小學有關(guān)單位認識的數(shù)學教案。

在開展教學工作之前，老師要承擔起對每一位同學的教學責任。教案課件是老師工作中的一部分，有了教案，在上課時遇到各種教學問題都能夠快速解決。那么，優(yōu)秀的小學英語教案模板有哪些？小編特地為您收集整理“有關(guān)Unit 5 Fruit教案”，供您參考，希望能夠幫助到大家。

language focus:

using nouns to identify objects e.g.apple,pear.

asking yes/no questions to obtain simple responses e.g.is this an apple?

using formulaic expressions to confirm or deny e.g.yes,it is. /no, it is not!

language skills:

listening: identify key words in an utterance by recognizing stress.

speaking: pronounce words properly

use modelled phrases to open and maintain an interaction by providing information in response to factual questions

use modelled phrases to communicate with other learners.

materials: student’s book 1a

cassette player

workbook 1a

word and picture cards

pre-task preparation:

greeting and warm up: hello! how are you? nice to meet you!

listen and do

sing an apple song

draw an apple on the bb, then ask ‘what’s this?’ show the word card and stick it onto the correct place.

draw a pear on the bb, then ask ‘is this an apple?’ lead ss to answer ‘no, it isn’t .’repeat. ‘what’s this?’ ‘it’s a pear.’ then show the word card.

draw an orange on the bb.ask ‘is this a pear?’ lead ss to answer ‘no, it isn’t.’ it’s an orange.’ show and stick the word card.

draw a banana on the bb. ask ‘is this an orange?’ ‘no, it isn’t. ‘it’s a banana.’ show and stick the word card. read it.

read all the words

ask and answer : is this ? no, it isn’t.

ask ‘is this an apple?’ by pointing to the drawing. lead ss to answer ‘yes, it is.’ show the sentence card and stick onto the bb .repear 7 with other three fruit names.

while-task procedure:

1. clear the drawings one by one. ask students to identify each word by looking at word cards.

2. show fruit pictures by asking ‘is this ?’ then stick them onto the bb.

3. put up the picture and word cards in random order. ask individual students to come up and re-arrange them.

post –task activities:

1. divide the class into groups. each group’s name is the name of a fruit. when you say a fruit, the whole group has to stand up. then let them listen and do.e.g.apple, touch you eye,etc.

2. play a game: turn around and close my eyes. choose one student from each group. let him/her point to one fruit . guess, ‘is this an apple?’ let ss answer ‘yes, it is .’/ no, it isn’t.’

3. show some real fruit . ask and answer. play the second game: put fruit into a box one by one. let ss guess using the sentence ‘is this ?’ everyone has two chance .if he/she is right, he/she will be given the fruit.

consolidation:

do exercises by speaking out the answer:

draw a line to match the word to it’s picture.

put a tick in the correct box.

1. homework : read the words.

blackboard design:

unit 5 fruit

apple pear orange banana

is this an apple?

yes, it is .

no, it isn’t.

Yjs21.Com小學英語教案擴展閱讀

有關(guān)1A Unit 1 Hello的教案

unit 1? hello

第一課時：

教學內(nèi)容：認識三個人物，su hai ，wang bing ，helen 。

????????? 問候語hello ，hi

教學目標：能夠認識三個人物，見面會用hello，hi 和別人打招呼。

教學重難點：會說hello ，hi ，認識三個人物。

教學用具：面具頭像，卡紙，cai

教學過程：一 warming up

???????? t ：class begins

???????? ss ：stand up！

???????? t? ：good morning ，class。

???????? ss ：good morning ，teacher。

???????? t? ：sit down，please！

二 presentation

由學生上課的坐姿，來引入新人物教學。

學生端正坐好，乘此機會表揚坐的好的同學，給他們介紹新朋友。

t ：小朋友坐的真好，老師決定給大家介紹幾個新朋友，大家想認識他們嗎？

ss：想

t ： 想知道他叫什么名字嗎？想知道他們長什么樣嗎？

ss： 想

t ： 老師從書中慢慢抽出頭飾，先露出頭發(fā)，依次眼睛，鼻子，嘴巴，整個象頭像。老師讓學生看清楚他長什么樣？頭發(fā)什么顏色？眼睛什么顏色？短頭??? 發(fā)還是長頭發(fā)？

