初中英语备课参考 At the airport

《a t t h e a i r p o r t》优秀教学设计(总4页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--《At the Airport》优秀教学设计《AttheAirport》优秀教学设计教学目的：1、知识与技能：本课要求学生能正确听、说、读、数字1-1000。

会口头运用句子：“Whattimeisit?It’s__________”。

2、情感态度价值观：运用多种教学手段激发学生学习英语的积极性,并力争能够让学生人人参与,通过鼓励、表扬来让学生有成就感，对自己充满信心。

教学重点、难点：本课重点句子，会正确使用句子。

教具准备：tapes、cards板书设计：Lesson1:AttheAirport1:45onefortyfive2:10twoten5:37fivet hirtyseven8:00eighto’cl ock2:10twotenortenpasttwo4:30fourthirtyorhalfpastthree9:00nine o’clockornine“Whattimeisit?It’s________”.教学过程：1)Greeting2)Review①Play“Thenumbergame”toreviewnumber,playwithnumbersuptote nthousand.②Reviewthephrases:WhatdayisitWhattimeisitStep2:Presentationandpractice1、Teaching“Whattimeisit”1)Useabigclocktoteach“Whattimeisit”2)Demonstrate:1:45onefortyfive2:10twoten5:37fivethirtyseven8:00eighto’clock3)Extendknowledge:2:10twotenortenpasttwo4:30fourthirtyorhalfpastthree9:00nineo’clockornine4)Practice:①Practiceinpairs②Askthevolunteerstomorethehandsontheclockastheyaskandanswe rthequestion.2、Teaching“thetext”1)Whenthestudentslistentothetape,thinkoverthequestion:①WheredoJen ny,Danny,LiMinglive?②WhyisLiMingcomingtoCanada?教学侧记③WhendoesLiMingarrive?WhenwillLiMinggohome?HowlongwillLiMingliveinCanada?④Howdoeshecome?⑤WhattimedidLiMing’splanearrive?⑥Whomeetshimattheairport?⑦Didhehaveagoodtrip?2)Readthedialogueanddiscussthequestionsingroups.3)Askthestudentstoanswerthequestions.4)Readbythemselves,thenreadrole-play.Step3ConsolidationStep4SummaryStep5HomeworkWrite“Whattimeisit?It’s________.”。

《At the Airprt》教案分析《AttheAirprt》教案分析一、教学目标（一）、知识与技能：（1）本要求学生能正确听、说、读、数字1-1000（三会）。

（2）四会重点句子：“hattieisit?It’s__________”。

（二）、过程与方法：（1）做“Thenubergae”，复习1-1000的数字。

（2）通过自制教具钟表，激发学生兴趣，使学生学会四会句子。

听录音，完成预习问题。

（4）通过学生自编朋友寒假开学来的见面对话，掌握文内容。

（三）、情感态度价值观：（1）运用多种教学手段激发学生学习英语的积极性,并力争能够让人人参与,通过鼓励、表扬来让学生有成就感，对自己充满信心。

（2）培养学生珍惜时间，热爱生命的价值观。

二、预习作业学生搜集生活中遇到的数字，如：杂志中、食品包装上等，回忆表达方法，并且带到教室来。

学生自制小钟表，培养学生动手能力。

（3）分层提出七个问题，分A,B,三层完成。

三、教学重点、难点：本重点句子，会正确使用句子“hattieisit?It’s__________”。

四、教具准备：tapes、ards、bigl五、教学过程：Step1Greeting（1inute）Step2Revie（2inute）①Pla“Thenubergae”trevienuber,plaithnubersupttenthusand②Reviethephrases:hatdaisit?hattieisit?（为本节的时间表达打下基础，达成教学目标（一）（1））Step3:Presentatin、Teahing“hattieisit?”)Useabigltteah“hattieisit?”2)Denstrate:vethehandsnthelasIasandanserthequestinT hengetvlunteerstanserthequestinHere’sasipleatsasetiesinEnglish（教具的使用激发了学生们的学习兴趣。

