北师大版小学英语一年级(下)英文教案

北师大版小学英语一年级(下)英文教案（精选6篇）

北师大版小学英语一年级(下)英文教案 第1篇

Unit 7 Animals Lesson 1 Teaching aims: Vocabulary: rabbit

bird

numbers one through ten

dog

cat

fish Structures(New)

Receptive: What is it?

Productive: It’s a dog.Structures(Review)

Receptive: How many…? Teaching preparation：

Prepare the posters and flashcards for this lesson.Teaching steps：

 Step1：review the numbers one through ten.Call out numbers from one trough ten randomly.Have children listen and hold up the correct number of fingers. Step2：Preview

Review the words dog, cat and fish with the flashcards.Hold up the flashcard for rabbit.Present the word rabbit.Model the word at least twice, and then have the children repeat after you in a choral drill.Point to the picture and elicit the word from individual children.Repeat the step above to present the new vocabulary: bird.Review the five words by repeating the step above. Step3：Presentation of new language

Have children open their books and look at the picture.Using Chinese, discuss the picture.Ask children where the characters are, what they are doing, how they feel, what Ann has bought, and so on.Ask, “What colors can you see ?” Hold up your copy of the book and point to different animals, eliciting the colors.Now point to the dogs and ask, “How many dogs are there?” Elicit, “Three.”

Repeat the step above for bird, cat, rabbit, and fish. Step4：Talk about the story

Have the children look at the pictures as you play the tape.Play the tape again and have the children repeat the words. Step 5：Touch and say

Have children open their books and direct their attention to the pictures and words along the foot of the page.Play the tape, and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Without the tape, read the words together.板书设计：

Lesson 1 What is it? It’s a dog.How many…? 课后小结：由于是新授课，学生对单词的掌握情况不太熟练，下节课要多练习。Lesson 2 Teaching aims：  Structures(Review)

What is it?

It’s a dog.Vocabulary: dog

cat

rabbit

fish

bird Teaching preparation：

The flashcards for this Unit.Teaching steps：  Step 1：Preview

Review the flashcards for this Unit.Collect together pictures of fish, dogs, cats, rabbits, and birds.Cover one of the pictures with a piece of card so that when you hold it up, the children cannot see what it is.Have the children guess what animal it is.Elicit “It’s a fish.” Repeat the steps for dog, cat, rabbit, and bird. Step 2：Trace and match

Have the children look at the pictures to be traced at page 4.Have the children trace the animals and say the sentences for each one.Now have children read the sentences on the page.Direct them to join the words to the matching pictures with a pencil. Step 3：Sing the song Read the words and have children listen and follow the words silently.Play the tape without stopping.Have children listen and point to each number and animal as it mentioned.Play the song again and have children join in with the words.As they chant they should point to the illustrations.Divide the class into five groups.Assign each group two consecutive numbers.Each group sings a verse and the class mimes or does an imitation of the animals mentioned. Step 4：Set homework Ask the children to remember the words.课后小结：学生对数字掌握的比较熟练，但个别学生对句子掌握的不是太好，下课后需多加辅导。Lesson 3 Teaching aims: Review: What is it?

It’s a dog.Teaching preparation: Flashcards for cat, dog, rabbit, fish, and bird.Pencils or crayons.Teaching steps：  Step 1：Listen and practice Have the children open their books at page 6.draw their attention to the photograph of the mouse.Point to the picture on the page and say, “This is mouse.” Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape one more time and have children listen and repeat the word, mouse.Repeat the procedure above for the words monkey, net and nest. Step2：Say the rhyme Tell the children that they are going to learn a thyme about animals.Play the tape, the teacher acts out the thyme while listening to it.Try to make children understand the meaning of the thyme.Play the tape for third time, have the children listen to the tape and encourage them to say one or two words with the tape.Play the tape again and again and have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher while trying to say the rhyme. Step 3：Match and draw Hold up your copy of the book, point to each drawing and elicit the name of the animal.Draw children’s attention to the seven pictures of pet animal habitats.Explain that they are going to decide which animal lives where.Now have the children copy the line drawing of each animal into the correct place. Step 4：Homework Ask each child to make a mask of their favorite animal.课后小结：这节课作练习效果比较好，学生掌握单词的熟练程度好多了。Lesson 4 Teaching aims:  Structures(Review)What is it?