ss：學生，頭發(fā)是黑色的，眼睛是黑色的，男的。

t ：wang bing 。

ss：wang bing。

（分組讀，個別讀，同桌讀，男女生讀）

t ：我們認識了新朋友，和新朋友問聲好吧。hello ，wang bing ！

ss ：hello ，wang bing 。

（逐個練習）

t? ：向我們的同桌問好。

同樣方法學習 hellen ，su hai

三? practise

? 1?? 讓學生到黑板前進行角色扮演，戴上頭飾。坐著的學生向講臺前學生問好。

s ：? hello ，。。。? ss ： hello ，su hai /wang bing /hellen 。

? t ：我們見到同學，老師可以說hello，除了hello 還可以說 hi 。

?? 教授 hi 。

（練習 hi, su hai /wang bing /hellen ）

2 打開電腦 ：出現(xiàn)小動物 ，讓學生和動物們問好，以鞏固所學的hello，hi 。

　教學后記：本節(jié)課內(nèi)容很少而且簡單，學生對于認識新朋友很感興趣，所以人物很快就認識了，但是孩子對中國小孩的名字很容易就記得，而外國的hellen卻是練習很多才記得，發(fā)音也是個難點。對于問候語學生能夠見到同學老師說出 hello ，hi。估計長久的說才能形成習慣。

unit 1? hello

第二課時：

教學內(nèi)容：新人物 mike ，句子 i'm 。。?！秇ello》song

教學目標：會用i'm。。。自我介紹。能認識新朋友 mike 。會唱歌曲。

教學重難點：會說 i'm 。。。會唱《hello》。

教具準備： 小孩頭飾，卡紙，cai。

教學過程：一 warming up

??????? t ：good afternoon, class.

??????? ss：good afternoon, teacher.

??????? t： i want to see who's remember is good.

??????????? who is she?

??????? ss：hellen

??????? t ：who is he?

??????? ss：wang bing

??????? t ：what's her name?

??????? ss：su hai.

??????? 二 presentation

????? 1? t ：today，i invite mike to our classrooom。

???????????? he will be our new friend。

???????? t ：teach ：mike

???????? ss：follow teacher

??????? （read in group，boys girls ）

???????? ss：hello，mike ，hi ，mike 。

????? 2??? cai 電腦中出現(xiàn)mike，他向大家介紹自己，hello，i 'm mike 。

???????? t ：teach? i'm ...

????????? （個人，兩個，小組，男女，排，列跟讀）

???????? t ：let some students to introduce themselves.

???????? ss：hello, i'm ...

??????? 個人，小組練習。

????? 3?? 《hello》song

??????? 1? let students listen to the tape three times ，then sing after teacher sentence by sentence.

??????? 2? ask ss to try to sing the song sentence by sentence, one by one.

??????? 3? ask one student to sing the first sentence，the others to sing the next sentence. one by one.

??????? 4? sing after the teacher wholely.

??????? 5? sing after the tape together.

???? 三 homework

??????? sing the song《hello》to parents。

??????? introduce them self to parents.

教學后記：低年級英語教學主要是激發(fā)學生學習英語的興趣，樹立自信心，培養(yǎng)學習積極的態(tài)度，歌曲恰是能夠充分的調(diào)動學生學習的積極性，培養(yǎng)學生的語音語調(diào)語感，為以后的英語學習打好基礎(chǔ)。

有關(guān)1A Unit6 Oxford English Book1A Unit 6 第一教時的教案

一、教學說明：

1．? 通過前五個單元的學習，師生關(guān)系日趨融洽，師生之間的密切程度有所增強，課堂教學效率有所提高。

2．? 本課學習一些簡單的命令句：如look at … wash your …. eat a/ an…

3．? 學習i like to eat …來表述自己喜歡吃的東西。

二、教學內(nèi)容

1)認知內(nèi)容：

a. 能聽懂并會說祈使句look at your hands. wash your hands.和eat a cake.