教案编辑专员，下面是《At the rport》五年级教学教案的五个章节。

一、教学目标：1. 知识目标：学生能够听懂、会说、会读本课的生词和重点句子。

学生能够理解并在适当的情境中运用所学知识描述机场的场景和活动。

2. 能力目标：学生能够通过听、说、读、写等多种方式，提高自己的英语语言能力。

学生能够在小组合作中，用英语进行交流，提高口语表达能力。

3. 情感目标：学生能够培养对机场相关话题的兴趣，增强学习英语的积极性。

学生能够学会尊重他人，培养合作意识。

二、教学重点与难点：1. 教学重点：学生能够掌握本课的生词和重点句子，并能运用到实际情境中。

学生能够在听、说、读、写等方面，提高自己的英语能力。

2. 教学难点：学生能够正确使用机场相关的词汇和句型，如“At the rport, you need to show your passport and boarding pass.”学生能够理解并运用一般现在时描述机场的场景和活动。

三、教学方法：1. 情境教学法：通过模拟机场的场景，让学生在实际情境中学习英语。

2. 互动式教学法：通过小组讨论、角色扮演等形式，引导学生主动参与课堂活动。

3. 任务型教学法：通过完成各项任务，让学生在实践中运用英语。

四、教学准备：1. 教材：人教版《英语》（PEP）五年级上册。

2. 课件：机场场景图片、视频等。

3. 学具：护照、登机牌等。

五、教学过程：1. 导入：教师出示护照和登机牌，引导学生谈论机场的相关话题。

学生分享自己对机场的了解和经历。

2. 新课呈现：教师播放机场场景的视频，引导学生关注机场的设施和活动。

教师展示课件，引入本课的生词和句子。

3. 课堂活动：学生分组进行角色扮演，模拟在机场的场景。

学生练习使用本课的生词和句子进行交流。

4. 巩固练习：教师设计相关的练习题，让学生进行听力、口语和书写的训练。

学生进行小组竞赛，提高学习兴趣。

5. 课堂总结：教师引导学生回顾本课所学内容，总结机场的相关词汇和句型。

Lesson 1At the airport词汇：1、airport2、live（单三形式）3、come（现在分词）4、arrive（单三形式）5、learn6、September7、June8、clock9、half10、will11、there12、nice13、trip14、tired15、feel 16、time短语：1、at the airport2、live in China3、come to Canada4、want to do sth5、want to go to school6、want to learn English7、learn English8、ten months9、on September 110、on June 2511、look at the clock12、Li Ming’s plane13、half past four 14、at half past four15、five o’clock 16、at five o’clock17、5:1518、at 5:1519、have a good trip20、our friend21、how long 22、after the trip句子：1、It’s half past four.2、It’s 4:45.3、It’s one o’clock in the afternoon in Beijing.4、There’s Li Ming.5、There he is.6、Did you have a good trip?7、But I’m tired.8、Let’s go home.疑问句：1、What time is it now?2、How long will Li Ming be in Canada?3、When will Li Ming go home?4、Did you have a good trip?5、How does Li Ming feel after the trip?语法：一、一般现在时表示现在的动作或状态。

《At the airport 》教学设计一、教学目标1、知识目标学生能够掌握与机场相关的常见词汇和短语，如“checkin counter”（值机柜台）、“boarding pass”（登机牌）、“luggage claim”（行李领取处）、“departure lounge”（候机室）等。

2、技能目标（1）能够听懂在机场的常见对话，如办理登机手续、行李托运、询问航班信息等。

（2）能够运用所学词汇和句型进行简单的机场场景交流，如询问登机口、寻找行李等。

3、情感目标（1）培养学生在实际场景中运用英语的自信心。

（2）增强学生对不同文化场景的了解和包容。

二、教学重难点1、教学重点（1）掌握机场相关的重点词汇和句型。

（2）能够熟练运用所学进行机场场景的听说交流。

2、教学难点（1）理解并正确运用与航班、行李等相关的复杂表述。

（2）在实际场景中灵活应对不同的交流情况。

三、教学方法1、情景教学法通过创设机场的情景，让学生身临其境地感受和学习。

2、任务驱动法布置相关的任务，如模拟办理登机手续、寻找行李等，让学生在完成任务的过程中掌握知识和技能。

3、小组合作法组织学生进行小组合作，共同完成学习任务，培养学生的合作能力和交流能力。

四、教学过程1、导入（5 分钟）通过播放一段机场的视频或展示机场的图片，引出本节课的主题“At the airport”。

提问学生是否有在机场的经历，引导学生分享自己的感受和经历。

2、词汇学习（15 分钟）（1）展示与机场相关的图片，教授新单词和短语，如“checkin counter”、“boarding pass”、“luggage claim”、“departure lounge”等。

（2）通过单词游戏，如猜单词、单词接龙等，帮助学生巩固所学词汇。

3、句型学习（15 分钟）（1）呈现与机场场景相关的对话，引导学生理解和学习常用句型，如“Can I have a window seat, please?” 、“Where is the boarding gate?”等。

