Unit Yes or no教案一等奖
1、Unit Yes or no教案一等奖
教学目标：
1、能听懂、会说日常交际用语：may i come in? come in, please. is this/ that a…? yes, it is.
no, i t isn t. it s … what a nice…! 要求读音准确，语调自然。
2、能听懂、会说新授的日常用品单词：camera, radio
3、学生乐于在活动中用英语进行交流。
教学重点：
1、能听懂、会说日常交际用语：may i come in? come in, please. is this/ that a…? yes, it is.
no, i t isn t. it s … what a nice…!。要求读音准确，语调自然。
2、能听懂、会说新授的日常用品单词：camera, radio
教学难点：
what a nice…!
教学具准备及辅助活动：
书包等实物，单词以及句子的卡片，课件
主要板书计划：
unit 2 yes or no
may i come in? come in, please. camera
what a nice…! = how nice!
is this/ that…? yes, it is. radio
no, it isn t. it s a…
作业设计、安排：
课内：
抄写camera, radio三遍。
抄12~13页的对话1、2、3一遍。
课外：
抄写camera, radio六遍。
抄12~13页的对话1、2、3一遍。
背诵单词以及课文。
教学过程：
1. motivation and new lesson
(1)
在一般的.教学中教师可以看情况制造晚到的场景，可以是学生要求上洗手间，也可以教师让一个学生去帮自己拿一件东西。教师可以就教师当时的情况而定。
假使是教师让学生去拿东西：
t: oh, where s my box?
who can go and get it.
it s on my book and it s blue.
学生到达。
s: 报到。
t: ok. now i suggest you say “ may i come in?”
s: may i come in?
t: come in, please.
thank you very much.
教师在说的时候可以手持卡片may i come in?
(2)
t: who can tell me its chinese meaning?
s:我可以进来吗？
t: yes.
由于一些学生已经学过，所以这个步骤不会很难。
t: may i come in?
s: come in, please.
教师可以一边敲门，一边表演，引导学生说come in, please.
教师接着可以以敲门动作为先导让学生说（强化练习），然后进行学生之间的对话。
（3）
t: look. it s a gift.
s: war, war…
t: how nice! yes or no?
s: yes!
t: so now we will go to the next unit-unit 2 yes or no
教师可以带领学生读一下题目。
t: it s a nice box, yes or no?
s: yes.
t: so we can also say what a nice box.
t: what a nice box.
教师带领学生强化这个句子。
t: look at the box.
s: what a nice box!
这里需要教师的引导。
（4）
t: so do you want to know what is in this box?
想知道盒子里是什么吗？
s: yes!
t: so we can guess and use this sentences “ is this a…?”
教师可以进行进一步的强化。
t: you can touch and guess!
s: is this a…?
教师可以进行一些引导。
s: is this a…?
t: no, it isn t.
s: is this a walkman?
t: yes, it is!
so look!
it s a walkman.
(5)
t: look, this is a gift, too.
look, this is my gift.
s: what a nice box!
需要教师的一些引导。
t: now let s open it and see what in the box.
2、Unit Yes or no教案一等奖
N. 110 Middle Schl b Ca i
课程目标
一、知识和能力目标
本单元的核心教学内容是“认物”。用英语确认周围的常见事物比较符合英语初学者的实际情况。通过本单元教学，使学生运用所学句型，去熟悉周围事物的`名称；教学生学会在实际生活中如何确认事物。通过辨认物体，学生学到一些生词，并巩固所学句型。
二、过程和方法目标
教师要尽量使学生对课文中出现的句型能够熟练上口，这样，学生才能顺利开展比较灵活的对话。教师可以用手势，表情，动作等示意，帮助学生听懂课堂教学内容，但在实际操作中应尽量避免“明知故问”的倾向，应该采用应用性原则；如：遮盖物品、显露局部、辨认物体、完形识别、图形辨认等方法。
三、情感态度和价值观目标
目标在学生学习过程中的作用至关重要，教师要帮助他们建立起一个切合自己实际的目标，通过渐进的学习以及一点一滴的进步，使他们逐步建立起成功感。成功越多，自信心就越强。
学情分析
代词this，that和it的用法。
this和that均指单数的事物。this指处于说话者近处的事物；that指处于说话者远处的事物。而it则指代上文出现的单数的事物，也可指代上文出现的this或that。例如：
A：What s this? 这是什么?