b. 能用i like to eat…表述自己喜歡吃的食物。

??? 2）能力要求：

在學習和生活中能用所學祈使句表述自己的意愿，同時對這些命令作出反應(yīng)。

3）情感態(tài)度：

??? 通過本課的學習，培養(yǎng)學生講衛(wèi)生的良好習慣。

三、教學步驟：

procedures

contentsmethodspurposei.pre-task preparation:1. warming up.? rhymes? songs.??2.revision?words of fruits1.(tape recorder)ps: say, act and sing.?2.greetings.?1.shadow games: (fruit garden)e.g. t: an apple??? p: yes, it’s …???? no, it’s…?? 采用兒歌、歌曲等形式活躍課堂氣氛，使學生自然地進入學習狀態(tài)。?通過猜影子的游戲來鞏固前一單元所學的水果，為接下來的句型教學作好鋪墊。ii.while-task procedure:a new pattern:i like to eat…1.teacher looks at the picture of fruit garden and says by actions.?e.g. oh, so many fruits here.?? i like to eat apples. ?? yummy, yummy.2.teacher says and ps repeat.3.say the chant as following:i like , i likei like to eat.apples, oranges, peaches and pears.4.encourage the pupils to say the sentence:?i like to eat…?由果園圖引出新授句型，自然明了。??????節(jié)奏鮮明、瑯瑯上口的兒歌對于低年級學生學習句型增添了趣味性。commands teaching 1: look at your hands.?????1.teacher shows the fruit to model the dialogue.e.g. p1: i like to eat ….?? t: show me your hands.look at your hands.dirty, dirty!2.have the pupils listen and act with the teacher.e.g. look at your book/ pencil/ bag/ ruler/ mouth.? ps follow.3.have the pupils say commands and teacher does the actions.4.give commands and do the actions in pairs.?承上啟下，自然引出新授句型。????聽指令做動作，調(diào)動學生的積極性，并鞏固新知識。commands teaching 2: wash your hands.??1.have the pupils show their hands and say:?your hands are very dirty. please wash your hands.?( do the action.)2 repeat the sentence. ps follow.3 make the rhyme as following: wash, wash, wash your hands.wash, wash, wash your face.…4. have a match:? ask one group to give commands, the other group do the actions.? who is the winner??

?????用編兒歌的方法來操練，既訓練了學生的朗讀，有拓展了學生的思維。?commands teaching 3: eat a cake.?1 ask the pupils to show their hands again.? t: now your hands are clean. we can eat some food.2. show a cake and say:? look at this cake. it’s so nice. do you like it?2 elicit:? eat a cake.3 read the sentence.4 pass the cake and say the sentence.5 have the pupils say more and more sentences:?eat a/ an….????用傳遞蛋糕的游戲既活躍氣氛，又操練了句型。 iii.post-task activity:let’s act.? 1.play a game: simon says.通過游戲鞏固所學句型。i like to eat…2.show a basket:?have the pupils pick the fruit and say:?i like to eat…?yummy, yummy.設(shè)計“摘果子”的游戲為學生創(chuàng)造了使用語言的情景，擴大操練面。v. assignment:listening and speaking1.listen to the tape, say and act page 27.2.play the game (simon says) with their family讓學生在與家人的游戲中分享學習英語的快樂。

四、教學提示：

1.媒體準備：圖片，錄音機， 蛋糕，水果，籃子等

2.教學關(guān)注點：

1)關(guān)注句型i like to eat…這個句子對于學生來說很上口，所以我通過讓學生誦讀教師自編的chant，從而達到耳熟能詳?shù)某潭取?/p>

2)注意句子的連讀：如look at…? i like to eat…。

3.資料分享：

?1) 《劍橋少兒英語》中有許多節(jié)奏鮮明、瑯瑯上口的兒歌，我們可以改變內(nèi)容為教學所用。

?2)教學參考1 a第28頁上的游戲可以在鞏固操練中采用。

4.設(shè)計思路：

1)句型i like to eat…通過“看影子猜水果”的形式引出，并通過誦讀chant加以鞏固；祈使句的教學結(jié)合情景，通過動作和游戲讓學生在說說做做中運用句型。

? 2)情景創(chuàng)設(shè)的整體性和連貫性，如從復(fù)習水果單詞引出i like to eat…并由此導(dǎo)入祈使句的教學，從檢查學生雙手引出look at your hands. dirty! 讓學生必須先洗手引出wash your hands. 待手洗干凈后再引出eat a/ an…

