Unit1 《Art》教案

Unit1 《Art》教案（精选5篇）

Unit1 《Art》教案 第1篇

Unit1 《Art》教案

Unit1《Art》教案

（新人教版选修6）

warming-up

Lead-in:

Inordertodecorateourclassroom,wehaveseveralpaintingstochoosefrom.NowIdlikeyoutolookatthepaintingsinthisunit.whichwouldyouliketoputuponthewallsofourclassroom?Andwhy?whatkindofthestyleforeachpainting?

Importantpoints:

.includev.includingprep.E.g.Thirtypeople,includingsixchildren,wenttovisitthefactory.==Thirtypeople,sixchildrenincluded,wenttovisitthefactory.2.paintingn.画

’

paintv.（用颜料）画

drawingn.画

drawv.（用线条）勾画

3.abstract

adj.抽象的，深奥的 n.摘要（of）

v.摘录，提取，分离（from）

anabstractpainting抽象画

abstractnoun抽象名词

abstract…from…从…中提取

intheabstract抽象地，一般性地

e.g.Beautyisabstractbutahouseisnot.e.g.Saltcanbeabstractedfromseawater.e.g.Ilikedogsintheabstract,butIcan’tbearthisone.4.whatwouldyouratherdo…你更愿意做什么…

Pre-readingReading

Scanning:

.whatweretheartistsinterestedinfrom5thto15thcenturyAD?

TheyareinterestedincreatingrespectandloveforGod.2.Howdidmasacciopainthispaintings?

Hedrewthingsinperspective,whichmakepictureveryrealistic.3.whydidtheimpressionistshavetopaintquickly?

Becausenaturallightchangesquickly,theyhadtopaintquickly.Skimming

NameofAges

Time

Artist

Feature

ThemiddleAges

5thto15thcenturyAD

GiottodiBondone

religious,realistic

TheRenaissance

5thto16thcenturyAD

masaccio

perspective,realistic

Impressionism

late19thtoearly20thcentury

detailed,ridiculous

modernArt

20thcenturytotoday

controversial,absreact,realistic

Importantpoints:

.influencev.&n.影响（力）；有影响（之人或物）

haveaninfluenceon/upon…对…有影响

haveinfluenceover/with…

对…有影响力

undertheinfluenceof

受…所影响，受…所左右

e.g.Theweatherinsummerinfluencesthericecrops.e.g.Hehasnoinfluenceoverhischildren.2.beliefn.相信；信念；信仰；信心

believev.belief-believe

life-live

proof-prove

safe-save

thief-thieve

beyondbelieve

难以置信

havebeliefin…对…有信心

It’sone’sbeliefthat-

某人相信

tothebestofone’sbelief

（某人）深信

e.g.mybeliefisthathewillwin.我确信他会赢。

e.g.HerbeliefinGodisveryfirm.她对上帝的信仰很坚定。

3.consequently

adv.所以；因而

consequent

adj.作为结果的；随之发生的；由..引起（on）

consequence

n.结果；后果；重要性

asaconsequenceof

作为…的结果

inconsequenceof

作为…的结果

beofnoconsequencetosb.对…无关紧要

take/bear/suffertheconsequenceofone’saction

承担行动的后果

e.g.Asa/Inconsequenceofyourlazinessandrudeness,Iamforcedtodismissyou.由于你的懒惰和粗野，我不得不辞退你。

e.g.It’sofnoconsequencetome.e.g.youmadethewrongdecision,andnowyoumusttaketheconsequences.e.g.Severefloodingwasconsequentontheheavyrain.大洪水是由大雨所致。

4.…startingfromthe5thcenturyAD.分词短语做方式状语

e.g.Pleasetranslatethefollowingsentences,usingthewordsandphrasesyouhavelearnt.5.…themainaimofpainterswastorepresentreligiousthemes.aim

n.目标；目的；瞄准

v.瞄准；努力

aimless

adj.没有目标

takeaimat

瞄准

achieveone’saim

达到某人的目标

aimtodosth.意欲/力求做某事

aimatsb./sth.（用某物）瞄准某人/某物

beaimedat

目标是；目的是

e.g.what’syouraiminlife?

