s listen to the tape and finish the exercises 2-4.And then check the answers with the class.After that，ask the students to think of some new ideas to help Professor Higgins teach Eliza better.T: From the above，we know Eliza has made some progress in her speech and behavior. But after the test，Professor Higgins finds what he has done is not enough. In order to teach Eliza better，he decides to do something to improve her. Now work in groups and discuss what still needs to be done to turn Eliza into a lady.S1: In order to teach Eliza better，Higgins can have her sell flowers again but in the theater in the day. But she needs not to worry about how much she could earn. What she needs do is to pay more attention to what a lady or a gentleman is saying and how they behave themselves. And Higgins would ask her about what she has learned during the daytime. She must imitate what she has seenand heard.T: Good job.Step ⅣTalkingT: When Henry and Pickering get home，they will have to talk to Eliza about the tea party. What do you think they will say to her in order to improve her conversational skills but not spoil her confidence？Now work in pairs and work out the speech that Pickering and Henry will make to Eliza. Remember that Eliza is not sure that she convinced Freddy and Clara that she was a lady. So be kind to her as well as give her good advice.A sample speech：(E = Eliza；H = Higgins；P = Pickering)H: You did quite well in the party，really. But I think you need more practice.E: That’s enough. I’m fed up with the drills and those pronunciation and politeness. That’s enough！H: Calm！Young lady！Just think what you’re trying to accomplish. Just think what you’re dealing with. The majesty and grandeur of the English language is the greatest possession we have. The noblest thoughts that ever flowed through the hearts of men are contained in its extraordinary，imaginative and musical mixtures of sounds. And that’s what you’ve set yourself out to conquer Eliza. And conquer it，you will.E: But Mrs Pearce says I sound like a French lady. I think I’ve learned enough to...P: (interrupt her) Yeah，yeah... I think you look perfect，but there needs some improvement. E: (become peaceful) OK. Let me try.P: I know you talked about the weather，but it’s not suitable to mention the weather at the party. H: Your speech has greatly improved. But you still need to learn how to take the chance to speak proper words at a proper time.P: I think you need more practice in grammar，too.H: Your use of grammar is much better，but it needs improving. When you dance with Freddy was over，you should say “Thank you” instead of “Thanks you.”P: I believe you will be much better next time.Step ⅤListening (Workbook: P73)There are three exercises in this part. The first one is for the students to decide whether the statements are true or false. The second one is to answer the three questions after listening. The last is to ask the students to enjoy the humor of the act and try to fill in the table.Play the tape and ask the students to listen and finish the activities.Step ⅥHomeworkAsk the students to do the following.1. Listen to all the recordings once again and enjoy the play.2. Finish the WRTING TASK on page 76.。

Unit 5 What were you doing when the rainstorm came.听说课教学设计Teaching aims:Knowledge aims:Students can master some useful words and phrases in this class.Students can master the usage of the sentence pattern “what were you doing when…”.Ability aims:Students can get some listening skills through different listening activities.Students can use the useful sentence patterns to describe things happened in the past.Emotional aims:Students would like to share their stories with their classmates.Students will be interested in speaking English.Teaching key points and difficult points:Key points:Students can master the usage of the sentence pattern “what were you doing when…”.Students can get some listening skills through different listening activities.Difficult Points:Students can use the useful sentence patterns to describe things happened in the past.Teaching procedures:Step 1 Lead-inGreet students and show some pictures about a short story happened in thepast. And then ask students what happened and guide them to describe the story in their own words. In this way, the teacher will lead the topic of “What were you doing when the rainstorm came.”.(Justification: It can also arouse students’ interest and enlighten their mind, students will have a preparation for the new class.)Step 2 Pre-listeningAsk students to predict what happened according to the pictures in the textbook, and show them some new words and phrases such as go off, take a shower and umbrella. Use pictures and actions to guide them to understand the meaning of those words and phrases.(Justification: Students’ prediction ability will be cultivated. Learning the new words before listening can clean the obstacles of listening) Step 3 While-listening1.extensive listeningListen to the radio of 2a for the first time and answer the following questions:1).What’s the main idea of this dialogue?(Justification: Students’ extensive listening skills can be trained. Students can get the main idea of the dialogue through grasping some key words.)2.intensive listening1).Listen to the radio of 2a for the second time and number the pictures.2).Listen to the radio of 2a for the third time and fill in the blanks in the sentences in 2a.(Justification: These tasks can help students to understand this dialogue much better. This activity can also develop students’ listening skills about getting detailed information and prepare well for their following speaking) Step 4 Post-listening1)Retelling: Use the information in 2a to retell the story in a boy anda TV reporter.2)Role play: First, ask students to read the dialogue in 2d and give them 6 minutes to practice this dialogue, then invite some students to role play the conversation in the front of the classroom.(Justification: Retell this dialogue can practice students’ summarizing ability and apply the sentence patterns we have learned. Also, speaking in the front of the classroom can cultivate students courage of speaking English and their spoken English will be trained.)Step 5 Summary and homeworkSummary: Teacher will guide students to summarize what we have learned today together.Homework: Ask students to practice the conversation we’ve learned in this class with their partners after class..Blackboard design:Unit 5 What were you doing when the rainstorm came.----What were you doing when…?---- I was doing…。