B：It s a pen．这是支钢笔。
c：And 5
3、Unit Yes or no教案一等奖
I. Teaching bective:
1. T review e vcabular and graar ites taught in this unit.
2. T give students the pprtunit t practice the vcabular and
graar ites, and t gain cnfidence thrugh ding s
3. T allw students t chec their prgress and as an questins
the a still have.
II. Teaching prcedure:
1. Tell students that this is revisin and that the have alread
learnt these wrds and graar ites.
2. As students t read the e-ail in part A fr verall eaning
befre the begin filling in the blans.
3. As students t cplete the exercise n their wn. Reind the
the graar ites the will need t use.
4. G thrugh the answers with students. As students t each read
ut ne paragraph. Listen fr istaes and isprnunciatins.
5. Tell students that part B is a vcabular gae. It is nt
difficult as the first letter f each answer is prvided. Encurage
students t cplete this exercise independentl.
6. As students t raise their hands when the have finished. Have
the first student wh raises the hand t read ut the tas n the list.
Chec fr istaes and isprnunciatin.
III. Hewr:
1. Cplete se exercises.
2. Preview the whle unit and prepare fr an exa
4、Unit Yes or no教案一等奖
教学目标：
1． 学习目标：学会单词want, computer, robot.
会说句子What present do you want? I want a ….
What present does he/she want? He/she wants a ….
知道动词会随着人称的不同而改变形式。
2． 能力目标：能用所学句子谈论想要的礼物。
3． 情感目标：了解圣诞节的有关知识。
培养对英语的兴趣。
教学重、难点：
重点：句子教学
难点：want的读音
教学用具：磁带，录音机，单词卡片，转盘，教学课件。
教学步骤：
一．Greetings
二．师生对话。
三．出示课题lesson 15
四．复习人称代词（课件出示chant）
五．New lesson
Step 1. 单词及句子教学
1. listen to an English song << we wish you a Merry Christmas>>
2. 学生回答问题，了解圣诞节有关知识以及圣诞老人的名字Santa, 导出句子What present do you want?
3. 学习新词want.
4. 学习句子What present do you want?
5. 小组跟读What present do you want?引出单词computer及句子I want a computer.
6. 同理学习单词robot. I want a robot.
7. 巩固句型What present so you want? I want a …, 利用课件进行单词替换练习.
8. 听录音跟读课文并要求背诵。
9. 用调查表形式进一步巩固句型
10. 课件出示chant，让学生通过读知道动词会随着人称代词的不同有所变化。
11. 通过师生对话，引出句型What present does he/she want? He/she wants a ….
12. 利用课件进行单词替换练习。
13. 听录音跟读课文。
Step 2. 练习及游戏巩固所学单词及句子
14. 用课件进行want or wants填空，巩固动词会随着人称代词的不同有所变化这一语言点。
15. 转盘游戏巩固句型What present do you want? I want a ….
What present does he/she want? He/she wants a ….
Step 3. 课堂小结
16. 利用幻灯片进行课堂小结。
六．家庭作业。
1. 听.读课文并背诵。
2. 完成活动手册L15。
3．继续完成调查表
5、Unit Yes or no教案一等奖
I. Teaching Goals:
A. Language study:
1.Words & expressions: bring…back to life, give in (to sb.), in ruins, in pieces
2. Word formation: prefix re + verb.
3. Sentence patter: Where there is a river, there is a city.
B. Speaking:
1. Talk about cultural relics.
2. Talk about ways to protect cultural relics.
3. Give advice and make suggestions.
C. Grammar:
1. Use the Present Perfect Passive Voice.
D. Writing:
1. Write a letter to the editors.
E. Emotion task:
1. Cultivate the students love for cultural relics.
II. Teaching time: four periods
Period 1: 1) Talk about cultural relics and the ways to protect cultural relics
2) Give advice and make suggestions.
Period 2: 1) Read the passage “ A City of Heroes”.
2) Learn how to give a proper title for a passage.
Period 3: Enable the students to use the Present Perfect Passive Voice
Period 4: Learn how write a letter.
Period 5: Learn the important language points in this unit
III. Teaching Aids:
1. a tape recorder 2. a projector
The Second Period
I. Teaching Aims:
1. Understand the main meaning of the passage.
2. Learn how to find the topic sentence of each paragraph.
3. Learn how to give a proper title for a passage.
II. Teaching Important Points:
1. How to give a proper title for a passage.
III. Teaching Difficult Points:
1. How to grasp the main idea of a passage
2. How to find the topic sentence.
IV. Teaching Methods:
1. Use the Discussion method to make the students understand what they have learnt in class.
2. Use pair work and group work to get every student to take part in the class activities.
V. Teaching Aids:
1. a projector
VI. Teaching Procedures:
Step 1 Greetings and Revision
Greet the whole class as usual.
