七年级What color is it? 一等奖说课稿
1、七年级What color is it? 一等奖说课稿
Good morning, everyone! My name's Chen Y, from He Middle School. I m happy to be here to say something about Starter Unit 3: what color is it? .
Now I m going to talk about teaching materials.
Teaching materials：Starter Unit3 is the third Unit of the English book for the students in the first term of Grade 7. The topic is color. The important point is to let students know the different colors and how to ask colors in English. The difficult point is to let the students establish the ability of describing the nice things .
Teaching methods: In order to attract students interests and help them to digest the knowledge, I designed many fun activities.With the help of multimedia, the students are given different tasks to finish. They are divided into groups of six to compete with each other. At the same time the students in the same group cooperate and help with each other.
Learning methods：With the help of pair work and group work, the students can cooperate and compete with each other to handle the difficulties during the class.
Procedure Appraise
By praising them with language and applause, I ll make them experience more success and I ll give them the chance to appraise each other. At the same time, I ll give them marks according to their behavior in class, at last I will take a photo for the best group who gets the highest marks and show it in the classroom.
Teaching procedures：
Step1. Warming up.
After simple greeting, I will play a short MV 《Color Song》. Students and I will sing with it. At the same time, someone will stand up who is wearing the same color clothes as the color in MV, in order to let students be enveloped in an atmosphere of joy and prepare for the new lesson.
Step2. Presentation
First, I will show the students some pictures about color of nature , using the beauty of nature stimulates students to talk about their favorite color and the reason to enlighten the building of thinking in English.
Next,I will use the famous role of cartoons and the real things like Xiong Da and so on to review the words of color and learn the target sentences “What color is it? It s.... ”.“What color are they? They re...”These roles students like best will attract the students attention and add the more interests to learn the boring practice. Of course, it s important to use different ways to practice.
At last, using a color game to pair work. This game is like this, the color of character “红” is blue or others. Students make pair work “--What color is 红？-- It s blue.” I ll give them many characters to make conversations. This is to let students practice the target language and break the regular thinking to add the learning interests.
Step 3. Check
We have learned new words and sentences, I think it s necessary to have a relaxing check, so I prepare three short games to make students understand and remember the color and the words better. And the target sentences will be used simply.
Round 1, Sharp eyes. The picture about one color will appear quickly and then disappear in seconds. Other colors will be shown like this. If students see it clearly and know the color, they can stand up and shout out loudly. This game will let students have a move after long learning to attract their new attention.
Round 2, Brain storm. Six different color will be showed on PPT. I ll give students 30seconds to remember them with strong music. Then they will be covered. Students should answer the question “What color is it under No.5?”,one group one chance.If one group can t answer rightly, other group who is the quickest can do it, and I will give the right group one mark. This game leads into the competition to make students more active and happier.
Round 3, Sharp ear. Let students listen a short conversation. Then fill the colors in the blanks. There are three blanks，so I ll use the way of the quiz show. Who is the quickest and the rightest, 2marks for their group. This is to check their ability of listening and spelling. After that, I will let them read it after the recorder loudly to practice their oral English.
Step 4. Group work
First I will give students an example about a conversation like this. (“--Hi, ...--- What s this in English?--- It is ….--- Spell it, please...--- ….--- What color is it?--- It is …....”). Then students design their own conversation using their own things in their group with the beautiful music. The music is to make the shy student speak English more daring. After that, every group will show in class. I can give them different marks according to their show. This part not only review what we learned in Unit 1 and 2 and recycle the old knowledge but also practice the new language point:,What color is it. At the same time, they will learn how to cooperate with each other better.
Next, we will make a listening practice, students should find what things they are talking about and what color they are, then finish the table. At last, students will make a report according to the table. This step is to help students improve their listening ability and prepare for the writing.
Step 5. Drawing and writing by themselves
First, see a short sand painting video 《You can also create the nice future》，when the picture is finished, students and I will describe it. Then students draw their own picture what they like. After that, they can make a writing based on their picture and show it in their group. At last, every group chooses the best one to show in class. This step is to make students give full scope to creativity and apply the language in a flexible way.
Step 6. Sum up
Recall the different colors and the sentence of how to ask colors with the game of “Flap a fly”.
Step7 Test in class
In order to check their effect of learning, I'll give them some problems about the key language points.