It’s a dog. Vocabulary: dog

cat

rabbit

fish

bird

mouse monkey Teaching step:  Step 1: Warm-up Review he rhyme from the previous lesson.Have children say the rhyme in a class chorus.Then say it in teams or chose individual student to say the rhyme.Encourage students singing animal songs or saying animal rhyme while imitating the animal. Step 2 Review with poster Using Chinese, ask them to describe the picture.Ask where the characters are, what they are doing and how the children think the characters feel.Say, “Point to a dog.” and have the children point to a dog.Repeat this for bird, cat, fish, and rabbit.Practice asking yes/no questions.Point to the rabbit and ask, “Is it a dog?” Elicit, “No” or “No, it is a rabbit.”  Step 3: Match and color Say, “Open your books.” Have the children look at the picture.Say “Find a dog.” Have children point to a dog in the picture.Repeat the step above for fish, cat, rabbit, bird, mouse and monkey.Draw children’s attention to the text at the top of the page.Have them read each sentence silently.Explain that they are going to match each sentence with one of the animals.Set enough time for children to do the matching activity.Then have them color each animal according to the sentences. Step 4: Find and color Have the children open their books and look at the picture.Explain that in the picture there are some animals.Give children a few minutes to look for the animals.When all the children have found the animals, they can color them and share their pictures with class. Step 5: Set homework Review the words 课后小结：在做练习之前先对单词进行复习，学生熟练掌握之后，再做单词连线，学生掌握的比较好。Unit 8 Shapes Lesson 1 Teaching aims:  Structures(New)Receptive: What shape is it?

Productive: It’s a square. Structures(Review)Receptive: What is it?

Productive: It’s a dog. Vocabulary(New):square circle triangle star

heart rectangle  Vocabulary(Review): dog cat rabbit fish bird mouse monkey net nest Teaching preparation: Prepare student cards, poster for this Unit, scissors, crayons, and pencils.Teaching Steps:  Step 1: Review Review the words.Ask, “What is it ?” and have children respond, “It’s a dog.” Repeat for all the words of animals. Step 2: Preview Use the flashcards to present the new vocabulary.Hold up the flashcard for square and have children look at it.Point to the square and say, “It’s a square.” Present the word, square.Model the word at least twice.Now have children repeat after you in a choral drill.Then point to the shape and elicit the word from individual children.Repeat the step above and present the new vocabulary: circle, triangle, rectangle, star, and heart.Review the six new words by holding up different shapes and eliciting the word from the children in a choral drill, and then from individuals. Step 3: Model the dialog Pin up the Poster for this Unit where all the children can see it.Allow a few minutes for the children to look at it.Using the cookies on the poster to present the other new structures: It’s a square, It’s a circle, It’s a triangle. Step 4: Talk about the story Have the children open their books at pages 10.Have the class look at the picture as you play the tape.Play the tape again and have the children repeat the words. Step 5: Story Play the tape and have the children look at the pictures as they listen.Play the tape again, pausing at each picture.Have the children repeat the words each time. Step 5: Set homework Ask the children to remember the words and practice the sentences.课后小结：本课的单词为形状类，而且发音较难，可以指出新单词中发音与原来所学单词相同，学生接受的会更快一些，例如：circle中的/ir/与bird中的/ir/发音相同。Lesson 2 Teaching aims:  Structures(Review)Receptive: What shape is it?

Productive: It’s a square. Vocabulary: square circle triangle star heart rectangle Teaching preparation: Flashcards for this Unit.The puppet of Uncle Booky.Pencils and crayons for coloring.Teaching steps:  Step 1: Review Have the children take out the set of shapes that they made in the previous lesson.Say, “Star” and have children stand up and hold up their star shape.Repeat the step above for square, circle, triangle, rectangle, and heart.Let children call out shape names and have the class listen and trace the shape in the air. Step 2: Preview Place your set of flashcards in a box, a hat, or inside a book so that the children cannot see.Very slowly remove one of the shapes from the box.Children watch and try to guess what the shape is.Have them call out, “It’s a square.”