你人生的目标是什么？

e.g.Heaimedthegunatabird.他用枪瞄准鸟。

6.…bythe13thcentury

by

prep.在…之前，不迟于…

（“by+过去时间”常与过去完成时连用；“by+将来时间”常与将来完成时连用）

e.g.Ihadlearnteightthousandwordsbytheendoflastmonth.e.g.BythetimethisletterreachesyouIwillhaveleftthecountry.7.value

n.价值；（pl.）价值观

v.给…估价

beofgreatvalueto…

对…有很大（一些，几乎没有，没有）价值

putgreatvalueonsth.认为某事十分有益

goup/rise/increaseinvalue

升值

godown/fall/dropinvalue

贬值

cultural/social/moralvalues

文化/社会/道德观念

valuableadj.有价值的；重要的 valuelessadj.invaluableadj.8.taketheplaceof

替代，取代（replace）

takeone’splace

入座，就位（当one与主语指同一人时）；代替某人的职位

intheplaceof

代替；取代（insteadof）

takeplace发生；被举行（无变动）

e.g.Pleasetakeyourplace.FromnowonIwilltaketheplaceofmr.Liaschairmanofthemeeting.9.focus

v.使聚焦；使集中

n.焦点

focussth.onsth.聚焦于；集中于

infocus

焦点对准的；清晰的 outoffocus

焦点未对准的；模糊不清的

e.g.Alloureyeswerefocusedonthespeaker.大家的目光都集中在发言人身上。

0.possession

n.所有；占有；（pl.）所有物；财产

possess

v.占有；拥有

possessor

n.所有人；持有人

personalpossessions个人财产

inpossessionof占有；拥有；持有

insb’spossession/inthepossessionofsb.为某人所有；在某人的控制下

comeintopossessionofsth./

takepossessionofsth.占有某物

e.g.Hewasfoundinpossessionofsomedangerousdrugs.==Somedangerousdrugswerefoundinthepossessionofhim/inhispossession.e.g.Thesoldierstookpossessionoftheenemy’sbase.1.inperspective

用透视画法

perspectiven.透视画法；透视图；观点

2.convincevt使确信；使信服

convincesb.todosth.说服某人做某事

convincesb.ofsth./that-

使某人相信

beconvinced.ofsth./that-

相信 e.g.Ittookmanyhourstoconvincejohnofhiswife’smistake.e.g.weconvincedAnnetogobytrainratherthanplane.e.g.It’shardtoconvincemyfamilythatwecan’taffordanewcar

e.g.Iamconvincedthatheistellingthetruth.3.Iftherulesofperspectivehadnotbeendiscovered,peoplewouldnothavebeenabletopaintsuchrealisticpictures.4.agreatdeal大量；很多（修饰不’

修饰可’

修饰可’+不’

much

alarge/greatnumberof

alotof/lotsof

agreat/gooddealof

large/greatnumbersof

alargequantityof

agreatamountof

agreat/goodmany

largequantitiesof

dozensof

plentyof

scoresof

5.alot,much）

mostlyadv.大部分地；主要地（mainly,largely）

mostn.大部分；最大程度（作主，宾）adj.大多数的（表）adv.最，极其，非常（状）

e.g.moststudentssaythatitisamostinterestingbook,butitisn’

tthemostinterestingthey

’veread,andthattheyreadsuchbooksmostlyonweekends..6.beacceptedas…

被认为是…

7.nowadays

adv现今；如今

Nowadaysmanypeopletravelbyair

8.scoresof

许多的；大量的；几十的（修饰复数名词时，不与数词连用）

e.g.Ihavebeentherescoresoftimes.score

n.（比赛）比分；（测试）分数；二十

threescoreyears六十年

scoresofyears

许多年

与dozen用法类似

9.…butwithouttheimpressionistsmanyofthesepaintingstyleswouldnotexist….withouttheimpressionist介词短语相当于一虚拟条件句iftherewerenottheimpressionists…

20.attempt

vt.&n.尝试；努力；企图

attemptadifficultproblem

试着解答难题

attempttodosth

试图做某事

makeanattempttodo/atdoingsth.试图做某事

21.…usingcolour,lineandshapetorepresentthem.e.g.Heoftenwentrunningtoschool.22.ontheotherhand

另一方面，反过来说（状）

ononehand

一方面

onhand

现有的，手头上的，即将发生的 comprehending

Learningaboutlanguage

.historical

adj.历史（上）的；史学的 historic

adj.历史性的；具有历史意义的 ahistoricalevent

历史事件

ahistoricevent

历史性事件

2.atleast

至少，最低限度

atmost

至多，最多

e.g.Achildmustsleepatleasteighthoursaday.e.g.Icangiveyou20dollarsatmost.3.doubt

n.&v.nodoubt

很可能，无疑

indoubt

怀疑，不肯定

Thereisnodoubtof&aboutsth./that--

毫无疑问…

Thereisdoubtwhether-

令人怀疑…

e.g.Thereisnodoubtthatheishonest./ofhishonesty.e.g.Hedoubtedwhethertheywouldbeabletohelp.他拿不准他们是否能够帮忙。

e.g.Idoubthewillcometothemeeting.认为他未必会来

4.referto指，说（某事）

e.g.Areyoureferringtome?

refer…to…①提交，上呈；②引..去查询、参考

referto

①查询，参考②提及，涉及，指

e.g.Theteacheroftenrefersherpupilstothisdictionary.e.g.Herpupilsoftenrefertothisdictionary.e.g.Don’trefertothismatteragain.5.bunch

n.束，串

abunchofflowers

UsingLanguage

what’sthemainideaofthispassage?