有關(guān)上海牛津1A Unit1 Period7教案

period 7teaching aids: cassette player. real object (paper, pencil, ruler, rubber, pen, book)procedurecontentmethodpurposepre-task

preparation1. warming-uplet pupils do “roll, roll, roll” game.(first)t: what?p: a pencil.t: here you are.p: thank you.(then)p1-p2/p1.p2-p3.p4p1.p2.p3.p4-p5.p6.p7.p8“滾雪球”游戲是在老師給出一個model之后，讓學生將這段內(nèi)容一傳二，二傳四地傳播開來。這種形式的操練可讓學生在最短的時間內(nèi)，有充分的語言交流機會，使全體學生都處于語言操練的氣氛之中。2. daily talktalk about the objects in the classroom.t: what can you see in the pencil-box?p: i can see…t: what can you see in the classroom?p: i can see bag/book/…用看得見模得著的實物來復(fù)習單詞，操練句型，體現(xiàn)語言的交際性。同時可自然地引出下面的學習內(nèi)容。3. an activityask pupils to answer questionsif the pupils’ answers are right, awards to them.t: what can you see on the desk?p: i can see a …(book e.g.)t: yes. a star for you.p: i can see a …t: yes. a star for you.一年級的新生對粘紙會有興趣，因此當學生答對后用五星粘紙當獎品，會激發(fā)學生的學習興趣。由于教師的話語，學生可在自然的狀態(tài)下了解…for you 的意思。while-task

procedure1. learn: one for…1.t: look! so many stars.one for you, one for me.one for you and one for me.follow me to say, please.(body language)p: one for you, one for me.(body language)2. t: now if you have got a box of chocolates and you want to share with us. you can say…p: one for you, one for me.通過教師的形體語言，學生容易理解for you /for me 的意思。學生經(jīng)過機械模仿，可熟悉新單詞和句型。2. situational dialogueif there are two desks here, what can you say to your deskmate?p1: one for you, one for me.p2: a desk, a desk for you and me.t: excellent.創(chuàng)設(shè)一些情景，讓學生感受for you/for me的實際運用。 3. a gameshow pupils a sentence or write a sentence on the blackboard.(pair work)p1 (face to the blackboard)say the sentence to p2p2 (back to the blackboard)listen and repeat the sentence.sentence 1: i can see a pencil.sentence 2: i can see a ruler.sentence 3: paper, a pencil for you and me.這個游戲是通過看、聽、說環(huán)節(jié)初步培養(yǎng)學生的閱讀、聽力和表達的能力。4. a rhymeask pupils to follow the tape to read the rhyme.?post-task

activitiesmake a new rhyme(pair work)ask pupils make a new rhyme according to the rhyme just learned with the objects in the classroom.讓學生嘗試根據(jù)教室里或書包里的實物，編出新的兒歌。assignmentwork book p4circle the words that you learnt today.?【教案設(shè)計說明】剛?cè)雽W的學生在接觸牛津英語教材時，會被其中的圖片所吸引，產(chǎn)生濃厚的學習興趣。牛津英語的特點之一就是插圖形象生動，趣味性強，圖文并茂；牛津英語的特點之二就是教學內(nèi)容具有很濃的生活氣息，這為我們進行情境教學創(chuàng)造了有利的條件。作為老師，我們的任務(wù)就是利用課本，靈活多變地創(chuàng)設(shè)情境，活化教材，讓學生學習英語，運用英語，激發(fā)學習英語的興趣。本課的引入部分及操練部分都體現(xiàn)了這些特點。在daily talk中，老師安排了一個與實際環(huán)境相結(jié)合的情景，讓學生通過觀察教室，運用已學的詞匯回答what can you see in the classroom?這樣一問就使學生自然地要去觀察教室。在新授后的操練中，老師創(chuàng)設(shè)了一個與生活實際相結(jié)合的情景。在學了…for you and me之后，老師設(shè)計了一個情景，你有一包巧克力想與人分享，你該怎么說？這是活化教材的進一步體現(xiàn)。通過創(chuàng)設(shè)一個與生活實際相結(jié)合的情景，學生在操練for you/for me 的同時，也體會著與人分享的快樂。課堂教學要體現(xiàn)的交際化和情境化，應(yīng)該是英語教師不斷鉆研和嘗試的目標。