That s all . Thank you !
2、七年级What color is it? 一等奖说课稿
作为一名默默奉献的'教育工作者，通常需要准备好一份说课稿，认真拟定说课稿，那么问题来了，说课稿应该怎么写？下面是小编帮大家整理的《What can you do?》说课稿范文，欢迎大家借鉴与参考，希望对大家有所帮助。
Good morning, my dear judges. Im the first competitor. Its my great honor to have this opportunity to talk about my teaching ideas. Today my topic is “Unit 4 What can you do?” I am going to introduce my lesson from the following aspects:
1Analysis of teaching materials
The unit is from PEP English book, the first semester of grade 5. The topic of this unit is about some recreational and sports activities and what students can do. Through this part, students will learn some new words and important sentence structures “What can you do? I can…”, which can make students to share their hobbies with others, so that their speaking and listening abilities can be improved.
2Analysis of students
Students in Grade 5 are active, curious to new interesting things. After learning English for 2 years, they have accumulated some basic English knowledge, but most of them are not confident to express themselves, so I will arrange more interesting activities in order to provide them more chances to speak in English.
3Analysis of teaching aims
According to the New Curriculum Standard in English and the analysis of teaching materials and students, I set the following teaching aims:
(1) Knowledge aims:
Students can spell and understand the meaning of the new vocabularies and phrases of different activities.
Students can master the new sentence patterns “what can you do” and “I can sing English songs”.
(2) Ability aims:
Students can use the vocabularies and sentence patterns to talk about their abilities fluently.
(3) Emotional aims:
Students will cultivate more hobbies in their spare time.
Students will enjoy communicating with each other in English.
4Analysis of teaching key points and difficult points
The key points are to master new words and phrases: dance, sing English songs, do kung fu, draw cartoons, play the pipa as well as the sentence pattern “What can you do? I can…”
The difficult point is how to speak English freely and naturally in their daily life by using the words and sentences.
5 Analysis of teaching methods and learning methods
I ll mainly use “Task-based teaching method” , “Total physical response approach” and “Situational teaching method” .I think only by using various methods can let students focus on the class. I will do my best to diversify the forms of the teaching activity such as pair work and group work and to make sure that the students are the real masters of the class.
6Analysis of teaching aids
In order to attract students attention, I will prepare multi-media and pictures.
7Analysis of teaching procedures
Now, let s move to the most important part of this lesson: the analysis of the teaching procedures. This part is divided into 4 stages, that is, Warming-up, presentation and practice, production and summary & homework.
Step 1 Warming-up
In this stage, I will greet students as usual to create English learning atmosphere for the students. Let students enjoy a chant named “what can you do?”.This rhyme is like that “Dog, dog, what can you do? I can run after you. Panda, panda, what can you do? I can eat so much bamboo. Mike, mike, what can you do? I can draw animals in the zoo!” l will remind students to pay more attention to some words, run, eat bamboo and draw animals. And if it is necessary, I will do some acts or paraphrasing to explain the words. Rhyme is a good way to attract students attention to this class as well as it can lay a good foundation for the following steps.
Step 2 Presentation and Practice
(1) Words learning and practice
Tell students that Mrs White s class will hold an English party next week and use a question “do you want to know what the students in her class can do for this party?”to lead to the pictures. Then show some pictures in the book and ask them “What can the students in the pictures do? ”. Through this, students can learn the new words primarily. When asking them, I will pay attention to students reaction and the interaction among them. For example, when talking about “do kung fu”,I will ask them “Who can do kung fu in our class?”, and invite Tom to make a performance. Tell them that it is a good exercise to keep fit, if they are interested, they can learn from him. This process can realize the emotional aims of cultivating more hobbies in daily life. Then ask them to read the words one by one after the teacher in different ways.
After teaching these words and phrases, teacher will play a game named act and say game with students to practice all the vocabularies. Total physical response approach is adopted in this stage. Doing actions is a good way for the primary students to have a better understanding of the meaning of the words and to remember them better.
(2) Sentence learning and practice
In this stage,I will teach them about when to use the target language in a direct way, in order to make sure they can use them correctly in the following practice. Teach students if they want to ask others abilities or tell others about their own abilities, they can use the sentence “What can you do?” and “I can…”.