Thepassageintroducessomebestartgalleriesofmanhattan.Importantpoints:

.collection

n.收集，收藏；收藏品

makeacollectionof…

收藏

makeacollectionfor…

为…募捐

havealargecollectionof…

收藏有大量的…

2.…leavinghishouse,…

e.g.Bothofthemdiedintheaccident,leavingtheirsonalone.3.worth

adj.值得的，价值为

e.g.Thispenisworthfiveyuan.e.g.Ithinkhissuggestioniswellworthconsidering.Itisworthsb’swhile/worthwhiletodosth./doingsth.beworthdoing

beworthyofdoing/tobedone

e.g.Thisbookisworthreading.e.g.Thisbookisworthyofreading/toberead

4.exhibition

n.展览，陈列；展览会

holdanexhibition

onexhibition/show/display

5.Itisamazing/strange/interesting/disappointing/clearthat-

6.work

un.工作

cn.作品

e.g.Haveyoureadhisworks？

7.everytwoyears=everyotheryear=everysecondyear

every+基数词+复数名词

every+序数词+单数名词

everyfew+复数名词

everythreedays=everythirdday

Discussion:

表示喜好：

prefern.prefertodosth.preferdoingsth.prefer+n./doingsth.+to+n./doingsth.prefertodosth.ratherthandosth.=wouldratherdosth.thandosth.Grammer:p87

Unit1 《Art》教案 第2篇

1. a. 重点词汇和短语:

literature, romantic, comedy

b. 交际用语

What shall we do?

Would you like to...?

I’d like to...

Maybe we could...

I’d prefer to...

Which do you prefer...or...?

Can’t we...?

There are several things we could do.

Teaching procedures

Step I Revision

Check the homework assigned in the last lesson.

1. Check the Ss’ writings.

2. Check if the students find out which countries the four painters are from.

T: Hello, boys and girls! Please check your writings with each other first. (After a while) Have you found out which countries the four painters are from？

Ss: Yeah.

Now compare your notes with your partner.

Step II Warming up

Talk about the pictures.

T: Now, I’ll narrate the resume of the painters and you’ll guess who they are.

1. He is a painter of Holland. He lived in the nineteenth century. He is famous for his emotional expression in painting. His great works include Bedroom at Arles,

Starry Night and Crows in the Wheatfields.

2. He is an Italian painter. He lived during the 15th and 16th century. He is well-known for his works like the Last Supper and Mona Lisa. Besides, he is also a sculptor, architect, engineer and scientist.

3. He is a Spanish painter. He is widely known as the most important artist of the 20th century. But many people say it is not easy to understand his paintings.

4. He is a Chinese painter. He lived a very long life, crossing two centuries, from 1864 to 1957. He is not only good at painting, but good at making poems and sculpture.

T: Please tell me who they are.

Sa: No.1 is Vincent van Gogh.

Sb: No.2 is Leonardo da Vinci.

Sc: No.3 is Pablo Picasso.

Sd: No.4 is Qi Baishi.

T: Now, discuss the three questions below the pictures.

(After a discussion) Who want to tell us your favorite paintings?

Sa: I like Leonardo da Vinci’s Mona Lisa

Sb: The paintings about nature like mountains, rivers, flowers and birds are my favorite, so I enjoy Qi Baishi’s.

Sc: I’m fond of Xu Beihong’s horses.

T: Who want to give us a description of your favorite paintings?

Sd: I prefer Mona Lisa very much. Her smile seems to be changeable. Sometimes she is happy and gentle; sometimes she is serious and a little bit sad; sometimes she mocks and sneers. There is a veil over her eyes and lips. Her smile is difficult to ascertain and forget.

Se: I like Qi Baishi’s shrimps. Look at the picture. The shrimps are of different forms and vivid. Their bodies seem transparent and they seem to be swimming or jumping. They are really true to life. The picture is of great sense of beauty.

Sf: My favorite is Zhen Bangqiao’s Black Bamboos. In the picture the bamboos erect tall and straight. The branches reach out of the picture. A poem is written vertically downward. It’s mainly made up of vertical lines. It’s of fine lines and gigantic stature.

T: Who volunteer to give us your answer to the last question？

Sh: In the picture a boy is almost buried by piles of books. In front of him are Chinese, Math and English books; on his right are Physics, Chemistry and Biology books; on his left are History, Geography and politics books. The boy is me.

Si: It’s an early spring. All the flowers are booming. A girl with a colorful flower ringing on her head smells the fresh air in the sea of flowers jumping and laughing. The girl is me.