Continue until you have revealed all the shapes. Step 3: Look and draw Student Activity Book page 12 Have the children look at the shapes to be traced.Give the children a few minutes to look the picture carefully, and find the shapes.Do the first line with the children and give children enough time to finish all the blanks.Check the answers by having children hold up their books and show their pictures to the rest of the class. Step 4: Sing the song Explain to the children that they are going to learn a sng about shapes.Say the names of the shapes and have children point to each one.Read the words and have children listen and follow th e words silently.Now play the tape without stopping.Have children listen and point to each shape as it is mentioned.Play the song angina.Have children join in with the words.As they sing, they should point to the shapes. Set homework Sing the new song to their families.课后小结：兴趣是最好的老师，在游戏中教学往往得到很好的效果，本节课的歌曲引导学生在韵律和节奏中记忆掌握单词，学生掌握情况好多了。Lesson 3 Teaching aims:  Structures(Review)Receptive: What shape is it?

Productive: It’s a square. Vocabulary: square circle triangle star heart rectangle Teaching preparation: Flashcards for this Unit.Children’s sets of shapes.Pencils and crayons for coloring.Teaching steps:  Step 1: Review Review the flashcards for shapes that the children have already known. Step 2: Listen and practice Direct children to open their books and draw their attention to the photograph of he orange.Point to the picture and say, “This is an orange.”

Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape on more time and have children listen and repeat he word, orange.Repeat the procedure above for other words, octopus, and pen.Review the word pencil with the flashcard. Step 3: Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape , the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Encourage children to say one or two words with the tape.Have the children act out with the teacher while trying to say the rhyme. Step 4: Trace and match Have children look at the shapes to be traced at page 15.Direct the children to trace each shape carefully and produce the word for each one.Now have them read the vocabulary words on the page.Explain that they are going to match each word with one of the shapes.Have children join the words to the shapes with a pencil. Step 5: Set homework Ask the children to say the rhyme to their families.课后小结：歌谣提高了学生的兴趣，大部分学生听说练习都达到了熟练的程度，个别学生需要辅导。Lesson 4 Teaching aims:  Structures(Review)Receptive: What shape is it?

Productive: It’s a square. Vocabulary: square

circle

triangle

star

heart rectangle orange octopus ostrich pig peacock Teaching preparation:

poster for this Unit Pencils and crayons for coloring Teaching steps:  Step 1: Warm-up Review the rhyme from the previous lesson.Have children say the rhyme in a class chorus, then in teams or chose individual student to say it.Review the words belong to shapes. Step 2: Review with poster Give the children an opportunity to produce anything they can about the illustration.Point to different objects and ask, “What color?” Elicit, red, brown, green and so on.Point to different objects and ask, “How many?” Elicit, one, two, and so on.Say, “Show me a circle.” Have children point to a circle.Repeat the step above for square, triangle, star, and heart. Step 3: Read and color Direct their attention to the instructions in the top left-hand corner of the page 16.Read the instructions together and check that all the children understand what they are going to do.Have children find the shapes within the body of the robot and color according to he instructions.Check the answers by having children hold up their books and show their colored pictures to the rest of the class. Step 4: Find and color Explain that children are going to look for the shapes within the picture and say the name of each one.Ask the children to color the shapes and check the answers. Step 5: Set homework Ask the children to review the words and sentences of this unit.课后小结：通过复习和练习，大部分学生已经掌握了本单元的单词和指令，课本练习中的涂色练习很好的检查了学生掌握单词的情况，根据教学反馈及时调整教学进度和教学方式。Unit 9 Food and drink Lesson 1 Teaching aims:  Structures(New)

Productive: I like hamburgers. Structures(Review)Receptive: What shape is it?