Next activity is to ask students to make conversations with their partners by using the new phrases and sentences. Then use the rhyme that we ve used in the warming-up to play their conversations. Using the above rhyme can maintain their interests.
Step 3 Production
In this process, I will let students do group work. Group work is a good way to develop their cooperation and communication abilities. Divide students into several groups and ask them to make a survey about what their group members can do and finish the chart on the screen. After they finish, ask their representatives to make a report by using the new sentence patterns. By doing this, I want students to apply the target language into the real situation. And classmates can strengthen their understandings and friendship with each other.
Step 4 Summary and homework
Students are the subject of the class, so I will try to provide more chances for them to take part in. So I will invite someone to be the teacher and lead us to read the phrases. At the end of class, I ll also leave them a task, that is, to do a survey on what your friends can do and share your findings next time. This can consolidate what we have learned in the lesson.
3、七年级What color is it? 一等奖说课稿
What do you do at school?
教学重点：Words: English, Maths , Chinese, Science , Music, PE , Art
教学难点：⒈Maths , Science两个单词的发音
⒉ 会用“What do you do at school?”
I have English and Chinese.
教学用具：各种科目的课本 word-cards a recorder
教学程序：
热身复习：
出示图片，用“What do you do at the weekend?”对第一课时的内容进行问答。
新课导入：
老师问学生：What do you do at school ?根据学生的回答，引导学生用英语表达。当学生提到上课时，老师继续问：How many lessons? What kind of lessons?
Today, Let s learn.
拿出学生上课使用的各科的课本以及顺口溜进行教学。
English English A B C
Maths Maths 1 2 3
Chinese Chinese a o e
Music Music 1 2 3
Science Science 学科学
Art Art 学画画
PE PE 健身体
单词练习：
⒈大小声同时学生要举起相对应的课本。由老师出示课本，学生说单词，检查学生在哪些单词的发音上有困难。
⒉拍手游戏、出手指读单词以及藏单词、找单词的游戏（帮助学生用多种方法练习、突破难单词）
⒊学生掌握单词后，再进行一个巩固练习。老师说出第一个字母，学生迅速说出整个单词。
如：P is for PE; A is for Art; C is for Chinese;
M is for Maths and Music.
问答练习：
Q：What do you have at school?
A: I have English.(引导学生理解“have”的意思)
接龙游戏：游戏规则是:第一个学生问What do you have at school?,第二个学生说出一个科目I have English.第三个学生重复第二个学生的句子,并接着说出第二个科目: I have English and Chinese .
(随着并列内容的'增多,要提醒学生的and用法:即and要放在并列的最后一个单词的前面,前面的单词用逗号隔开。)
Homework:
让学生把课程表换成英文的。并写出自己喜欢的课程。
第三课时：
教学内容：What does she/ he have/ do at ……?
教学重难点：会谈论他人的学校生活和周末活动安排
What does she/ he do at school /the weekend ?
He/ She plays basketball.
教学程序：
热身及课文导入:
Free talk:
引导学生用“What do you do at school?” “What do you do at the weekend?”进行问答。当学生进行问答时，老师用“What does she/ he do at school /the weekend ?”进行询问，让学生理解意思。
给学生讲解询问第三人称时的变化，引导学生去读。
He/ She plays football /goes swimming/watches TV/sleeps.
猜一猜：
⒈先抽一名学生上讲台，老师问另一个学生：“What do you do at school?”该学生回答：I have……当说到科目名称时，拿出课本示意一下即可。老师再问站在讲台上的学生：
What does she / he have at school?
She/He has …….
⒉抽一名学生上讲台，从图片中任意抽取一张。老师问：What does she /he do at the weekend?
学生来猜，让尽量多的同学回答，最后揭晓答案，看哪些同学猜对了。
Homework:
描述自己、家人在周末、学校的活动。
4、教学设计一等奖a-1bWhat color is it？
作为一名专为他人授业解惑的人民教师，常常要写一份优秀的教学设计，教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。那么应当如何写教学设计呢？以下是小编整理的教学设计（1a-1b）：What color is it？，希望对大家有所帮助。
学习目标
词汇：Review and remember the vocabulary in this unit
句型：What color is it?/The (My)…is yellow(red,blue,green,etc)
能力：1.掌握元音字母在重读开、闭音节中的.发音规则（本节课难点）。
2.综合所学表达方法进行说、写练习。
预习案
一、复习词汇：
朗读，记忆，听写检查下列单词：
颜色，红色，绿色，黄色，白色，黑色，蓝色，和，小号，中号，大号.
