初中英语Where did you go on vacation的教案一等奖
1、初中英语Where did you go on vacation的教案一等奖
Language goal:
In this unit students learn to talk about recent past events.
New languages:
1. Master the new vocabulary words.
2. Master the past forms of the regular and irregular verbs.
3. New target language:
Where did you go on vacation?
We went to New York City.
Did you go to Central Park?
Yes, I did.
How was the weather? It was humid.
4. Be able to talk about the recent past events.
Difficult points:
1. Master the past forms of the regular and irregular verbs.
2. Use the new language to talk about recent past events.
Teaching aids:
recorder
some pictures of activities and places
Teaching periods:
Period 1: Section A 1a—Grammar focus
Period 2: Section A 3a—4
Period 3: Section B 1a—2c
Period 4: Section B 3a—Self-check
Period 1
Teaching aims:
1. Learn the new vocabulary words:
2. Target language:
Where did you go on vacation? We went to summer camp.
Where did he go on vacation? He stayed at home.
Where did they go on vacation? They visited the museum.
Did you/he/she/they go to Central Park?
Yes, I/he/she/they did.
No, I/he/she/they didn t.
3. Master the past forms of the regular and irregular verbs.
4. Learn to talk about recent past events.
Teaching procedures:
Step 1. Warm-up
2 Talk about the past activities:
A: How was your weekend? B: It was great.
A: What did you do last weekend? B: I…
A: How was his/her weekend? B: It was awful.
A: What did he/she do last weekend? B: He/she…
Ask and answer more activities.
Step 2. Learn the new vocabulary words
1. Teacher asks one student to read the new words. And see if he or she can read the new words correctly.
2. Practice reading the new words: repeat after the teacher; read together/in parts/one by one. Then read and remember the words.
3. Explain some words: go to a summer camp; a Central Park; have a math exam
Step 3. Presentation
1. Show a picture of New York City. Ask “Where did you go on vacation last summer?” Present students to say: “I went to New York City.” Then ask more students to answer the question. Their answers may be varied. (summer camp; went to the beach; visited museums.)
2. Ask some students to ask and answer the questions in pairs.
A: Where did you go on vacation?
B: I went to the beach.
Practice asking and answering the conversation.
Step 4. 1a Look and match
1. The teacher reads the instructions to the students.
2. Students read the activities in the box first. Teacher can get one student to explain them in Chinese. Then get students to complete by themselves.
3. Check up the answers.
Step 5. 1b Listening practice
1.The teacher reads the instructions to the students.
2. Get the students to read the names in the box after teacher.
3. Tell students to look at the pictures and say what the person did in each picture. For example: She went to the mountains.
4. Tell students they will hear three conversations. People talk about what they did on vacations. Then play the recording. Students listen the first time.
Students only listen.
5. Play the recording again and try to fill in the blanks with the numbers.
6. Check up the answers.
Play the recording, let the students repeat after the recording. Then practice reading the conversation.
Step 6. 1cPair work
1. The teacher explains the instructions to the students.
2. The students practice reading the conversation below inactivity1c.
3. Make their own conversations with the activities in activity 1a. Ask
“Where did Brad/Sally/Tom go on vacation? ”Then work it in class.
Step 7. 2a Listening practice
1. Get students to read the names and the activities in the box. Tell students: they will hear three conversations about three people s vacations. Match the people with the activities.
2. Play the recording the first time, students only listen.
3. Replay the recording and try to match.
4. Check up the answers.
Step 8. 2b Listening practice
1. Students look at the chart and read the names and the activities.
Say, listen to the conversations and check “Yes, I did.” Or “No, I didn t.”
2. Play the recording the first time. Students only listen.
3. Play the recording again. Students try to fill the blanks.
4. Check up the answers.
5. Get the students to repeat after the recording.
Step 9. 2cGroup work
1. The teacher explains the instructions to the students. Students read the
example in the speech bubbles.
2. Work in groups to role play the conversation. You can talk about the
activities from the chart in 2b or other activities. The teacher move around and give help if students need.