Productive: It’s a square. Vocabulary: hamburgers

French fries pizza

chicken juice milk ice cream rice noodles Teaching preparation: Flashcards for Unit 8.The poster for this unit Scissors, pencils, and crayons for coloring Teaching steps:  Step 1: Review Review the words of shapes. Step 2: Preview Use the flashcards of food and drink items to present the new vocabulary.Hold up the flashcard for milk.Say, “It’s milk.” Present the word milk.Model the word at least twice.Now have children repeat after you in a choral drill, then elicit the word from individuals.Repeat the step above and present the following new vocabulary: hamburgers ,French fries, pizza, chicken, juice, milk, ice cream, rice and noodles.Review the nine new words by holding up the flashcards and eliciting the words from the children in a choral drill, then from individuals. Step 3: Presentation of new language Pin up the poster for this unit where all the children can see it.Allow a few moments for the children to look at it.Teach the concept of “like.” Point to the hamburgers on the poster and convey the idea to the children that you like them.Present the structure, I like hamburgers.Model the structure at least twice.Now have children repeat after you in a choral drill, then elicit the structure from individuals.Repeat the step above ad, using the food and drink illustrations in the poster, present the other new structures：I like French fries, I like pizza, I like chicken, I like juice, I like milk and so on. Step 4: Story Have the children open their books to pages 18.Have the children look at the picture as you play the tape.Play the tape again and have the children repeat the words. Step 5: Touch and say Have children open their books and direct their attention to the illustrations and words that appear around the border.Play the tape, and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Touch the photograph of pizza, say, “I like pizza.” Repeat this procedure for other photographs.Have children word in pairs.One child points to pictures of food and drink items that he or she likes and produces the structure.The other child looks and listens.Explain to the children that they only point and talk about the pictures of the food and drinks that they like. Step 6: Set homework Ask the children to remember the words of food.课后小结：用情景来引入课文，发现学生的兴趣很高，而且学习效率也提高了很多，以后要多多采用。Lesson 2 Teaching aims:  Structures(Review)Productive: I like hamburgers. Vocabulary: hamburgers

French fries pizza

chicken juice milk ice cream rice noodles Teaching preparation: Flashcards for this Unit.Pencils or crayons Children’s sets of food and drink cards.Teaching steps:  Step 1: Warm-up Hold up the flashcard for milk.With the other hand bounce a ball on the floor and have children produce the word milk each time you bounce the ball.Vary the pace at which you bounce the ball.Repeat the procedure with the pictures for the other vocabulary items. Step 2: Preview Cover the flashcard for ice cream with a piece of paper or card so that the children cannot see the picture.Hold up the covered picture and very slowly begin removing the paper or card.Children try and guess what the food or drink item is.Have them call out their guesses.Continue until you have revealed all the vocabulary items. Step 3: Trace and circle Have the children look at the pictures to be traced.Have children carefully race each item and orally produce the word for each one.Now have them read the vocabulary words below each picture.Explain that they are going to choose the correct word for the picture and circle it.Have children circle one of the words with a pencil. Step 4: Sing the song Tell children that they are going to learn a song about food and drink.Read the words and have children listen and follow the words silently.Explain that only the first three verses are printed on the page, but that the children will hear about all the food and drink items that are illustrate.Now play the tape without stopping.Have children isten and point to each food or drink item as it is mentioned.Play the song again and have children join in with the words.As they sing, they should point to the pictures. Step 5: Set the homework Ask the children to sing the song to their families.课后小结：指令练习和歌曲提高了学生的兴趣，在游戏中教学，可以达到事半功倍的效果。Lesson 3 Teaching aims:  Structures(Review)Productive: I like hamburgers. Vocabulary: hamburgers

French fries pizza

chicken juice milk ice cream rice noodles quilt queen Teaching preparation: Flashcards for this Unit.Pencils or crayons Children’s sets of food and drink cards.Teaching steps:  Step 1: Warm-up Review the rhyme from the previous lesson.Have children say the rhyme in a class chorus, then have them say it in teams or chose individual student to say.Review the sentence “I like milk.”

 Step 2: Listen and practice Have the children open their books at page 22.Point to the picture and say, “This is a quilt.”

Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape one more time and have children listen and repeat the word, quilt.Repeat the procedure above the words queen, rabbit and rice. Step 3: Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape, the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape again and again and have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher while trying to say the rhyme. Step 4: Read and draw Have the children open their books to page 23.Have them look at the pictures of food and drink and elicit the vocabulary.Point to the picture of pizza and ask them which category it belongs to.Repeat this for the other eight items.Allow the children time to draw each item in the appropriate group.课后小结：在歌谣学习过程中，鼓励学生看图猜测歌谣大意，引导学生主动学习，并通过歌谣的学习复习单词，效果较好。Lesson 4 Teaching aims:  Structures(review)Productive: I like hamburgers. Vocabulary: hamburgers

French fries pizza

chicken juice milk ice cream rice noodles quilt queen rain robot Teaching preparation: Flashcards for this Unit.Pencils or crayons Children’s sets of food and drink cards.Teaching steps:  Step 1: Warm-up Have children pick a card from their sets of food and drink items.Have them read it and practice the sentences. Step 2: Review with poster Review the vocabulary and structures for this Unit with the poster.Give children an opportunity to produce anything they can about the illustration.Point to the pizza that Ken is eating and ask, “What is it?” Elicit, “Pizza.”