二、自学导航
1.Look at P16,1a,explain the demands,play the tape and ask the students to color the things in the picture.Then check the answers.
2.Activity 1b.listen again and complete the sentences.
(1) The key is yellow.
(2) The ruler is.
(3) The pen is.
Say:Now please make three sentences with the things you have.
(a)
(b)
(c)
Finally,point out the key structure in these sentences:?
导学案
Activity 2.
Task 1:请查阅单词表给表格中的字母和单词注上音标。
Task 2:请划出每一个格子中音标的共同部分。
Task 3:请举例说明什么是开音节和闭音节。
Task 4:请总结元音字母在重读开、闭音节中的发音规则：
（1）
（2）
Finally, play the tape and ask the students to listen and repeat.
练习案
一、连词成句，注意标点符号。
1.in, English,is,what,that
2.color,is ,this,what,pen,
3.white,black,is ,and, it
4.key,is ,it,a ,new
5.you,are,Tom
二、根据汉语提示完成句子。
你的课桌是什么颜色的？
2.请拼写出你的英语名字。
3.这个用汉语怎么说？
4.这个桔子是橙色的吗？
5.你妈妈身体好吗？
5、冀教版四年级下册Lesson11《When Is It?》的优秀教案一等奖
教学目标：
1． 复习序数词，以和英语中日期的表示方法。
2． 学习掌握句式When is ____ ? ______ .
3． 学习并掌握生词 yesterday , today , tomorrow
4． 了解怎样用英语表示新年、春节、国际劳动节、教师节、儿童节、国庆节等节日。
教学重点：
学习掌握句式When is ____ ? ______ . 以和生词 yesterday , today , tomorrow。
教学难点：
正确使用句式 When is _____ ? ______ .进行问答。
教学准备：
日历、单词卡片、节日图片、录音机、磁带等。
教学过程：
一、 Class Opening and Review
1．Greeting .
教师先用How are you?等用语问好，并和同学谈论一下天气，为下一课的'学习做铺垫。
2．Review教师拿出日历提问：What day is it? 重点复习first , second , third, fifth , ninth , twelfth 。
二、 New Concepts
1．教授“When is _____ ? ______ .”
利用日历演示：When is it ? 指着今天的日期，引导同学进行对话。
教师：What day is it ?
同学：_______ .
教师：Today is _____ . When is ______ ? Today . When is _____ ? Say it please , class .
同学：When is ______ ?
教师：When is _____ ? Today . When is ______ ?
同学：Today .
教师：When is breakfast/lunch/supper ? In the _____ .
同学：____ morning/afternoon/evening .
同学模仿练习
2．介绍节日
教师指着6月1日向同学提问，引出儿童节 Children s Day，然后合上日历提问同学：When is Children s Day？引导同学回答：It is June first.然后教师拿出节日图片，用条件的话也可以放相关的影像资料，同学说出节日的汉语名称，教师向同学介绍英语表示方法。如新年 New Year s Day ，春节 Spring Festival ，劳动节 International Worker s Day ，儿童节 Children s Day ，教师节 Teacher s Day ，国庆节 National Day 。在教一些比较长的单词的时候，可采用倒推火车的方法，如val—tival—Festival。
Practice：
教师提问：When is ______ （节日名称）？
同学用英语回答出日期。
小组练习。
3．教授“yesterday , today , tomorrow”
教师利用日历，指着今天的日期问同学：What day is today? 同学回答：Today is____. 然后分别指着昨天和明天的日期问：What day was yesterday/ is tomorrow?向同学介绍重点单词yesterday , today , tomorrow ，同学跟读。
4．利用课本和录音带
同学跟录音带看书读。
5． 练习
同学分组练习，编对话。对话中要用到When is _______ ? yesterday , today ,tomorrow 等新知识，也要用到前面学过的旧知识。
6． 扮演
同学将他们编的对话当众扮演出来。
三、 Class Closing :完成手册上的练习。
和：板书
略
6、四年级下册《What Are You Wearing?》优秀教案一等奖
一、 教学目标：
1.知识目标：掌握本课重点概念: jeans
2.能力目标：使同学能够熟练地运用“What are you wearing? I m wearing ……”
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trip
2.同学能够熟练地运用“What are you wearing? I m wearing ……”
三、教具、学具：
1.衣服的图片.