3.Ask one or two groups to work in class.
Step 10.Grammar focus
The students read the sentences. And find if there are some questions. If
have, explain them.
Step 11. Summary
1. The new vocabulary words.
2. The new target language.
Step 12.Homework
1. Revise the vocabulary words.
2. Make a conversation about your last vacation.
Period 2
Teaching aims:
1. Learn the useful expressions.
2. Be able to use “was” and “were”.
3. Learn to talk about the past events.
Teaching procedures:
Step 1. Warm-up
1. Check up the homework.
2. Get some pairs to work their conversations about last vacation.
Then talk about your last vacation.
Step 2. Learn the new vocabulary words
1. Teacher asks one student to read the new words. And see if he or she can read the new words correctly.
2. Practice reading the new words: repeat after the teacher; read together/in parts/one by one. Then read and remember the words.
3. Explain some words: be rainy; “Fantastic” is the opposite to “awful”. be unfriendly to;
“Was” is the past form of “is, am”.
“Were” is the past form of “are”.
Step 3. 3a Reading and writing practice
1. The teacher reads the instructions to the students. And explain: “Was, were” are the past forms of “am, is, are”.
2. Get the students to read the conversation and try to fill in the blanks with “was” and “were”.
3. Check up the answers.
4. Practice reading the conversation in pairs.
Step 4. 3b Pair work
1. The teacher gets students to look at the bus trip picture. And practice a
dialogue with a student. For example: T: How was the bus trip? S: It was relaxing.
2. Get the students to make a conversation in pairs.
Give some help if they need.
3. Get some pairs to work in class.
Step 5. Part 4 Vacation album
1. Teacher explains the instructions to the students. They are going to make a vacation photo album and talk about it with their classmates. Teacher may provide students with magazines which they can cut up for their photo albums, or ask them to draw the photos or make it at home for homework.
2. Have students interview their classmates about their vacation photo albums. Use the simple past tense.
3. Have some students work to the class.
Step 6.Summary
1. Using of “was” and “were”.
2. How to talk about the past events.
Step 7.Homework
Write a passage to describe your last vacation using the new words and
phrases learned in this lesson.
Period 3
Teaching aims:
1. Learn the new vocabulary words and useful expressions.
2. Learn to talk about the past events.
Teaching procedures:
Step 1. Warm-up
1. Check up the homework.
2. Get some students to read their passages.
Step 2. Learn the new vocabulary words
1. Teacher asks one student to read the new words. And see if he or she can read the new words correctly.
2. Practice reading the new words: repeat after the teacher; read together/in parts/one by one. Then read and remember the words.
3. Explain the new words: “Expensive” and “cheap” are opposite.
Step 3. 1a 1b Match and write
1. Have students read the words and make their meanings clear.
2. Get the students to look at the pictures and try to match.
3. Check up the answers.
4. 1b. Teacher explains the instructions to the students. Be sure the students can know what to do. Look through the words in 1a.
5. Let the students write the words in the chart.
6. Check up the answers.
Step 4. 2a 2b Listening and writing practice
2a
1. The teacher reads the instructions to the students. Say: Vera is talking about her vacation. Listen and answer the following two questions.
2. Get students to read two questions first.
3. Play the recording the first time. Students only listen.
4. Play the recording again and try to answer them with the short answers.
5. Check up the answers.
2b
6. Students read the chart in 2b first. Say, Listen to the recording again. This time write what Vera thinks about these things in the blanks in the chart.
7. Look at the sample answer. —What does Vera think of her vacation? —It was great.
8. Play the recording and try to fill in the chart.
9. Play the recording again and check up the answers.
10. Play the recording and repeat after the recording.
Step 5. 2cPair work
1. The teacher reads the instructions to the students. Look at the information in activities 2a and 2b. Make a conversation to talk about Vera s vacation. Work in pairs, Vera & Vera s friend.
2. Have the students work it. Teacher moves around the room and gives some help if they need.
3. Ask some pairs of students to role play the conversations in class.
Step 6.Summary
Summarize the new words and the useful expressions.