T: In the last period, we learned about some cultural relics in the world. Perhaps we all know that many cities have their own cultural relics. Some cultural relics have become the symbols(象征) of the cities. Now I ll show you some pictures. Please look at them and try to give the names of the cities.
(Show the following slides and ask the students to give the names of the cities.)
1. Eifel Tower — Paris
2. The Temple of Heaven— Beijing
Huai an
(Huaiyin)
Paris
3. Zhou Enlai Memorial — Huai an
Beijing
(1) (2) (3)
Step 2 Pre-reading
T: Several years ago, we changed the name of our city from Huaiyin to Huai an. Could you tell me why we did so? Yes, because Huai an is Zhou Enlai s hometown and Zhou Enlai is a world famous great man. Huai an can become more famous for this great man.
Of course, in the world there are many other cities that are famous for some great men or heroes.
Today we are going to learn a passage about “ A City of Heroes”. Now, Who can tell me the name of the city? ( St Petersburg) (Show the following slide)
A City of Heroes
— St Petersburg
Step 3. Showing the Aims
T: In this passage we should … ( Show the following slide)
Step 4 Brief introduction
T: Now I d like to talk about the passage briefly. ( Show the following slide)
Brief Introduction
1703
St Petersburg
1914
Petrograd
1924
Leningrad
1991
St Petersburg
the second largest city in Russia
the largest port in Russia
“the Northern Venice”
Step 5. Fast Reading (Discussing)
T: Now, please read the passage quickly and then try to discuss the question on the screen (Show the following slide)
Fast Reading
Question:
Who are the heroes of St Petersburg?
A. Peter the Great — built the city of St Petersburg
B. The people of St Petersburg — fought against the enemy and rebuilt the city of St Petersburg
Step 6. Careful Reading
A. Read the passage carefully and choose the best answers: (Show the slide)
Careful Reading (1)
Choose the best answer:
1. What is always true according to the passage?
A. Where there is a river, there is a city.
B. St Petersburg in Russia is on the Neva River.
C. St Petersburg seems to be something out of a fairytale.
D. St Petersburg is the capital of Russia.
2. When did the city come back to life?
A. Three hundred years ago.
B. After the Russian Revolution of 1917.
C. Nine hundred days after the Germans attack.
D. Years after the Germans had gone.
( Key: 1. B 2. D )
B. Now please read the passage carefully once more and try to tell the following statements true (T) or false (F) (Show the following slide)
Careful Reading(2)
B. Tell the statements true (T) or false (F)
1. The city of St Petersburg was rebuilt by Peter the Great. ( )
2. The Germans attacked St Petersburg a hundred years ago. ( )
3. A portrait of Peter the Great was destroyed by the Germans. ( )
4. It was difficult for people to rebuild the old palaces. ( )
5. St Petersburg will never be as beautiful as it was before. ( )
( Key: 1.F 2.F 3.T 4.T 5.F )
Step 7. Post-reading
T: Now let s discuss the following question in groups of four. (Show the following slide)
Post-reading
What does the passage want to tell us?
(Five minutes later the following slide is shown and the students are asked to choose the best answer)
Post-reading
What does the passage want to tell us ?
A. How beautiful the city is.
B. How great the Russian Czars were.
C. How great the people of the city are.
D. How old the city is.
( Key: C )
Step 8. Structure
T: Now please read the passage again and try to find the topic sentence of each paragraph (Show thefollowing slide)
Structure
Try to find the topic sentence of each paragraph:
Paragraph 1: The Russian Czar Peter the Great built St Petersburg.
Paragraph 2: St Petersburg has been the center of many important events in history.
Paragraph 3: The people of St Petersburg rebuilt the city.
Paragraph 4: The people of St Petersburg are the modern heroes of Russia.