英语：At the airport
预备：电视机，vcd，情境图和礼貌用语字卡
课前学会：good morning excuse me good night
thank you very much 等礼貌用语
过程：一、进场
幼儿跑入场请客人老师一起共舞律动《at the airport》
二、新歌教学
1、复习礼貌用语
让幼儿回忆所不宾礼貌用语并讲出其中文及英文，老师同步出示字卡。

2、观赏歌曲录像，学会歌词
1）观赏前提出要求：歌词里有没有魔法字？有哪些？
2）观赏后用提问形式找出歌词，幼儿跟读歌词。

3、感受乐曲
提问：1）小伴侣刚才听了歌曲有什么感觉？
2）歌曲是几拍子的？
4、学唱新歌
1）让幼儿跟麦当劳叔叔一起唱
2）老师订正唱错的地方，再次跟唱。

5、幼儿一起边唱边跳舞，巩固歌曲。

三、嬉戏：字母猜猜猜
1）幼儿自由组合进行嬉戏
2）幼儿请客人老师一起嬉戏
四、退场
幼儿一起到操场连续嬉戏。

目的：1、在已学会用英语说礼貌用语的基础上，学唱歌曲并且唱准歌词。

2、培育幼儿从小有礼貌的良好习惯。

3、体验唱歌的欢乐，让幼儿对英语和音乐产生深厚爱好。

广 平 县 第 二 实 验 教 学 通 案备课教师科目英语时间2015、9、5教 学 过 程个 案教学课题 Lesson1 At the Airport (Please read part 1 and part 2 silently) T: Can you find some questions about our text?分小组。

（Question Team and Answer Team ）Q: 1. When will Li Ming arrive? 1. When will Li Ming go home? 2. How long will Li Ming be in Canada?3. How does Li Ming feel after the trip?4. Where are Danny and Jenny now?(讲airport) S: They are at the airport.T: Yes! What ’s this? This is an airport(机场图片)，Try toread “port ”。

sport short hornT: What about other questions? Let ’s go on.(学生继续提问并回答)Last: What time will Li Ming ’s plane arrive? S: At five o ’clock.T: Good. (出示一个表示5点的钟表) What time is it? It ’s five o ’clock ，Yes, we know the time from the clock. T: What ’s this? S: This is a clock. T ：Clock! ck k (板书) （chain drills ） T: What time is it? S: It ’s eight o ’clock/ ten o ’clock / twelve o ’clock./ nine o ’clock. T: What time is it now? S: It ’s half past four. T: half(做手势) past four.（板书） T ：What time do you get up?（示范） S: At half past six.T ：Yes, we usually get up at half past six.教学 目 标知识与技能：学生可以基本熟练掌握单词：clock ,airport 句型“What time is it? It ’s _____.” 过程与方法：讨论法，讲授法等 情感态度与价值观：通过对本课的学习，提高文化素养，激发英语学习兴趣。