2.录音机和磁带
3.单词卡片
四、教学过程
1.Greeting
2. 复习
a. Ask and answer用以复习clothes: [小学优秀教案网，更多英语教学设计=www.XXJXSJ六十铺中小学教育=]
T: What are you wearing?
S: I m wearing ……
b.做Spell It 游戏用以复习同学已经掌握的关于clothes词汇.
3.教授重要概念:
待复习一系列关于衣服的词汇后,出示jeans的图片并教授.
T: Look! What is Jenny wearing? Let s listen to the radio and think about this question.(part 2)
Listen to part 2 once then discuss this question.
Listen to part 2 again and students try to follow it.
4.Practiceivide the class into small groups and ask the students to take turns describing what they are wearing to each other.they can say:
This is a……
I have a ……
I m wearing……
5.Read after the tape.
6. 完成<活动手册>第1题
7. 作业: a. 完成<活动手册>剩余局部.
b. 对话练习.
板书设计:
Lesson19: What Are You Wearing?
What are you wearing?
I m wearing ……
jeans
7、四年级上册《what do they eat?》教学设计一等奖
这是一节让学生运用所学过的动物来进行交流动物们的生活习性的活动课。通过创设有趣的情境，抓住新旧知识的连接点，培养学生知识的综合运用能力，让学生在活动中体验学习的乐趣，从乐趣中获得知识。本节课要求学生认识各种动物喜爱吃那些食物，并听说、运用句型“What do they eat ? ___ eat ___. ” 这一节训练口语交际，提高知识的综合运用能力，有利于培养学生交流真情实感的能力，促进灵活的语言运用。学生学习状况：课改强调以学生为本，让学生在自主、合作、互评的学习方式中学习。本课出现的单词都是学生所学过的，但森林和动物对他们是即陌生又好奇的'。因此我选择让学生在情境中体会，激发他们的热情和兴趣，让他们了解动物们的生活习性，拓展他们的视野。
教学目标：
1、理解并能够用“What do they eat ? ___ eat ___. ” 进行交流，学习chant。
2、通过参与学习活动，提高知识的综合运用能力。
3、在情境中体会，激发他们的热情和兴趣，让他们了解动物们的生活习性，拓展他们的视野。
教学重难点： 用“What do they eat ? ___ eat ___. ”进行交际会话。
设计理念：
1、 遵循以人为本的教学理念，以培养学生自主、探究、合作的精神和能力为出发点，让学生在学习过程中陶冶情操，丰富生活经历，发展个性；体验学习的乐趣，从乐趣中获得知识，从而激发学生“我要学”的兴致。
2、这是一节有关动物生活习性的活动课，我设计让全班每人都扮演一个动物，融入教材，亲身体验。通过设置到森林里参加PARTY这一情境，开展英语口语交流活动。培养学生知识的综合运用能力，口语表达能力和思维能力。
教学过程：
1、 情境 课前布置黑板，标题“ PARTY”，画森林，各类食物，动物；让个别学生戴上动物头饰；营造热闹的学习氛围，激发学生学习的兴趣。
2、 铺垫 通过互相打招呼 “Hello, my name is tiger, what s your name?” ,复习所学过的动物名称。
3、 激趣
（1）材中的主人公Danny为宴会主人，告诉学生Danny邀请我们去森林里参加晚宴，学生跟着我做热身运动，通过run、hop、turn right、turn left、walk forward等来到了森林。Danny戴着厨师帽出现(Hello， Welcome to my party. How are you?),并请 动物们表演节目。学生们表演 “TEDDY BEAR TEDDY BEAR”。整个课堂开始热闹起来，学生的学习兴趣开始高涨。
（2）Danny带领大家进入宴会，用所学过的句型“What s it?”复习食物名称。接着询问各种动物“Do you like ____? I like ___.” “What colour is it?”。由此引出新句型 “What do they eat ?”。在这一情境中直接把问题放给学生，发展学生各种思考策略能力。
（3）通过听、说、跟读交际对话巩固本课知识，发展听、说、读的言语技能。
4、 活动 分组进行小比赛。我说动物名称，由学生point食物，谁第一个对了并说出句型“___ eat ___.” 即可加一分。由各组选派选手。通过小组活动，让学生体验，参与，合作学习，发展学生自主学习，综合运用知识的能力，巩固所学知识。
5、 深化知识
1、Chant.