Repeat the step above for the other eight vocabulary items.Point to Mocky’s speech bubble and say, “I like hamburgers.” Have children repeat after you.Point to the other food and drink items and elicit the I like „ structure as a choral drill, then from individuals. Step 3: Read and match Have them read each one silently then look at the pictures.Explain that they are going to match each sentence with one of the pictures.Have children match each sentence to one of the pictures with a line.Check the activity by having volunteers read out a sentence and show the class the picture to which it refers. Step 4: Find and color Have the children look at the picture at page 25.Explain that they are going to look for things within the picture and color each one in a different color.Have the children count the number of each object and write the number on the right column. Step 5: Set homework Ask class to review the words and sentences of this unit.课后小结：本节课是复习课，做练习之前对单词和句型进行充分的复习，再做课本上的涂色与连线练习，学生掌握的效果很好。Unit 10 Family Lesson 1 Teaching aims:  Structures(New)Who’s this? This is my mother. Structures(Review)I like hamburgers. Vocabulary(New)Mother father sister brother friend  Vocabulary(Review)Hamburgers French fries pizza chicken juice milk ice cream noodles Teaching preparation Children’s sets of food and drink picture cards from unit 9 The poster for this unit The mask of Ann A piece of paper for each child, and crayons for coloring.Teaching steps:  Step1: Warm-up Review the food and drink vocabulary from the previous unit. Step 2: Preview Use the poster for this unit to present the new vocabulary.Pin up the poster where all the children can see it and hae them look at it for a few moments.Explain that today they are going to learn about family members.Point to the picture of Ann’s mother and say, “This is Ann’s mother.” Model the word at least twice.Now have children repeat after you in a choral drill, then point to the picture and elicit the word from individuals.Repeat the step above and present the following new vocabulary: father, sister, brother, friend.Review the new words by pointing to different people in the picture and eliciting the appropriate word from the children. Step 3 presentation of new language Have the children look at the poster.Point to Ann’s mother in the poster and say, “This is my mother.” Present the structure at least twice.Now have children repeat after you in a choral drill.Repeat the step above and , by pointing to the other people in the picture, present the other new structures: This is my father.This is my sister.This is my brother.This is my friend.Review the structures by pointing to different people in the picture eliciting the structure as a choral drill, then from individual children. Step 4 Talk about the story Have the children open the book at pages 26.Have the children look at the picture as you play the tape.Play the tape again and have the children repeat the words. Step 5 Extension Hand out a piece of paper for each child.Explain that they are going to draw pictures of their families.It will include their mother, father, sisters, and brothers.Ask them to include a drawing of a friend.Children place their completed drawings on he desk in front of them.Call out items and have children point to the people in their pictures. Step 6 Set homework Ask children to bring in a photograph or photographs of their families and friends for the next lesson.课后小结：本单元的重点词汇属于家庭类，在引入时注意设置适当的情景启动学生的原有知识库，调动学生学习积极性。Lesson 2 Teaching aims  Structures(Review)This is my mother. Vocabulary Mother