Step Ⅲ Speaking

Do some preparations guided by the teacher and then get the Ss to ask each other questions in pairs using the given role cards and information. Finally ask some of them to act out.

T: Talking about art, we often think of paintings. Can you name any other kinds of arts？

Ss: music, drama, comedy, sculpture. Architecture, writing, TV play, film, Peking opera...

T: Good! They are all arts. And I know most of you have your favorite film stars and you won’t miss any films performed by them. But what’s on in the cinema this

weekend?

Ss: I’m sorry I don’t know.

T: Maybe we can call someone else to ask about it. But if you are calling to see whether your friend wants to go to see a film, what would you say?

Sa: Hi, Tom, this is Mary speaking. Would you like to see a film this evening?

Sb: Hello, Joe, this is Jane. Would you prefer to see a film on Sunday?

T: If you want to try to get him or her to go with you, what would you say?

Sc: It’s said the film is full of adventures and very exciting.

Sd: The film is performed by your favorite film-star Cheng Long. You never miss any films performed by him, do you?

T: If your friend asks you about the film, what shall he ask?

Se: What’s the film about?

Sf: When is the film shown?

Sg: Who is the main character?

Sh: How much are the tickets?

Situation 1

T: Now, here are two pieces of film information on Page 79. Read them quickly and then work together with your partner to make up a dialogue. (After a while) Which pairs would like to act out your dialogue?

A: Hi Jack, this is Peter speaking. Would you like to see a film on Sunday?

B: Which film do you want to see?

A: Well, I have read about two films. One is called Last Chance. It’s about a hero who tries to save his girl friend and it’s an action film.

B: It sounds that there will be a lot of shootings and fights. What’s the other film? A: It’s called Under the Moon. It’s said that it’s a romantic comedy and it’s full of fun.

B: I prefer action films. They are much more exciting. So I’d like to see the former. When is it shown?

A: Sunday 6 pm at the Red Sun Cinema.

B: Great! How much are the tickets?

A: $ 3. Not too much.

B: No problem, but what about you?

A: Of course, I’ll go with you. I like comedy too.

B: Ok, I’ll call for you at 5:30 pm on Sunday. Bye.

A: Bye.

Situation 2

T: let’s do more practice. Go through Situation 2 on Page 79 and 80 quickly and make up another dialogue.

(After a while) Who want to perform yours?

A: Liberty Park. This is Mary. What can I do for you?

B: I’d like to learn more about the art festival next week.

A: We’ll have some activities both on Saturday and Sunday

B: What can we do on Saturday?

A: There are several things you can do, such as a classical music concert, an art exhibition, a pop concert, a Rock concert and a picnic.

B: Oh, I see. What about Sunday ?

A: On Sunday, there is a theatre play, an art exhibition and a folk music concert.

B: Thanks a lot. There are so many things I can do on Sunday. You said there were two art exhibitions, but what’s the difference between them?

A: On Sunday paintings by the most famous local artists are shown. The other exhibition is an international one. By the way, some painters may come and give some lectures if possible.

B: Marvelous. I’d like to know when the picnic is.

A: At 5 pm on Saturday.

B: Would you like to tell me when the pop and the folk music concerts start?

A: Well, the former starts at 1 pm and the latter, at 6 pm.

B: Could you tell me how much are the tickets?

A: Certainly. You can buy a one-day ticket or a two-day ticket. Which one do you prefer?

B: I’d prefer to buy a two-day ticket.

A: The two-day ticket is $ 35 for adult, $ 25 for those under 18 and $15 for groups.

B: Hmm, half of my classmates will go, so I think we’ll buy the group tickets.

A: That’s the best. But you should book the tickets three days before this weekend.

B: I see. Thank you very much. You’ve been so helpful.

A. You are welcome. I hope you will enjoy the festival.

Step III TAIKING (若时间不足，可改为作业)

Make up stories by putting forward questions first.

T: So far, you’ve done very well. But we have something more to do. Let’s go through the instructions first on Page 151 in TALKNG...I suggest before you make up a story, you should put forward some questions. And then you can do the task easily. Take No.1 picture for example.

(Project the questions on the screen.)

Look at the screen. You may read the following questions on it:

Why is she holding the flowers?

Is she waiting for someone?

Where is she?

What’s she thinking about?

(After they finish the task)

Hi, boys and girls. Who want to tell us your story?

Sa: I’ll tell you a story about Picture four. After Robinson’s boat and his men were lost at sea, he was drifted to a lonely island. He didn’t speak for a long time, for there was no human being on the island. He didn’t know how long he had been on the island. One day when he was looking for some fresh water, he saw many seagulls were flying over the sea. This sight made him very homesick, so he put down his two wooden buckets and sat on the sands looking over the endless sea. How he wished to see a human! How he wished to put the lonely life to an end!