Module 1 Garden City and its neighboursUnit 2 At the airport本unit句型结构：for + 一段时间a monthfor a weekan our介词until的用法表示出发去某地 leave for someplace现在完成时一般疑问句及其回答Have you … yet?Yes, I've just/already …No, I haven't … yet.The first period Page 6Language focus:1. Using the present perfect tense to relate past events to the present.2. Using adj. to express quantities.3. Using “for, until” to indicate a period of time.Materials:1. Student's book 7A.2. The tape and a recorder.3.Grammar book.Preparation:Read the text after the tape.Pre-task: 12'1.Show some photos of Los Angeles to class. Let students have the idea of what Los Angeles look like.2. Introduce the new vocabulary in Look and Learn.3. Review quantifiers(1) “some, any, enjoy, plenty of, a lot of and lots of” can be used with uncountable and countable nouns.(2) “a few, few, many, not too many, several and a large number of” only be used with countable nouns.(3) “a little, little, much, not too much, a small amount of” can be used with uncountable nouns.4. Look and Read(1) Listen to the tape.(2) Read after the tape.(3) Read the text aloud.While-task: 18'1. The present perfect tense(1) Go over the verbs in the present perfect tense with students.live ——lived be ——been buy ——boughtdo —— done get —— got pack —— packed(2) Using “for” to indicate a period of time.eg. We have lived in Shanghai for 12 years.She hasn't seen a film for 3 months.Underline questions:eg. How long have you lived in Shanghai?How long has she seen a film?(3) Let students answer questionsHow long have you studied in this school?How long have you learned English?How long have you …?2. The structure “not … until”Eg. The baby didn't sleep until 9:00p.m.I will not go to school until September.3. Answer true / false(1) Read the text again.(2) Write down the answers.(3) Check the answers.Post-task: 10'Grammar book page 4.Homework:1. Copy the new words.2. Read and recite the text.Writing on the blackboard:1.some, any, enjoy, plenty of, a lot of, lots ofa few, few, many, not too many, several, a large number ofa little, little, much, not too much, a small amount of2.live ——lived be ——been buy —— boughtdo ——done get—— got pack —— packed3.We have lived in Shanghai for 12 years.How long have you lived in Shanghai?4.not … untilThe baby didn't sleep until 9:00p.m.The second period Page 7Language focus:1. Using “be going to” to describe events that will occur quite soon.2. Using prep. to indicate time.Materials:1. Student's book 7A2. The tape and a recorder.3. Some drawing papersPreparation:1. Read the air-ticket.2. Read the text after the tape.Pre-task: 12'1. Introduce new vocabulary “departure, arrival”. Make sure students know a.m. and p.m.2. Look, Read and Think(1) Read the air ticket themselves.(2) Listen to the tape.(3) Read after the tape.3. Read and Think(1) Invite three students to role-play the dialogue.(2) Ask a more able student to act as Mr Li in order to work out the time for leaving home.While-task: 13'1. Ask and answer(1) Have students work in pairs to read the dialogue.(2) Ask some pairs to make dialogues.2. Use prep. to express time(1) at —— at 7 o'clock / Christmas / Chinese New Year / weekends / night, noon(2) on —— Sunday / July the first / Children's Day / the morning of May 3rd(3) in —— summer / September / 1998 / morning, afternoon, eveningPost-task: 15'1. Draw air tickets(1) Distribute a piece of paper to student.(2) Tell students to think about where they would like to spend a holiday and to draw their own air tickets with the relevant information.(3)Circulate in class.Homework:1. Copy the expressions.2. Read and recite the text.3. Grammar book Page 5.Writing on the blackboard:at —— at 7 o'clock / Christmas / Chinese New Year / weekends / night, noon on —— Sunday / July the first / Children's Day / the morning of May 3rd in —— summer / September / 1998 / morning, afternoon, eveningThe third period Page 8 - 9Language focus:1. Using imperative to give instruction and direction.2. Using the present perfect tense to relate past events to the present.3. Using adv. to express time.Materials:1. Student's book 7A2. Some drawing paper3. The tape and a recorder4.WorkbookPreparation:Read the dialogue after the tape.Pre-task: 15'1. Introduce new vocabulary: trolley, escalator, exit and entrance.2. Read and Match(1) Let students look at the eight signs and read the descriptions in read and match.(2) Ask them to match each sign with the suitable description.(3) Check the answers.3. Draw signs(1) Tell students to imagine they are at the airport. Ask them to think of more signs that they can see at the airport .(2) Tell students to draw signs and write the descriptions under the signs.(3) Discuss with the rest.While-task: 15'1. Say and Act(1) Listen to the tape.(2) Read after the tape.(3) Students practice in groups the target language by role-playing Mr Li, Mrs Li and Grandma.2. Think and Write(1) Have students work in pairs to talk about the checklist.(2) Have them complete the checklist by writing down what they have discussed with their partners.3. The present perfect tenseHave you … yet? Yes, I have already / just …. No, I haven't … yet.Post-task: 10'Workbook page 3 - 4Homework:1. Read and recite the dialogue.2. Grammar book page 6, 8.Writing on the blackboard:Have you … yet? Yes, I have already / just …. No, I haven't … yet.。