最新人教PEP版小学英语四年级下册 Unit 5 第4课时优质课教学设计教学内容本节课为最新人教PEP版小学英语四年级下册 Unit 5 的第4课时，教学内容主要围绕家庭成员的介绍和描述。

学生将学习如何用英语表达家庭成员的称呼，以及如何描述家庭成员的年龄、职业、爱好等特征。

学生还将学习如何用英语询问和回答关于家庭成员的问题。

教学目标1. 学生能够听懂、会说、会读本节课的重点词汇和句型，如"brother"、"sister"、"father"、"mother"等家庭成员的称呼，以及"How old is he/she?"、"What does he/she do?"等询问家庭成员信息的句型。

2. 学生能够运用所学词汇和句型，进行简单的英语对话，介绍和描述自己的家庭成员。

3. 学生能够通过学习，提高英语听说能力，增强学习英语的兴趣和自信心。

教学难点1. 学生对家庭成员的称呼和描述词汇的掌握，如"brother"、"sister"、"father"、"mother"等。

2. 学生对询问家庭成员信息的句型，如"How old is he/she?"、"What does he/she do?"的理解和运用。

3. 学生在英语口语表达中的流利度和准确性。

教具学具准备1. 教学课件：包括家庭成员的图片、词汇卡片、句型卡片等。

2. 录音机：播放英语对话录音，供学生模仿和练习。

3. 学生练习册：包括家庭成员的练习题和活动手册。

教学过程1. 导入：通过展示家庭成员的图片，引导学生复习已学的家庭成员词汇，激发学生对本节课的兴趣。

2. 新课展示：通过教学课件，展示本节课的重点词汇和句型，引导学生学习并模仿。

Unit 5 第四课时课时内容B Let’s try；Let’s talk课时分析本课时是人教版六年级上册第五单元第四课时，与第三课时紧密相连。

围绕“家人的工作和生活”展开话题，主要通过对话学习词组stay healthy, work hard, study hard 和句型How does he/she go to work? He/She goes to work...的表达及巩固询问他人工作地点的句型。

树立努力学习、健康生活的意识。

第三课时Where does he/she work?句型的学习，为本课时的教学奠定了基础。

本课时的重点是核心句型的灵活运用。

本课时包括Let’s try 和Let’s talk 两个版块。

Let’s try 通过聊天呈现了Let’s talk 的背景，为进入Let’s talk 的学习做好了准备。

Let’s talk 版块通过Mike 和小雨在回家路上聊自己家人工作和生活的场景，让学生感知How does he go to work? 的语义及语用情景，学会如何在这样的情景下表达。

此情境是发生在回家的路上，与学生的生活息息相关，很能激起学生的学习兴趣。

本课题涉及了前面几个课时和第二单元的知识，设计本课教学过程时，通过游戏、问答、歌曲等方法，帮助学生回忆旧知。

在学习新知的过程中，充分发挥学生的主体作用，引导学生自主学习。

课时目标1.能够理解词组stay healthy, work hard, study hard 的意思。

2.能够理解对话大意。

3.能够用正确的语音、语调朗读对话。

4.能够听、说、读、写句型：Where does he work? He works at sea. How does he goto work? He goes to work by bike.5.能够在情景中运用询问他人工作地点和交通工具的句型：Where does he work?How does he go to work?6.树立努力学习、健康生活的意识。