Sb: Here is a story about Picture 3. Susan was a beautiful little girl, aged six. She was the only girl of the Blacks and they loved her very much. But unfortunately she suffered a serious illness. It was fall and the whether was becoming colder and colder. She could see the leaves falling from a tall tree through the window.

Recently Susan was becoming weaker and weaker. She told her parents that she would go away when all the leaves on the tree fell to the ground. More and more leaves were falling down every day. The parents were in great sorrow. On one sleepless night an idea occurred to Mrs Black. The following day Mrs Black visited a friend, who was a famous painter and told him about her daughter’s illness and her idea. The painter was moved by Mrs Black and he agreed to help her. He painted a green leave and hung it in the tree. A few days later all the leaves had fallen down except the one that the artist painted. Every day the girl watched the leave. To her surprise, she felt better and better. One day the doctor told her that she had fully recovered and could go home. Everyone was too happy to believe it.

Sc: My story is about Picture 2. Hank liked sweets very much. As a result of this, he suffered a lot from bad toothache. One day he couldn’t stand the ache any longer.

So he went to a doctor. The doctor told him he’d better have his bad tooth pulled out and he agreed. He saw the doctor take out a big pier. He felt a little bit nervous

but he had to obey the doctor. The doctor put the pier into his mouth and pulled his tooth with great strength. In the end the tooth was pulled out. But to his surprise, what the doctor pulled out was a good tooth but not the bad one.

Sd: I’ve made up a story about Picture 5. Mr Smith was a poor man. His wife died and left him three children years ago. He worked day and night to bring them up. To his joy, his children all got good jobs after they graduated from universities. To repay their father, they bought a house for his father in the city and hoped he could live a happy life in his later years. But shortly after he moved to the new house, an unlucky thing happened. One night while he was sound asleep, his house was broke into. A thief stole his new TV set and a lot of valuable things. He was very sad and he told his children he wanted to go back to his home village because the village was much safer than cities. Besides, he wasn’t used to the city life and missed his old friends very much.

Se: My story is about Picture 1. Jenny is working in a foreign company. She likes chatting on the internet. She often chats with a net-friend calling himself “Huo Yuanjia”. Through chatting they found that they had many things in common and they became interested in each other. They wanted to know each other. So they decided to meet at the entrance to the History Museum at six pm. In case that they couldn’t recognize each other, they appointed to hold a rose in their hands. Jenny arrived a little earlier. Now she is standing there and thinking what “Huo Yuanjia”is like.

Sf: Here is a story about Picture 5. This is a summer vocation. Jane and Barbara are carrying out a social inves tigation on pollution. They have been to many factories in the city where they live and many villages around. They’ve found that most rivers in the countryside are polluted and a few factories are the sources of different kinds of pollution. The dirty rivers that are used to irrigate the fields pollute the soil, and the farmers can’t have agood harvest any longer. They’ve almost return to poverty. Seeing this, the two girls decided to do something as possible as they can to draw the attention of people involved to this. Now they are making a poster on the computer. On the poster there is a picture which shows the past beautiful sight in the countryside: A great pine tree stands there strong and tall; a clean river is shining in the sun; a farmer is getting in his wheat with a machine. Its subject is GIVE THE GREEN MOUNTAINS AND CLEAN RIVEES BACK TO US!

T: Good! Thank you for your wonderful stories.

Step Ⅴ Homework

1. Make up more stories according to the pictures.

Unit1 《Art》教案 第3篇

【关键词】运用 模仿 游戏

教材分析：本单元的主要语言功能是谈论他人的作息时间和活动。这节课的主要教学任务是让学生学会怎样制定作息时间表。

学情分析：本课内容主要是运用“At ，I .”这个句型表达在某个时间做某事， 通过课文的学习，重点句型的操练，然后创设真实的语言环境，让学生更好的感知语言，通过活动巩固并运用语言。

教学目标：

语言知识目标：

1.全体学生能听懂、能说 “ get up， go to school， have lunch， play football”. 部分学生会用： poster.

2.全体学生能听懂、能说“At__， I______.”运用句型谈论自己一天的主要作息时间和活动。

语言技能目标：

1.能够理解课文的大意，流利的模仿、朗读课文。

2.能够运用核心句型和词汇制定作息时间表，通过拓展描述内容，提高学生综合运用语言的能力。

情感态度目标：

通过课文的学习，让学生乐于学习英语，感知要在正确的时间做正确的事，养成良好的生活习惯。

教学重点和难点：

1.听懂、会说 “ get up， go to school， have lunch， play football”.

2.有关他人作息时间和主要活动的表达，能够理解课文的大意，流利的模仿、朗读课文。

3.通过学习，能够制定自己的作息时间表。

教学过程：

一、Warm-up

1.Greetings.