Step 7.Homework
1. Remember the words and expressions.
2. Write down a passage about Vera s vacation on the exercise book.
Period 4
Teaching aims:
1. Learn the new vocabulary words and useful expressions.
2. Learn to talk about the past events.
3.Train the reading and writing abilities.
Teaching procedures:
Step 1. Warm-up
1. Check up the homework.
2. Have some students to read passages about Vera s vacation.
Step 2. Learn the new vocabulary words
1. Get all the students to look at the vocabulary words. Try to read the new words by themselves. Then the teacher gets one student to read the new words.
2. Practice reading the new words. (A) Read the words after the teacher.
(B) Read them together/in parts/one by one.
3. Read the new words and remember them.
4. Explain: at the corner of; in the corner; make sb do sth; walk back to;
decide to do
Step 3. 3a Reading practice
1. The teacher reads the instructions to the students. Circle the good things and underline the bad things.
2. Ask the students to read Bob s travel diary. Try to circle and underline the things individually.
3. The teacher reads the diary to students and checks up the answers.
4. Students read the diary again and find their questions. Explain to them if they have. Some important sentences:
We had great fun playing in the water. It was kind of boring.
I found a small boy crying in the corner. That made me feel happy.
We decided to play tennis.
Step 4. 3bWriting practice
1. The teacher explains the instructions to the students. Imagine you are an American student on vacation in Beijing. Write a travel diary like the one in 3a.
2. Look at four pictures and read the beginning of the diary. Get students to write their own diaries. Get some help from activity 3a. Teacher moves around and gives some help if they need.
3. Get a few students to read their diaries to the class.
Step 5.Group work Part 4
1. The teacher explains the instructions to the students. Talk about an
imaginary vacation. Imagine you are a foreigner who came to China on
vacation. Think about where you visited.
2. Ask students to work in groups of four. One student in each group begins by telling where he or she went. The other students ask questions.
3. Change roles, so each student has a chance to tell the others about his and her vacation.
4. Have some groups of students present their conversations in class.
Step 6. Review the words Self-check 1&2
1. Students read the words in the box and check all the words they know. They can circle the words they don t know. Then ask them.
2. Make their Chinese meanings clear. Then ask and answer the Chinese meanings in pairs or in groups.
3. Ask each student to write five new words on their notebooks. Then share them with the others in groups.
Step 7.Self-check 3 Make a survey and complete the form
1. Students look at the form and the instructions.
Think about how to ask the questions.
2. Ask students to fill in the blanks with the information about their last
vacation.
3. Have students get into groups of four.
Tell them to ask questions about their last vacation.
4. After finish asking the questions, ask students to discuss the best place for vacation.
5. Ask some students to tell the class which place is the best place for vacation.
Step 8.Summary
Summarize the new words and the useful expressions.
Step 9.Homework
1. Remember the words and expressions.
2.Write a report on students vacations.
2、初中英语Where did you go on vacation的教案一等奖
Language goal
In this unit students learn to talk about past events.
New language
Where did you go on vacation? I went to the mountains.
Where did they go on vacation? They went to New York.
Where did he go on vacation? He stayed at home.
Where did she go on vacation? She visited her uncle.
Did you go to the beach? Yes, I did. /No, I didn't.
Section A
Ask questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend last
Saturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this"sentence on the board. Underline the word visited.
Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.
Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.
1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.
Point out the numbered list of activities. Say each one again and ask students to repeat.
Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.
Play the recording the first time. Students only listen.
Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.
Correct the answers.
1 C This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Make your own conversations about the pictures.
Say the dialogue in the picture with a student. Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work.
Offer language or pronunciation support as needed.
2a This activity gives students practice in understanding the key vocabulary in spoken conversation.
Point to the three people's names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.
Say, This is a recording about three people's vacations. Please match the people with the places they went to on vacation.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.
Correct the answers.
2b This activity provides more listening practice using the target language.