Unit 5 第四课时一、课时内容教科书第52 页：Let’s learn Find and say二、课时分析本课时是义务教育（pep）小学英语教科书五年级上册的第五单元第四课时，包括Let’s learn 和Find and say 两部分。

其中，Let’s learn 是Find and say 的基础，Find and say 是对Let’s learn 部分的实际运用，两者相辅相成，缺一不可。

第一部分Let’s learn 是基础板块，以单词教学为主要任务和目标，呈现了五幅图片、五个单词和一组问答句型，旨在让学生学会听、说、读、写5 个表示物体相对位置关系的介词和介词短语，分别是：in frontof/beside/between/behind/above。

这五张图片每张图片对应一个单词，描述球和狗的不同位置关系。

第一幅图描述的是球在狗的前面，引出in front of 这一介词短语，含义是“在…前面”，in front of the dog，意思是“在狗的前面”。

第二幅图展示的是球在狗的旁边，对应单词是beside,翻译为“在…旁边”，“在狗的旁边”就是beside the dog。

第三幅图画的是一个球在两只狗的中间，引出单词between，翻译为“在…中间”，“在两只狗的中间”就是between two dogs。

第四幅图为我们展示的是球在狗的后面，对应单词behind，“behind the dog”含义就是“在狗的后面”。

最后一幅图的内容是球在狗的上面（球和狗不接触），对应的单词是above，“a bovethe dog”就翻译为“在狗的上面”。

一组问答句型是：Where is the ball（?球在哪儿？）It’s in front of the dog.（它在狗的前面。

）要求学生把本课时的5 个表示相对位置关系的单词灵活运用到这组简单的问答句中。

第二部分Find and say 是拓展训练板块，呈现了一幅插图和一个陈述句，其设计用意在于让学生使用Let’s learn 中学习的5 个表示物体相对位置关系的介词和短语以及介词in 和on，综合本单元前面学习的There is…和There are…句型对这一图片进行具体地描述。

Unit5 第 4 课时教课方案一、教课目的1．能模拟示例书写对于的词汇及句型。

2．能在小检查中咨询他人喜爱什么、说明自己喜爱的。

二、教课要点模拟示例抄录词汇、句型。

三、教课难点在检查活动中运用所学内容进行简单的沟通。

四、教具准备课件、音频（教师能够在优教平台直接调用或下载）。

教课卡片，人物面具。

五、教课建议Get Ready1．复习故事（1）教师体现故事主要情节的图片和人物对话的文本，学生依据图片提示，选择句子补全对话。

（2）学生 4 人一组进行角色饰演。

（3）教师供给人物面具，邀请学生展现、表演故事。

2．回首词汇（1）请学生说出故事中有关的词汇。

（2）播放故事录音，让学生依据故事的情节发展给词汇排次序。

Act Out（1）让学生回想故事中Wang Li 喜爱什么科目。

能够播放故事（I）中图 3 的动画。

（2）叫一两位学生说一说他们喜爱的科目。

教师发问，学生回答。

（3）把书上的检查表画在黑板上。

依据学生回答的内容，在检查表上记录。

告诉学生接下来分红小组展开采访活动，检查每一个人喜爱哪些。

（4）让学生在小组中进行采访检查。

要求每个学生起码采访两至三名学生。

Let ’ s hantC（1）联合上一个采访活动，叫几名学生说一说各自喜爱什么。

教师重复学生说的内容，并用 What about you?咨询下一个学生。

（2）告诉学生接下来学唱一首歌谣。

完好地播放歌谣，让学生听。

（3）让学生打开书，看歌谣的文字，而后联合方才听到的内容，说一说歌遥中出现了哪些科目的名称。

（4）放录音，先让学生跟从节奏拍手，而后鼓舞学生跟唱。

（5）让学生四人一组模拟表演，依据歌谣内容配合拍手或其余简单的动作表演。

Trace and Write（1）告诉学生接下来要写一写喜爱的科目。

让学生看Mocky提出的问题，而后联合插图说一说每个小朋友喜爱的。

（2）出示第二幅图，让学生说出小男孩所喜爱的，而后选择正确的单词，补全句子。

（3）在抄录过程中提示学生利用四线格写单词，并注意字母间距。