2. Play a game：Say“Hello” to numbers.

3.Review the numebers.

设计意图： 通过师生问候和游戏等让学生尽快进入状态。通过数字的复习来为后面时间的表达做铺垫。

二、Lead-in

1.Listen and tell the time you hear.

2.Find the time in the text then write the time on the blackboard.

设计意图：把学过的知识提炼出来，让整个课文化难为易。

三、Presentation

1.Learn the new phrases.

T： Do you want to know what does Sam do on these times？At 7/8/12/4，What does Sam do？

Ss： “get up， go to school， have lunch， play football”

设计意图：通过问题引导，学生了解课文，初步感知今天的目标句型。并且初步感知在某个时间从事的活动。

2. Learn the key sentences and drill.

At 7， I get up. At 8，I go to school. At 12，I have lunch. At 4，I play football.

3. Text learning.

1）Listen and repeat.

2）Read the text all together.

3）Role play（group work）.

4）Game： Make the right sentences and read the sentences.

设计意图：通过翻牌游戏的形式，帮助学生在活动中完成对重点句型的理解和掌握。另一方面教育学生要在正确的时间做正确的事情，养成良好的生活习惯。

四、Practice

1. Guess ？What does teacher do at 7/8/12…（Introduce teachers time table）.

2. Make own time table.

1）survey in group and then make their own time table.

2）Show the time table.

设计意图：通过猜一猜老师的作息表，引导学生巩固课文，同时利用同学们制作自己作息表的形式来引导学生用英语做事。

五、Homework

Unit1教案 第4篇

Unit1 There is a big music room.Period 1 Ⅰ.Teaching Material

Zhou Lin: Hi!My name is Zhou Lin.Welcome to our school.Li Wei:Hi!I’m Li Wei.Nice to meet you.I like my new school.There is a big music room!Zhou Lin: I like it, too.There is a nice playground and a small garden.Li Wei: I want to meet some new friends.Amy : Hello.I’m Amy.I’m in class 5,and you?

Li Wei: I’m Li Wei.Nice to meet you.I’m in class 5, too.Zhang Jia: Hi,Li Wei.I’m Zhang Jia.Zhou Lin: Look,that’s Wang Li.Wang Li: Hello,everyone.II.Teaching Aims

1、能正确地听、说、读词汇playground,nice garden,map,music

room,everyone,class.2、正确地听、说、读、写句型There is a big music room!There is a nice playground and a small garden.III.Teaching contents Word: playground,nice garden,map,music room,everyone,class.Sentences: There be...IV.Teaching Aids 录音机。SectionA部分的挂图，课件

V.Teaching procedures

A Free talk and revision 1.Nice to see you again, boys and girls.Welcome back to school.This is the first lesson of the new term.在与学生的问候中，引出生词.2.Today we will learn something about our school.There’s a big playground in our school.There are some trees in our school.Could you please tell me what is in our school？(在老师和板书的引导下学生用 there be 句型说说学校里有什么？)There’s a … There are … B Presentation and practice 1.在学生说出很多关于学校的人或物，如：offices, flowers, classrooms, teachers, desks, chairs … 后，引入新课.T: Is there a garden in our school？

S: Yes, there is.新授garden T: Please say something about our garden.学生用已学过的词汇形容学校的花园：big, nice, beautiful…

T: Is there a slide in the garden？ Are there any nice gardens in it？在there be句型的问答中新授nice garden 2.T: In our school, there are three buildings and there are lots of rooms in them.There are classrooms, offices.Are there any other rooms？新授art room和 music room(可使用课件).C Consolidation 1．(可使用课件图片及句型)练习there be 问答句型。教师与学生单独对话(理解句型)——教师示范朗读句型——朗读操练——group work、pair work等不同形式的问答操练。

2.打开书朗读Unit 1, SectionA部分。注意朗读的训练。D Assign homework(可使用课件)Homework: 1．抄写SectionA部分词汇两遍英文一遍中文。

2．看part2部分图片用问答形式选其中的一到两幅图编对话或用there be句型自由编一段对话。Ⅵ Blackboard design Unit1 There is a big music room.SectionA There is a playground.nice garden music room everyone class

Unit1 There is a big music room.Period 2—Period 3 Ⅰ.Teaching Material SectionB Listen,read and write II.Teaching Aims Teaching targets.1）Consolidate these new words: playground,nice garden,map,music room,everyone,class.2)Can master these sentences:How many classrooms are there? Is the playground big? 3)Can retell the story 2．The targets of emotion: To love the living surrounding.III.Main points :The new words and sentences.IV.Difficult point: Can describe the surrondings and retell the story.V.Teaching aids : cards,tape ,record VI.Teaching Process: Step 1 Warming up Greetings.Learn to sing a song Use the cards to go over the new dialogue.Game—Quick response Retell the story Step2 Presentation and drill 1.T :Let’s listen and repeat the story together