Call attention to the chart. Ask a student to read through the names and activities listed.
Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the "Yes, I did." or "No, I didn't." blank after each activity. |Play the recording the first time. Students only listen.
Point out the sample answer under Yes, I did in the first blank after the words "Nancy... go to Central Park?" Say, Did Nancy go to Central Park? Yes, she did.
Play the recording again. Ask students to put checkmarifl in the correct blanks.
2c This activity provides guided oral practice using the target language.
Say, Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.
As students talk, move around the room, monitoring the conversations and offering support as needed.
You may want to have a group of students present their conversation to the class.
3a This activity provides reading and writing practice using the target language.
Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)
After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.
Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?
Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.
Say,Now work with a partner. Make your own conversations about the pictures.
Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
4. This activity provides speaking practice using the target
language.
Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.
Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,
what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.
Have students interview their classmates about their vacation photo albums.
When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.
Have several pairs explain their choices of vacation destination to the rest of the class.
3、初中英语Where did you go on vacation的教案一等奖
学目标：知识目标：1.bought, taught and thought
2.the story
3.a song
能力目标：1. past tense
2.where did you do?
3.What did you do？
情感目标：When you play things, you must get good corporation with your players.
教学重点、难点：1.I am throwing the basketball.
2.hitting and throwing
教具、学具：some balls and story a tape and pictures
教学过程：[=WWW.xxJXSJ六十铺中小学教育=]
一. Class opening and review
Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday I___de. Today I___. Tomorrow I am going to__.
Introduce
Add “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs. Point out the similarities in spelling “bought” “taught” “thought”
Use the student book
Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. Who are they talking to?
Note the word “player” in the lesson. A “players” plays something, such as a sport.
Practice
Play “What s wrong?” to practice the new past tense verbs, and other tenses and verbs.
Play “spelling Bee” to practice spelling any vocabulary in this unit.
Tech “Oh, what did you do?” in Number 3 of the student book.
Use the activity book
Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past—tense. Here s how the audiotape goes:
板书：
Lesson4 Where did you go?
bought taught thought
Where did you do?
What did you do？
习题：
? 写出buy teach think 的过去式。
? 用Where did you do?练习说话。
? 用What did you do？练习说话。
4、初中英语Where did you go on vacation的教案一等奖
一、 教学目标：
1. 知识目标：掌握本课重点概念: Where do you live?
I live in a/an .
house, apartment
2.能力目标：使同学能够熟练地运用“Where do you live?
I live in a/an .”
3.情感目标：感知英语的实用性，增强学习英语的.兴趣。
二、教学重难点：
1.重要概念 house, apartment
2. 同学能够熟练地运用“Where do you live?
I live in a/an .”
三、教具、学具：
1. house, apartment的图片.
2.录音机和磁带
3.单词卡片
四、教学过程
1.Greeting
2. 复习
Review “near,far”which students mastered in Level Demonstrate the concepts with volunteers.
3.教授重要概念:
Demonstrate “Where do you live? I live in a/an .”with puppets.Draw a house and an apartment building on the blackboard. Let one puppet “live”in the “house”and the other puppet “live” in the “apartment” Do a dialogue with the puppets based on “Where do you live? I live in a/an .”
Remind the students about “a”and“an”: a house,an apartment.
4.Practiceivide the class into small groups then ask and answer ,they can say:
S1:Where do you live?
S2:I live in a/an .
S1:Is it near/far from school?
S2:Yes/No,……
5.Read after the tape.
6.做<活动手册>
7. 作业: a. 完成<活动手册>剩余局部.
b. 对话练习.
板书设计:
Lesson 20 Where Do You Live?
Where do you live?
I live in a house.
I live in an apartment.