father

sister

brother

friend

Teaching preparation Flashcards for Unit 10 Children’s family photographs.Teaching steps:  Step 1 Flashcards review Use the flashcards to review vocabulary for this Unit. Step 2 Read and match Have the children look at the pictures of family on the page 28.Direct the children to read the words on the page.Explain that they are going to match each word with a character in the picture.Set a reasonable time for children to complete the task.Check the activity by having children hold up their books and show the class which word they joined with each character.If there is time, children can color the picture. Step 3 Sing the song Have the children open their books at page 29.Explain that they are going to learn a new song about family and friends.Say the words and have children point to each person as you say them.Read the words and have children listen and follow the words silently.Explain that only the first three verses are printed on the page, but that the children will hear about all the people who are illustrate.Play the tape without stopping.Have the children listen and point each family member as they are mentioned.Play the tape again and have children join in with the words.As they sing, they should point to the pictures.Have children take out their family photographs or drawings.Encourage volunteers to point to one of their family members and sing a verse of he song about them. Step 4 Set homework Explain to the children that you want them to sing the new song to their families.课后小结：在课堂上适当调整内容结构，融入一些音乐，学生在欢乐中学到的知识更牢固，以后要多采用。Lesson 3 Teaching aims:  Structures(Review)This is my mother. Vocabulary(Review)Mother

father

sister brother

friend  Vocabulary(New)Salad

sandwich

tomato

tea Teaching preparation You will need: Pencils and crayons for coloring Children’s family photographs or drawings.Teaching steps:  Step 1 Review Review the words and sentences that have learned. Step 2 Listen and practice Have the children open their books at page 30.Draw their attention to the photograph of the sandwich.Point to the photograph of the word.Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as the listen.Play the tape one more time and have children listen and repeat the word, sandwich.Repeat the procedure above for the word salad, tomato and tea. Step 3 Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape, the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape again and again and have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher while trying to say the rhyme. Step 4 Trace and match Direct children’s attention to the things they are going to trace.Help them to trace the food and drink carefully and say the names of these things.Read the words in the middle of the page.Ask children to match the pictures with the words.If there is time, have children color the pictures. Step 5 Set homework Tell the children that you want them to color the pictures for homework.课后小结：同过反复的听说练习，加强了学生对单词和句型的理解，在做练习前先复习所学知识，效果比较好。Lesson 4 Teaching aims  Structures(Review)This is my mother. Vocabulary Mother

father

sister

brother

friend

salad

sandwich

tomato

tea Teaching preparation The poster of this unit.Pencils and crayons for coloring.Teaching steps:  Step 1 Review with poster Using Chinese, talk about the picture.Discuss what Ann and Mocky are doing, where the family is on vacation and what each person is doing in the pictures.Point to the ice cream and ask, “What’s this?” Elicit, “Ice cream.” Review the family members and friend. Step 2 Read and circle Have the children open their books at page 32 and ask them to look at the family tree.Using Chinese, ask them if they know what a family tree.Point to each person in the family tree and elicit the vocabulary words.Now have children read the words below each illustration.Explain that they are going to circle the word that describes the person above/ Have children circle five words and then check the activity together.Have children hold up their books and show the class the word that they circled for each person. Step 3 Find and color Have children look at the picture and say anything they can about it in English.Point to different family members in the picture and elicit the vocabulary.Explain that children are going to look for the things they have learned within the picture and color each one in a different color.Set enough time for the children to color the picture and check the exercise by having children hold up their books and show their pictures to the rest of the class. Step 4 Set homework Review the words of this unit.课后小结：通过学习，学生对单词和句型已经熟练掌握，在原有知识的基础上让学生理解家庭树的含义，学生的兴趣很高，求知欲强，效果比较好。Unit 11 Clothes Lesson 1 Teaching aims  Structures(New)It’s a dress.They are pants. Structures(Review)This is my sister. Vocabulary Dress

shirt

pants

sweater

socks

shoes Teaching preparation Prepare the flashcards for this unit and the poster for this unit.Teaching steps  Step 1 Warm-up Review the family words and rhyme from the previous unit. Step 2 Preview Hold up the flashcard for sweater.Say, “It’s a sweater.” Model the word sweater at least twice.Now have children repeat after you in a choral drill, then elicit the word from individuals.Repeat the step above and present the new words shirt and dress.Now hold up the flashcard for pants.Say, “They are pants.” Model the word pants at least twice.Now have children repeat after you in a choral drill, then elicit the word from individuals.Repeat the step to present shoes and socks.Review the new words by holding up different flashcards and eliciting the word from the children in a choral drill. Step 3 Story Have the children open their books at pages 34.Have them look at the picture as you play the tape.Play the tape again and have the children repeat the words. Step 4 Touch and say Have children open their books and direct their attention to the words that appear along the foot of the page.Play the tape , and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Direct the children to look at the pictures at the bottom of this page.Have them work in pairs, taking turns to point to and say the words for all the pictures.Provide a teacher-children example: have one child point to a photograph;you respond with the word. Step 5 Set homework Have children open their books to the page of the clothes cards.Have the children color them.课后小结：本单元为服装类词汇，在引入新单词时，要先复习以前所学的颜色词汇，在由学生本身的着装引入所学单词，效果较好。Lesson 2 Teaching aims  Structures(Review)It’s a shirt.They are shoes. Vocabulary Dress