Module 1 Garden City and its neighboursUnit 2: At the airport (I)Language focus:Using nouns / noun phrases to identify objects.Using prepositions to indicate a period of time.Using the present perfect tense to relate past events to the present.Using adjectives to express quantities.Using adverbs to express degree.I. Warming-up:II. Pre-task preparation:1. Put the map of USA on the board. Ask students: Where is Los Angeles?2. Bring some photos or pictures of interesting places in Los Angeles to class. Circulate around the class to let students have a rough idea what Los Angeles looks like.3. Introduce the new vocabulary items in Look and learn.4. Review quantifiers: Use real objects to review a lot of, many, plenty of, several, some, a small amount of, a few5. Remind students of the use of the present perfect tense in the passage. Go over the verbs in the present perfect tense with students. Invite the more able students to speak out and spell, if possible, the corresponding verbs in their present tense form.6. Tell students that the use if the prepositional phrase: for (___)_days / weeks / months / years is used to indicate a period of time. Invite some students to answer questions, like this: How long have you studied in this school? How long have you learnt English? to elicit: I have studied in this school for ... / I have learnt English for ...7. Play the recording: Look and learn and Look and read. Students listen and follow in their books.8. Play the recording again. Students listen and repeat.9. Students read the text individually and write down the answers to the questions in Answer true / false. Check the answers with the whole class. Invite the more able students to review the false statements into true oneson the board.III. Consolidation:Grammar Practice Book 7A page 4.Unit 2: At the airport (II)Language focus:Using “going to” to describe events that will occur quite soon.Asking “Wh-” questions to find out time.Using prepositions to indicate time.Asking “How” questions to find out the length of a period of time.Using prepositions to indicate a period of time.I. Warming-up.II. Pre-task preparation:1. Introduce new vocabulary items: departure and arrival. Make sure students can differentiate between the two. Also make sure students can differentiate between a.m. and p.m.2. Look, read and think.3. Play the recording again. Students listen and repeat.4. Invite three students to e to the front and role-play the conversation. Ask a more able student to act as Mr. Li in order to work out the time for leaving home. Encourage other students to supply any different answers.5. Ask students to read page 7 of the Student's Book again. They are required to write and draw the time. Students then help each other check answers in pairs.6. Have students work in pairs to read the dialogue in Ask and answer. Walk around and offer help and guidance to the less able students if necessary.III. While-task procedure:Draw the air tickets on the board and invite some volunteers to write the answers on the air tickets.IV. Post-task activity:Distribute a piece of drawing paper to each student. Tell them to think about where they would like to spend aholiday and to draw their own air tickets with the relevant information. Collect the students' work and bind it into a booklet to be circulated in class.V. Consolidation: Grammar Practice Book 7A page 5.Unit 2: At the airport (III)Language focus:Using imperatives to give instructions and directions.Using nouns to identify objects.I. Warming-up:II. Pre-task preparation:1. Introduce new vocabulary items: trolleys and escalators. Put an enlarged photocopy of pictures of trolleys on the board. Point to the pictures and say: trolleys. Then put an enlarged photocopy of pictures of escalators on the board. Point to the pictures and say: escalators. Make sure students know the correct pronunciation of the vocabulary items.2. Review / Introduce: exit and entrance. Make sure students can differentiate between the two.3. Have students look at the eight signs and read the eight descriptions in Read and match carefully. Then ask them to match each sign with the suitable description. Finally, the whole class checks answers together. Ask students to point to the signs and read the descriptions aloud.III. While-task procedure:1. Draw the eight signs on the board and invite volunteers to e forward and write the descriptions under the signs.2. Tell students to imagine that they are at the airport. Ask them to think of three more signs that they can see at the airport. Tell them to draw the signs and write theIV. Post-task activity:Ask students to draw the signs that can be seen at restaurants, shopping centres, supermarkets, cinemas, swimming pools and on underground, buses, ferries, planes, etc.Unit 2: At the airport (IV)Language focus:Using nouns / noun phrases to identify objects.Using the present perfect tense to relate past events to the present.Using adverbs to express time.I. Warming-up:II. Pre-task preparation:1. Review and introduce new vocabulary items in Look and learn. You may explain the meanings of these vocabulary items with real objects or pictures. Read the words aloud. Have students repeat after you.2. Look and learn and Say and act.3. Play the recording again. Students listen and repeat.4. Students practise in groups the target language in Say and act by role-playing Mr. Li, Mrs Li and Grandma. Invite a few groups to e out and role-play the conversation in class.5. Have students work in pairs to talk about the checklist in Think and write. Have them plete the checklist by writing down what they have discussed with their partners.III. While-task procedure:1. Students discuss and agree on five items for a checklist before leaving for Los Angeles. Have them plete the checklist by writing down what they have discussed with their partners.2. Still in pairs, students read the dialogues on page 9 of the Student's Book again. Students have to write some dialogues and role-play with their partners. They are required to use the target language learned in Say and act.3. Ask for volunteers to act out the conversations.IV. Post-task activity:Workbook pages 3 and 4.V. Consolidation:Grammar Practice Book 7A pages 6 and 8.。