5、初中英语Where did you go on vacation的教案一等奖
一．教学理念：
根据新课标教师应把握好教学设计的系统性、科学性、有效性;时间分配的合理性，知识传递的准确性，学生学习的高效性；培养学生发现问题、解决问题的能力，帮助学生养成独立思考、共同讨论、合作探究的习惯；同时培养学生综合运用语言的能力及互助创新能力，课后师生及时交流，教师反思。
二．教材分析：
本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what引导的特殊疑问句。本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动：任务一是：自己的才艺表演，学习情态动词can的用法；任务二是：自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿；任务三是：我能成功，主要是复习巩固谈论各自的爱好和特长的方法。
三．学情分析
本单元的主题是运用情态动词Can谈论能力，通过对目标语言的学习使学生能够表达自己在某一方面所具备的才能；通过谈论彼此的特长与爱好培养一种群体意识。在以前的学习中，学生已经学习了一些行为动词的表达法，而教学“谈论能力”只是将情态动词can用于这些表达中；情态动词can在肯定旬、否定句和疑问句中的构成，和学生已经学过的be动词的结构有相同的地方，教师在教学中要善于引导学生比较这两种结构的异同以加强记忆。
四．教学内容： Section A（1a-1c）
五：教学目标：
1：知识目标：学习重点词汇dance swim sing等。
2：能力目标：运用情态动词can “询问和谈论能力”；通过谈论自己在某一方面所具备的才能，学习情态动词Can的基本用法。
3：情感态度价值观：
Section A的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。 六：教学方法 ：
采用Classifying和Role—playing的学习策略，利用教学图片、幻灯片、实物(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的`口语交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习、
七：教学重、难点及教学突破
重点：学习并掌握重点词汇； 学习询问和谈论彼此的能力和特长。 难点：情态动词can的构成和使用。
教学突破：
Section A重在通过使用情态动词can来询问和谈论能力，因此如何使用情态动词can就成了关键。通过模仿、操练使学生掌握can的肯定句、否定句和疑问句的构成，再进行谈论能力的训练就容易多了。
八：教具：
准备一些乐器实物或制作能反映各种乐器的图片或幻灯片；制作能反映各种活动的图片、幻灯片或课件；制作演奏各种乐器的课件；设计课后巩固练习的幻灯片。
九：教学步骤：
Step One ：New words：
1．利用实物导入新课。教师手拿排球并说I can play volleyball。I like sports。What about you？学生回答I like sports，too. I can play tennis.I can play football.等。
2播放课件教学生词：教师接着说I also like singing。I can sing。（跟教师读sing）用同样的方法学习dance swim play
chess paint speak English and play the guitar。
3练习这些新单词。教师说 I can dance／swim／sing／But I can t play chess / paint /speak English...等。学生说I can ? But I can t? (通过练习can的肯定句和否定句，增加生词的复现率，加强记忆。)
4.打开书做1a，将活动与人物进行搭配．完成la部分的学习任务。
Step Two：Drills 1
1．呈现新句型。教师说 I can sing。Can you sing？帮助学生回答Yes，I can。/No，I can t。通过这种方法用新单词练习这个句型。
2.练习这个新句型。教师说Work in pairs。Ask and answer these pictures。根据屏幕上的图片进行练习。
3给学生2分钟练习时间后，叫几组学生做对话练习。
Step Three：Drills 2
1．呈现新句型。教师说在我们学校有5种俱乐部，你知道他们吗？学生回答The Art club ，the English club，the Chess club，the Music club and the Swimming club。教师说I can sing。I want to join the Music Club。重复这个句型。
2. 练习这个新句型。教师说Work in pairs。Ask and answer like this“Can you sing？No，I can t 。I can speak English。I want to join the English club。”根据屏幕上的幻灯片进行练习。
3．给学生2分钟练习时间后，叫几组学生做对话练习。
Step Four： Listening
1. Pre-listening
让学生浏览这三组对话，明白对话内容。
2. While-listening
播放第一遍录音时，要求学生边听边选出对话的顺序，完成1b部分的教学任务。
3. Post-listening
给出听力的正确答案。教师将完整的听力材料呈现给学生，学生朗读。 Step Five：Group -work
设计情境，完成任务。教师说Tell your group members the clubs you want to join。Fill in the chart and then choose one student to make a report。
The Leader of Group：Two students want to join the? club.They can ? well.One student wants to join the? club. She can ? .