2、做练习，巩固本课知识，促进语言实际运用能力。
8、三年级英语下册《Unit Where is my ruler?A L
一、教学目标。
1、听、说、读、写字母Uu，Vv，Ww，并认读以其为首字母的单词umbrella，under，vest，violin，window，wind。
2、通过有节奏和韵律的歌谣，来复习巩固A—W的字母。
二、教学重难点。
1、教学重点：学习字母Uu，Vv，Ww字母的书写及以其为首字母的单词。
2、教学难点：单词umbrella，violin，wind和字母Uu，Vv，Ww的发音。
三、教具准备。
1、教材配套的录音带。
2、umbrella，under，vest，violin，window，wind的图片和词卡，字母卡Aa——Ww。
四、教学过程。
Step 1：warm up
1、Freetalk：学生口语会话展示，根据学生情况提示他们增加内容。复习Where is my ruler/pen？
2、游戏：“猜猜看”。
教师用简笔画的方法在黑板上画某种交通工具的某个部位，边画边问：What is it？学生随意想象，猜图说：A panda？A jeep？A pear？…教师再继续画一两笔，让学生接着猜，并以小组为单位讨论，最后由一名学生代表说出一个答案。教师将图画完，带领学生一起说：Look！It s a…猜对的小组赢得一分。（以交通工具、玩具和文具词为主）还可让学生代替教师进行此项活动。
Step 2：Presentation
（1）教师画一把雨伞，并有意识将雨伞画在某种交通工具上面。教师提问：What s on the bus？能力强的学生说：It s an umbrella.Or：umbrella。教师出示准备好的雨伞或图片说：It s an umbrella.强调umbrella,将图片和词卡贴在黑板上找学生认读单词。What s under the umbrella？Under是第一课时已学过的`内容，再次出示词卡让学生认读，之后教师指着词卡上单词的第一个字母文学说：Whatletteristhis？如果学生会，请学生答，如果学生不会，教师告诉学生是Uu，并出示字母卡片认读Uu,让学生分别认读字母的大小写。进行书空练习。
（2）教师利用实物、图片和动作继续学习其它单词：vest，window可用实物讲解；violin，wind用动作讲解。（可根据学生或教师情况更改）让学生在理解词义的基础上进一步认读单词。注意violin，wind的发音要到位。在较熟练的认读单词再后学习字母Vv，Ww
这样有利于掌握发音，掌握字母形状。讲解时，将Ww的大小写同Mm的大小写比较，将Vv的大小写同Uu的大小写比较。教师要注意提示学生Vv的发音，需用牙齿咬下嘴唇。
（3）让学生听录音，用手指着字母及单词，跟读Let ssay部分。
学完字母后，教师让学生做基础训练中的描红字母。
Step 3：Practice
（1）游戏1：
告诉学生教师将换一种方法说字母——唇说，既说字母的时候不发出声音。学生看教师的口形，猜教师“说”的内容。说的字母为Aa——Ww。
（2）游戏2。
把字母按各种形状写在黑板上，让学生进行圈圈指指。增加认读字母的乐趣。
（3）Let s do。
a、教师播放Let sdo部分的录音，边听边让学生观看教师的动作。按歌谣的顺序出示A—W的字母卡。
b、再次播放Let sdo部分的录音，让学生边听边说边做动作。
Step 4：Production
1、用字母卡玩扑克牌游戏，讲述游戏规则。
2、让学生说一说以u，v，w开头的一些单词。
Step 5：Progress
1、做基础训练相应的题。
2、听录音，跟读字母及单词。
3、和家人做字母卡玩扑克牌游戏。
五、教学反思：
本节课仍然以活动为主线，学生为主体，让学生参与了多项与英语有关的练习，过程衔接紧凑。
9、五年级下册Lesson3 Who Is singing?的优秀教案一等奖
教学目标：
A. 知识目标：对本课单词baby man woman;
句型Who is this? This is a man.做到听说读写四会。
能听懂说出认读单词their
能够理解并扮演第二局部：Who is singing?