shirt

pants

sweater

socks

shoes Teaching preparation Prepare the flashcards for this unit and the poster for this unit.Children’s clothes picture cards.Teaching steps  Step 1 Review Have children take turns to call out words and have the other children listen and hold up their picture cards. Step 2 Preview Cover the flashcard of a dress with a piece of paper or a card so the children cannot see it.Hold up the covered flashcard and gradually reveal it by slowl removing the paper or card.Have children try to guess what the clothing item is.Explain that they must use It is or They are in order to win the point.Have theme call out their guesses individually, or make it into a team game.Repeat the procedure with the flashcards of the other clothes vocabulary. Step 3 Trace and match Have children open their books and look at the pictures that they are going to trace and guess what each one is.Elicit, “It’s a shirt.” Or “They are socks.”

Now have children trace each item of clothing with a pencil/ Ask the children to read the words on the page.Have them match each word with one item of clothing.Check the answer by having children hold up their books and show the class which word they joined with which item of clothing. Step 4 Sing the song Have the children look at the illustrations that accompany the song.Say the names of the clothes and have children point to each item.Read the words and have children listen and follow the words silently.Play the song straight through.Have the children listen and point to the clothes as they are mentioned.Play the song again.Have the children join in with the words.Have children take out their sets of clothes cards.Play the tape again and have children hold up the clothes items as they are mentioned. Step 5 Set homework Ask the children to sing the new song to their families.课后小结：歌曲的反复诵唱让学生在节奏和韵律中再次熟悉所学单词，在歌曲的学习过程中，假如适当的动作 帮助学生理解歌词含义，学生兴趣很高。Lesson 3 Teaching aims  Structures(Review)It’s a shirt.They are shoes. Vocabulary(Review)Dress

shirt

pants

sweater

socks

shoes  Vocabulary(New)Umbrella

violin

watermelon

watch Teaching preparation Prepare the flashcards for this unit and the poster for this unit.Children’s clothes picture cards.Teaching steps  Step 1 Review Call out clothes words randomly and have children respond by miming getting dressed. Step 2 Listen and practice Ask children to open their books and draw their attention to the photograph of the umbrella.Point to the picture on the page and say, “This is an umbrella.”

Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen Play the tape one more time and have children listen and repeat the word, umbrella.Repeat the procedure above for other words, violin, watermelon and watch. Step 3 Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape, the teach acts out the rhyme while listening to it.Try to make children understand the meaning of he rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape for the third time, have the children listen to the tape, and encourage them to say one or two words with the tape.Play the tape again and again and try to have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher wile trying to say the rhyme. Step 4 Read and color Have the children look at the picture on the page 39.Ask children what they can see.Ask them if this looks like their bedroom at home.Now say, “ They are blue.” Have children color the socks blue.Repeat the procedure for the other items in the picture. Step 5 Set homework Ask the children to say the rhyme to their families.课后小结：本课中的连线很好地检测了学生对单词的掌握情况，在听说练习中加深学生对句型的掌握，这样可以达到很好的效果，以后要多采用。Lesson 4 Teaching aims  Structures(Review)It’s a shirt.They are shoes.Teaching steps  Step 1 Warm-up Review the rhyme from the previous lesson.Say the rhyme in a class chorus, then in groups or chose individual student to say. Step 2 Review with poster Review the vocabulary and structures for this unit with the poster. Step 3 Read and match Have children look at the pictures at page 40.Have them say the English names of these pictures.Teacher says the English, and have the children point to the picture.Have the children read the sentences in the middle.Explain that they are going to match each sentence with one of the pictures.Have the children match each sentence to one of the pictures with a line. Step 4 Find and color Have children open their books, look at the picture and say anything they can about it in English.Now discuss the picture briefly in Chinese.Explain that the children are going to look for clothes they know in the picture, and color each one. Step 5 Set homework Review the unit words.课后小结：在复习中让学生做一些小练习，可以检验学生的掌握情况，这样就可以更有针对性地复习。Unit 12 I can swim Lesson 1 Teaching aims  Structures(Review)It’s a dress.They are pants. Structures(New)I can jump. Vocabulary Can