Step Six: Sum up
本课采用了classifying和Role—plying的学习策略，利用实物、幻灯片、(各种乐器)或制作课件(演奏各种乐器)等来展开课堂教学、Pairwork问答式的交际活动或小组活动，进行“询问和谈论能力”的课堂教学和练习；通过谈论自己某一方面所具备的才能，学习情态动词can的基本用法；通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种团队意识。
Step Seven：板书设计
Unit 10 Can you play the guitar?
（Section A 1a-1c）
生词：guitar, dance, swim, sing, chess, speak, can t
重点句型：Can you swim/paint/sing? Yes, I can./No, I can t. I can ? , I want to join?club.
Step Eight: Homework
Make a survey with the drill”Can you ??”
完成调查，便于下一节课第三人称句型的学习。
十：Note：
对整节课教学设计基本能考虑了学生的认知规律，考虑了学生由易到难的学习原则。
6、《Where did you go》教学反思
本节课是外研版第五册第三模块第一单元的第一课时，本单元的语言功能是询问与描述过去发生的事情；本单元以介绍伦敦为主线，通过amy与daming在电话中的谈话，使学生能够在真实的语言环境中用英语询问对方上周末的活动情况，以“where did you ?”为主要句型，询问与描述过去发生的事情。我采用师生对话形式安定学生情绪，并以此调动学生的学习兴趣，活跃课堂气氛。引导学生积极地投入到课堂学习中，并复习与本课教学关系密切的形容词过去式，为后面的教学做不可或缺的铺垫。然后，通过利用身边的资源（照片），将新词、句型与照片紧紧联系，既指导学生准确理解单词的意义和使用情景，降低学生记单词的难度，又让学生在自己的生活照中感受真实的语言坏境，快乐地学习。此外，我通过展示自己的一张旅行的照片，让学生尝试模仿活动一的问句问问题，如“where did you ?”、“what did you do?”我回答后，话锋转向lingling, 并问学生“where did lingling ? let s have a look！”
来引出课文。这个环节学生看到老师的照片，很亲切，似乎也能感受到真实的英语语境，因此，他们的积极性很高。并且用与活动一的问题来模仿问问题，既是本节课的.重点，又能很自然地引出课文。
在练习环节，我给同学们每人发一个小表格，让他们去调查自己的朋友，并做记录，再请一些同学上台表演，这样给孩子们一个充分展现自己的平台，也能获得学以致用的成就感，最大限度地引起学生的学习兴趣，学生在课堂上的表现都十分投入，特别是得到老师的表扬或小奖品时，很多同学都争先恐后地举起了手。
但在这节课上，我还有一些不足之处。如在巩固练习环节，虽然学生积极性很高，但部分学生所说的句子中对过去式的掌握还不大好。我认为，如果在热身导入环节增加一个对动词短语及对应的动词过去式的训练，这个环节应该可以取得更好的效果。此外，本节课单词较多，并且有几个较长的句子，学生一下子掌握有些难度，因此，学习课文之后，如果能把几个较难的句子单独拿出来，用填词的方法个别训练，会对学生掌握重、难点有些帮助。
总之，每节课都会有亮点，也会有不足，我今后会慢慢积累经验，课后反思，不懂就向优秀的教师请教，多多改进教学设计，对于课堂中发现的问题及时想办法解决，争取在下节课时不再出现。
7、五年级英语《What did you do, Gogo》的教学反思
我这节课的设计是遵循了“以人为本”的理念，倡导体验、实践、参与、合作与交流的学习方式，在教学过程中让活动贯穿整个英语课堂教学中，鼓励学生主动参与、主动探索、主动思考和主动实践。
一、教学内容