B. 能力目标：通过学习本课，能掌握相关的词汇；用简单的语言描述人物，描述人物的活动，表达自身的感受；用现在进行时描述。
C. 情感目标：通过和Li Ming, Jenny, Danny在火车上的活动，增强同学观察力，增加生活情趣，更加热爱生活。
教学重点：本课的'四会单词： man, woman, baby
句型：Who is ___? It s ____.
教学难点：本课的难点在于对课文的理解和句型的灵活运用。
教学用具：录音机、教学卡片、实物等。
优秀教案：
Class Opening and Review
1. 用Simon Says的游戏复习所学动词或动词短语，也可以猜词。（看卡片做动作）
（教学意图：也可利用其它游戏或歌曲复习所学动词或动词短语，主要是与前一节课衔接。）
New Concepts
1. 出示图片，教授单词 man woman baby
教师示范利用图片描述。（可以给他们起名字）
This is Tim. He is a father.
How old is he? He is ____ years old.
He is a man.
在让同学依例描述图片，也可以手写。
让同学描述woman 和baby.
（教学意图：根据第一局部教学内容，充沛利用直观教具和多媒体发明各种语言情景，让同学利用各种感观参与英语学习的实践活动，加快对语言资料的吸收和运用，提高同学运用语言的能力。）
通过游戏巩固新词。
可以教师描述，让同学猜词。如：He is a father.
How old is he? He is ____ years old.
He is a …… 。
也可以让同学做动作扮演，其他同学猜词。
2. 教师领读课文第一局部。
给同学一些卡片，让同学模仿课文进行描述。
然后让同学模仿Li Ming 描述自身的家庭。可以先让同学画一画自身的家庭，然后再介绍。教师最好给一个示范。
（教学意图：同学利用自身家庭的实际情况描述，使英语更贴近生活，更便于同学之间运用。）
3.复习句型：She/He is ___ing. 创设情景，复习正在进行时。板书同学提出的动词短语，加上ing并朗读。
（增加本课需要掌握的动词短语：sing cry talk sleep）
4.变换问题： What is he doing?
What is she doing?
What are they doing?
引导同学做出正确回答。
5.小组合作学习，操练句型。
可以四至五人一组，两个同学对话练习，其他同学扮演动作。综合练习所学的语言。
（设计意图：合作操练以巩固知识为主，也可让同学拓展练习。）
6.自读课文，说说了解到了哪些信息。
7.回答问题：Who is singing? Who is crying?
Who is talking? Who is sleep?
8.小组合作读课文，提出不懂的地方，互相协助解决。
（教学意图：锻炼同学阅读能力，使同学学会用多种学习方式学习，增强学习战略方式。）
9.分角色朗读课文。情景扮演。可以让同学借助课本进行对话扮演。
（教学意图：根据同学能力，可进行情景小扮演，分组或其他形式。）
Class Closing
Activity book
教学反思：
略
板书设计：
Lesson3 Who is Singing?
man woman baby singing crying
Who is ___? It s ____. talking sleeping
课后习题：
1. 填入所缺字母。
m _ n b _ b _ w _ m _ n s _ n g
c r _ t _ l k s l _ _ p
2. 画一张自身家庭的全家像，给每个人分别标上 mam, womam, baby, girl, boy.并写出描述家庭关系的单词（mother, father, son, cousin）
10、六年级下册《Who is younger?》第六课时教案一等奖
教学内容：
《义务教育课程标准实验教科书-牛津小学英语》6B第一单元第四教时（D. Listen and write; E. Look, read and judge.）
教学目标：
1.复习巩固tall, taller, light, lighter, young, younger, old, older, heavy, heavier, twin, minute, child, cute, also, chat.
2. 能正确地听、说、读词汇：centimetre.
3. 复习巩固Who s taller than xxx? Whose school bag is heavier, yours or mine?
4. 进一步掌握形容词的比较级。
教学重点：
1.复习巩固tall, taller, light, lighter, young, younger, old, older, heavy, heavier, twin, minute, child, cute, also, chat.
2.复习巩固Who s …than…？ Whose …is heavier, yours or mine?