Show the new words ,requires the pupils to read ,go over the words.Teacher explin the grammar for the pupils ,and asks them to make sentences with Is the playground big? Step3 Practice 1)Show the pictures T introduces the situation and requires the pupils to read the article by themselves 2)Listen and repeat ,leads reading 3)Listen and imitation Step4 Consolidation 1)Make a stuation and have a dialogue with their partners, choose some to act it out A: New school meeting ,the children are watching the map of their new school.They’re talking about the new school.2)Estimation 3)Homework: Listen and read the articles, copy the new words VII Blackboard design

SectionB

How many classrooms are there?

Is the playground big?

Unit1 There is a big music room.Period 4 I.Teaching material Section B part7 Draw, write and tell Part8 Listen and chant II.Teaching targets.1）Go over these four-skill word, text,grammar 2)Can finish Part 7 III.Main points : The new words and sentences VI.Difficult point: Can describe the park.V.Teaching aids : cards ,tape ,record VI.Teaching Process: Step 1 Warming up 1.Greetings.2.Go over the four-skill words 3.Use the cards to go over the new dialogue ,and describe the new school.Step2 Presentation and drill 1.Explain the sentences for the class ,then requires the pupils to communicate with others ,according to the information in the form.a.What’s in the park? b.Is there a lake in the park? c.Are there any trees or flowers in the park? d.Draw a map of park.What can kids do in the park? 2.Part 7 Listen to the tape and requires them to finish Part 7,check the answers.3.Listen to tape and follow it 4.Requires the pupils to find the answers ,say their answers first ,then write down on the book.Step3 Consolidation 1)Make a situation and have a dialogue with their partners, choose some to act it out 2)Estimation 3）Learn the song Small,small!The garden is small.Red ,red The ball is red.What about the playground? The playground is big!4)Homework: Listen and read the dialogue, copy the new words ,and try to recite text VII Blackboard design

SectionB

unit1 一单元教案 第5篇

教学目标与要求：

字母教学包括26个字母的读音、字母的辨认和字母的书写三项内容。小学英语字母教学的目标是在教师的指导下，让学生达到能辨认字母的音和形，能读准字母，能按正确的笔顺和规格书写，能按顺序背诵和默写字母，同时能初步掌握字母在单词中的发音，为进一步学习单词的读音和拼读打下基础。

教学意义：

语音、语法、词汇是语言的三大要素。字母是语音、词汇的基础，因而也是整个小学英语教学的基础。英语26个字母是记录语言的文字符号，是英语文字的最小书写单位，英语利用这26个字母拼写一切的词。英语26个字母的名称音中包含了英语48个音素中的24个音素，占全部英语音素的一半。在小学英语教学中，字母教学是入门阶段一项重要的教学内容，是培养学生英语素质的奠基工程。教学中，字母的教学意义重大，它是英语学习的开端，对于激发学生的学习积极性、智力开发，培养良好的听说读写的学习习惯，为学生进一步学习音标、单词、句子、课文，提高学生语言能力，为学生终身学习打下良好的基础都具有重要的意义。

教学步骤与实施建议：

1、学习字母的读音（1）听音

听音是模仿的第一步，是模仿的基础。先听音，后开口，听清发准，是字母教学的基本步骤，也是字母教学的根本方法。因为听的质量直接影响模仿的效果，所以教师在将字母的发音时一定要示范正确、清楚，语速要掌握好，可以先慢速，待学生掌握后，再用正常的速度示范发音。对于一些较难发音的字母，教师要适当地讲解字母的口型、舌位，发音的要领，发音的方法和技巧。教师在示范时还先应提出要求，要让学生反复静听，边听边注意老师的口形，并在心中模仿，为正确的发音打基础。要避免学生急于开口的心理，帮助学生掌握正确的学习策略，养成良好的学习习惯。

（2）模仿

模仿发音是学习字母的最基本有效的方法，是检测学生是否掌握准确的最好方法。教师在让学生模仿的时候要采用活泼的形式、直观形象的比喻，实物，图片，并且借助手势，动作等帮助学生发好音。要让学生反复，大量的实践。

2、字母在单词中的发音

学生学好字母，对学习语音和单词大有帮助。在讲字母时，渗透字母在单词中的一般发音规律，自然拼读规则，使学生逐渐了解每个字母在单词中都有他们各自的读音。为今后拼读单词、记忆单词打下良好的基础。