Unit 11主要的教学内容是表示过去式的conversation，其中包括连个新单词：trumpet和parade为了达到本课的教学目标，教学设计前我首先对教材内容及学生情况作了认真分析，尽量考虑到学生学习水平的差异，以满足他们不同学习能力的需求。学生对句型What did you do yesterday ?已经比较熟悉，因为在第一课时已经学过。在引入对话之前我先用flash视频让学生感知感恩节的游行活动，了解西方节日的活动特点，扫清了文化知识的障碍。学生能很好的理解文化背景，为进一步学习对话打好基础。这样学生比较雀跃和感兴趣，通过看视频不知不觉学生掌握了对话中出现的新单词trumpet和parade。在教对话时引导学生运用所学的句型What did they/he /she do in the parade? 进行交际活动。
二、教学过程
我采用游戏法、竞赛法，设计活动课，逐步放开，让学生主动地参与到兴趣盎然的课堂中来。游戏的.加入与活动的增多，非但没有使教学进度滞后，反而因学生参与程度的提高而提高了教学效率和教学效果。当然，在这过程中，又出现了不足的问题，如小学生注意力的集中时间、课堂的管理问题等，但总的来说，学生们还是体验到了英语课堂的乐趣。
三、教学策略
经过课堂师生的双边活动，使得学习活动成功地得以实施。学生从对话中主要了解到了对话的内容和表达的情感，也了解了西方节日的特点。还有如何用“What did you do ?”主动地询问他人过去所干的事情，征询别人的意见。通过这句特殊问句的学习，使得学生能在生活中随时地用英语与他人交往。从整个教学过程及学生、教师的对应互动看，我确信本节课的学习确实发生了，因为它达到了我预定的目标。虽然本班学生知识水平有差异，但他们表现出了学习的热情和信心，有几位问题生和低能生，他们也能尽力响应，我以为，他们也力所能及地获益了。如果课件中更多地使用动画呈现，让这些动作更拟人化，学生就更有兴趣地根据自己所知所掌握的积极地回答“What did he/she/they do?”这样更能活跃学习气氛。本节课我采用对话式教学法统领教学全过程，英语作为一种语言教学，其实就是师生的一种生命对话活动。如何使课堂焕发出富有情意的生命活力，就应该丢掉“教”与“学”的程序框架，尽量以一种自然的人际交往对话贯穿教与学活动过程。本节课将课前趣味和幽默性很浓的game引入warming up 这一环节 “Who stole the cookies in the jar? ”通过这一有趣的环节，让学生以一种轻松愉悦的心情投入到40分钟的英语课堂学习中。
四、 不足之处
分层教学处理不当。延伸巩固环节的练习——Fill in the blanks.我在呈现短文后，有两个动词过去式学生没学过，如swam, had, ran.对于学困生来说，他们在完成练习就相当困难。尽管我也采取了不救的方法，临时教教他们认读，但有些学生还是停滞在困难面前了。
8、Unit Where are you going to go教学反思
本课是新标准英语第六册第十模块第一单元的内容，通过教学使学生掌握list、airport、 shoe、 ticket、 toothbrush五个生单词，理解并运用句型（Where are you going to go ?What are you going to do there? When are you going to go ?Who is going to go with you?）谈论旅行前的准备。小学英语课本采用连接性故事的形势，故事内容经过认真考究，且符合小学生的心理特点和社会发展现状。所以把握好课本情景，在教学过程中加以故事的引导，会使教学产生意想不到的效果。因此，本课的教学我以讨论旅行前的准备为主线，以”where, what ,when, who, how”五个疑问代词为线索，串连整个课堂教学，紧抓教学重点和难点，运用由易到难循序渐进的学习方式使学生学习，掌握并巩固所学知识。整个教学过程以听、说、读、写，练、演，综合的教学方式，力争让学生在轻松愉快的情景中学得意知识，提高学习能力。以个体参与，小组协作，教师引导的开放式协作的'学习方式，让学生在参与中获得知识，体验成功，在协作中感受交流的快乐与知识的获取.
教师在授课过程中要注意把握好节奏，做到有紧有松，要面向全体学生。在组织小组学习时，教师要随时发现问题，并给予必要的指导和帮助，让学生学有所获能充分体会到小组协作的乐趣。