3.进一步掌握形容词的比较级。
教学难点：
进一步掌握形容词的比较级。
课前准备：
1.图片。
2.制作相关多媒体课件。
3.相关习题。
教学过程：
A. Free talk
1.以Winter Holiday为话题，引出师生或学生之间的.交谈。
2.在交流过程中，教师引出图片，通过图片复习tall, taller, light, lighter, young, younger, old, older, heavy, heavier, small, smaller, big, bigger, strong, stronger, fat, fatter, thin, thinner等。
B. Presentation and practice
1.通过练习复习课文。
A、朗读课文。
B、用括号里所给单词的正确形式填空。
Last Sunday morning, Su Hai _____ （go） for a walk in the park. She met Ben and his cousin Jack. They had a _____ （chat）。 Jack was not the only _____ （children） .He had a brother Jimmy. That s a _____ （cute） dog. Jack was 6 years old. Ben was _____ （old） than him. Ben was also _____ （tall） and _____ （heavy） than him. Ben was as _____ （old） as Su Hai. But he was _____ （strong） than Su Hai. Su Hai had a _____ （twins） sister Su Yang. Su Yang was twenty _____ （minute） _____ （young） than Su Hai.
（went; chat; child; cute; older; taller; heavier; old; stronger; twin; minutes; younger.）
2.出示D 部分图片，先请学生就图片自己讨论，运用本单元的句型学生互相问答。
3.听本课会话录音，让学生理解D部分会话。
4.根据刚才的录音，教师提问，学生试着回答会话的内容。
5.再次让学生听会话录音，让学生进一步理解会话。
6.打开书，让学生独立完成第10页的填空，同时请几位学生到黑板上板书填空的内容。
7.学生完成后集体进行校对。
8.集体朗读D部分。
C. Look, read and judge
1.请学生说自己在班级的优势运用比较级的句型。
I m taller than xxx.
I m stronger than xxx.
2.出示E部分图片，创设情景让学生争当goalkeeper.
3.让学生看图试着用英语描述图中内容。
4.教师提问。
1、Is Ben younger than Wang Bing？
2、Is Ben shorter than Mike?
3、Who is stronger, Gao Shan or Mike?
4、Is the ball Wang Bing s?
5、Who will be the goalkeeper?
5.新授centimetre.
T: Mike is taller than Ben. How tall is Mike?
S: （He is 165 centimetres.）
（板书centimetre）教师朗读，学生跟读。
T: How long is your pencil? / How many centimeters is your pencil?
学生互问互答进行操练。
6.让学生打开书第11页，阅读E部分内容然后判断对错。
7.学生完成后，集体校对后，集体朗读E部分内容。
D. Consolidation
1.选择填空。
（ ） 1.Are you as _____ as your classmate, Xiao Ming?
A. tall B. taller C. younger
（ ） 2.______ Saturday morning, they went for a_______
A. In, walk B. On, walk C. At, walking
（ ） 3.This cat is _____ than that one.
A. thin B. thinner C thiner
（ ） 4. Whose ruler is longer, _____?
A. yours or his B. your or his C. yours or her
（ ） 5. --What do your parents do after supper?
--They take the _____ dog for a walk.
A. cute B. red C. well
（ ） 6.--_____ your grandfather 80 years old?
--Yes, he _____.
A. Is, does B. Are, is C. Is, is
（A; B; B; A; A; C.）
2. 用括号里所给单词的正确形式填空。
1、I m _____ （tall） than David.
2、Who s _____ （young）， you or your brother?
3、Which is _____ （long）， Chang Jiang River or the Yellow River?
4、David s bag is _____ （heavy） than _____ （I）。
（taller; younger; longer; heavier/me.）
E. Homework
1.背诵课文。
2.写出下列单词的比较级形式。
1、old ______ 2、 young ______3、tall ______ 4、 long ______
5、 short ______ 6、strong ______ 7、big ______ 8、small______
9、fat______ 10、thin______ 11、heavy______ 12、light______
3.对家庭成员进行调查，选择括号里的单词的正确形式，完成下列句子。
（tall, fat, thin, heavy, old, young, short, light）
1、My father is ______ than _.
2、My mother is than .
3、My sister is than .
4、My grandmother is as as .
5、My uncle is _______than .
6、My aunt is than .
7、My cousin is than .
8、My dog is than .
板书设计：
Unit 1 Who is younger?
Who s …than…？ centimetre
Whose …is heavier, yours or mine?