3、学习字母的书写

书写教学一开始就要严格要求，并且培养学生良好的书写习惯。教师在讲解时应注意： 讲解过程中让学生认真观察字母的笔顺，起笔和落笔，几笔写成，占几格，然后才让学

生模仿和操练。还要注意检查和评价相结合。检查学生的书写是否按照字母的笔顺和字

母在四线格中应占的位置书写。字母的大小、宽窄是否协调和谐。间隔是否均匀、适当。

培养学生正确的书写习惯，包括写字的姿势，放纸的位置等。

4、字母教学活动：

（1）象形字母：出示一些与字母相象的图案或实物，让学生用想象力去辨认，看看像什么字母。例如：

教师准备：与字母相象的图案或实物

学生准备：让学生将与字母相象的图案或物品带到学校，同学们相互猜。

（2）手指字母：用手，手指以及身体组合类似字母的形状，让大家猜。培养学生的想象和 表演能力。

（3）字母扑克和点名游戏：每个字母制作相同的两张牌，52张牌。A最小Z最大。具体的玩法参照扑克的打法，让学生读出字母的发音。一般适合2—6人玩。还可以利用这52张牌做点名游戏，比反应，熟练掌握字母的发音和形状。52张字母牌打乱之后，学生每人抽去一张，字母为学生的姓名，教师点字母名，持卡者回答Here I am.出错或慢者被收去卡片。坚持到规定时间为胜。教师准备：制作52字母扑克卡片

学生准备：在家制作相同的字母扑克，平时可以同学之间玩。

（4）不同材料的字母：让学生用绳子，珠子，石子或铁丝等物品组成各种字母。教师准备：绳子，珠子，石子或铁丝等材料。学生准备：绳子，珠子，石子或铁丝等材料。

（5）字母抽象画：看图，找出所藏的大小写字母，还可以让学生用大小写字母自创一副

图，与同桌找字母。

教师准备：准备有字母的抽象图。

学生准备：查找或自创有字母的抽象图。

课文教学：

教学内容分析：

课文内容： Hello, what’s your name ? Hi, my name’s Tutu.I’m Jack./I’m Lisa.Come here.Ok , mom.Good night.Good night.本节课是三年级起点的第一课，对于初学英语的孩子们来说，这节课很重要。因为第一次接触英语，孩子们一定会很感兴趣，也很好奇，如果在英语课堂上让孩子们感到轻松，有趣，好学，易学的话，会激发学生对英语浓厚的兴趣，建立自 信心，为今后英语的自主学习奠定坚实基础。教学目标和要求：

认识课文中的人物姓名。要求学生见面时会用英语问候和道别。懂得如何询问对方的名字和进行自我介绍。晚上道别时会使用英语说晚安。培养学生对英语的良好感知能力，逐渐养成好的听，说，读，写的好习惯。

课前准备：

教师准备：故事人物图片，磁带，名字卡片，字母卡片，贴有名字的小球，字母拼图卡，故事人物的头饰。

学生准备：课本，练习本。教学步骤与教学建议：

一、Warm up 1.Greeting 可参考下面方法和学生开始语言的学习（可以在推开门的时候，边挥手边用”hello, hi” 和学生打招呼。然后转身出门说，”Goodbye!”这样反复几次，学生便理解如何问候和道别了，他们会在第三次之后学会模仿着老师说，而且运用此种方法会极大地引起学生的学习的好奇心，增强了趣味性，在学生惊讶，疑惑，想象和模仿的过程开始第一节课。然后再示范发音，做动作，帮助学生理解意思并纠正他们的发音。）

2．Introduce yourself 介绍自己的名字My name is Mary.I’m Mary.出示名字卡片Mary.贴到自己身上。反复读自己的名字让学生记住老师的名字，引导学生和老师用英语打招呼。

二、New lesson: 1.New words: name what is my your Know the name: Tutu Jack Lisa Mom 2.Sentences: What’s your name? My name is.../I’m...三、Practice: 1．听录音介绍故事里的人物Tutu Jack Lisa Mom 2．机械练习：What’s your name? My name is.../I’m...Chant游戏“shu bi ,du bi , ba ba ba, shu bi ,du bi , ba ba ba, what’s your name ? My name ’s...”

3意义练习： 用故事里人物的名字和自己的名字做练习。4．游戏：“跳字母桥，说hello, 找名字”

教师在教室的地板上放两组字母桥，用学过的字母拼图成小桥。在小桥的终点处各放上一个装有名字的小球。教师站在小桥的中间，两组任意选两名学生参加游戏，边读字母桥上的字母，边向终点跳，最先到达终点的学生和老师击掌说Hello，即可得到一个有名字的小球。最后看哪个小组获得的名字小球最多即可获胜。老师便将这个名字送给获胜的同学。5．角色扮演

（1）听录音，模仿录音。

（2）小组练习，分角色扮演Tutu, Jack, Lisa（3）用头饰汇报表演。

四、反馈