(Three minutes later, check the answers. The answers are shown on the screen above
6、Unit6Anoldmantriedtomovethemountains
吸取李老师的建议，我想今后单词的学习还应该再用心去思考怎样更好地让学生记住这些新词。最好是词不离句，不离篇。听了魏老师的课后，我想我可以把文章改编为填新单词、短语和适当形式等练习。充分利用可用资源
第一次快速阅读感知全文，回答三个问题时，我应该多关注那些没有集中注意力的学生，并及时给予帮助，由于与学生不熟，只有通过此方法，才能发现哪些学生需要老师帮助。
本来第二次阅读和听力分开的，由于时间紧凑，经过和其他老师讨论，把“读”改为了“听”，个人认为这个改动具有实效性。
第三次阅读我也是把课文的3b做了改动，有两个原因：第一，我不熟悉学生的基础情况；第二，我根据我们学生的基础能力情况和乡村学生的.基础情况。把3b的直接填写内容，改为了搭配题，降低题目难度，保持学生学习的积极性和兴趣。个人认为这个做法符合实际教学需要。
前面几个活动都是语言的输入，这个环节是语言输出，本来这是这堂课的亮点和难点。设计新颖，富有创造性，但是遗憾的是我安排的时间还是有点紧。时间较短不能充分发挥学生的创造性和发展学生的语言综合运用能力。
魏老师建议的小鹿图片是否改为monkey更切入主题，值得我反思。一节好课需要认真的一遍又遍的去推敲，尽量做到准备准确、精确。
7、Unit3教学反思
本单元是颜色教学，在教学设计中，我从以下两方面入手：
一、设置不同的画面，吸引学生注意力
利用多媒体将各种颜色的物品展现在学生面前，给学生以视觉及听觉的刺激。生动形象的画面大大加强了学生对色彩及相关单词的印象和记忆。学生置身于情景之中，在自觉和不自觉中通过看、听、说，真正达到掌握和运用英语的目的。
二、创设学习环境，发展学生思维
感知是认识的前提，没有感知，就没有认识，而感知过程离不开客观事物。为此我把英语教学放在实际场景中进行，这不但强化了英语语言的训练，而且发展了儿童的智力。通过学生的.语言实践，在字母、单词、句型训练中发展思维。让学生在活动中学会有效的学习方面，从而培养他们良好的学习习惯，同时在运用语言的过程中又实现了师生间、学生间的双向交流。
8、Unit12教学反思
这一教时的教学内容是一年级上Unit12。 教学重点是句型Is it your…？。
在教学中先教学单词：水果类，动物类，食物类单词。然后出示句型，让学生将单词代入句型，说说自己想询问的东西。教学时媒体的'演示激发了学生的兴趣，充分调动了学生的学习兴趣，一年级的孩子注意力不容易集中，因而话题的选择和媒体的应用对教学效果有很大作用。这节课中，学生不但学习和复习了很多单词，而且通过说句子，提高了英语表达能力。通过这堂课的教学，使我感悟到一年级的孩子活泼、好动，注意力不容易集中，对各种色彩丰富的事物感兴趣，而且孩子非常喜欢说话。如果在教学中利用孩子的这些年龄特征，多出示实物和媒体，让他们说说自己或朋友的事情，孩子们一定乐意。兴趣是学习的基石，表达是学好英语的前提。因此呵护好学生的学习热情和兴趣是教师的职责。
9、unit4教学反思
教学反思：这节课的主要任务是学生熟练掌握cows,hens,sheep horses四个单词，能运用所学的句型进行语言表达。整节课的教学设计可分为三个部分。第一部分为复习旧知，巩固旧知中的难点these 和those的区分。第二部分是单词的呈现和练习。四年级的学生还处于爱动，爱唱的阶段。所以我设计了多种形式的练习,让学生在玩中掌握单词。观察力也是学习的重要能力之一，因此，使学生通过观察来认知sheep与其它复数形式的不同。第三部分为语言表达能力的训练。在单词熟知的基础上，根据所学的句型锻炼学生的语言表达能力。最后以熟悉的.旋律创作歌曲，巩固所学内容。整节课以层层递进的方式呈现。学生不仅能在轻松愉快的氛围中完成学习的任务，而且激发学生学习英语的热情。
每节课总有它的不足之处。首先这节课的后半部分的节奏稍微有点快，没有给学生足够的时间去练习、展示对话。在以后的教学中，我特别注意留足够的时间让学生在课堂练习对话。其次是单词的练习的趣味性不足，没有完全调动开学生参与的积极性。所以，在以后的课堂中，要根据学生的兴趣、爱好，多设计一些他们喜欢的方式操练单词，使学生感觉英语课就是快乐的课堂。最后是这节课缺乏对学生知识掌握情况的检测。因此在以后的教学中，要设计一些有针对性的检测题，帮助学生检测和巩固所学内容。
每一次的反思都是教学上的进步。