jump

swim

walk

run

dance

dress

shirt

pants

sweater

socks

shoes Teaching preparation

The poster for this unit Teaching steps  Step 1 Warm-up Explain that children are going to point to the clothes that you call out. Step 2 Preview Explain that today the children are going to learn how to talk about some things they can do.Make sure you have all the children’s attention and jump into the air.Jump again and say, “I can jump.” Model the word jump at least twice.Now have children repeat after you in a choral drill.Then elicit the verb from individuals.Repeat the step above and present the following new vocabulary: swim, walk, run, dance.Now have children do the actions when you say the words. Step 3 Story Have the class look at the picture as you play the tape.Play the tape again and have the children repeat the words. Step 4 learn the words Have children open their books and direct their attention to the words that appear along the foot of the page.Play the tape, and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Without the tape, read the words together.Have the children work in pairs to read the words. Step 5 Set homework Review the unit words.课后小结：本单元的单词为动作类，在情景引入时，可以让学生在课堂前先跟着老师做动作，既提高了学生的注意力，也加深了学生的印象。Lesson 2 Teaching aims  Structures(New)I can jump. Vocabulary Can

jump

swim

walk

run

dance

Teaching preparation Flashcards for this unit.Teaching steps  Step 1 Review Review the words that have learned last class  Step 2 preview Pin up the flashcards for the five verbs on the blackboard.Have children point to the matching picture when you say the word. Step 3 Touch and say Explain to the children that they are going to look at some photographs of what animals can do.Review the sentence “ I can dance.” Have the children read after you. Step 4 Sing the song Tell children that they are going to sing in English about things that they can do.Have children look at the pictures around the song words.Hold up your copy of the book, point to pictures at random and elicit the verbs.Play the tape without stopping and have children listen and point to the actions as they are mentioned.Play the tape again and this time have children join in.Now children sing along and do the actions as they are mentioned. Step 5 Set homework Ask children to sing the new song to their families.课后小结：在复习词汇的时候，要大量运用肢体动作，学生在快乐中学习的效果很好，再结合歌曲进行很好地复习和巩固，学生掌握单词很熟练。Lesson 3 Teaching aims  Structures(Review)I can jump. Vocabulary Can

jump

swim

walk

run

dance

xylophone

yo-yo

zebra

zoo

Teaching preparation

The flashcards for jump, run, walk, dance, and swim Teaching steps  Step 1 Warm-up Play some music on a tape or on the radio that you know the children enjoy.Say, “Stand up and dance.” Have children stand up and dance to the music.Explain that when the music stops, they are going to stop dancing and change the action.Pause the music and have children stand still.Now say, “Walk.” Have children walk around until out start the music again and they resume dancing.Continue the activity until children have practiced all the actions and are warmed up. Step 2 Listen and practice Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape one more time and have children listen and repeat the word, xylophone.Repeat the procedure above for yo-yo, zebra and zoo. Step 3 Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape , the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape for the third time, have the children listen to the tape, and encourage them to say one or two words with the tape.Play the tape again and again and try to have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher wile trying to say the rhyme. Step 4 Read and draw Have the children open their books at page 47.Have children look at the six little pictures at the side of the page.Explain that they are going to draw one of these pictures in each space.Have them draw the objects and color them according to the text.Check the answers in a class drill. Step 5 Set homework Have the children color the pictures on page 47.课后小结：歌谣的学习更好地巩固了学生所学知识；在练习中又充分的检验了学生掌握知识的情况，发现学生掌握的比较好，但仍有个别学生需要加强辅导。Lesson 4 Teaching aims  Structures(Review)I can jump. Vocabulary Can

jump

swim

walk

run

dance

Teaching preparation

The flashcards for ball, square, ice cream, pants, book, cat

The poster for this unit.Teaching steps  Step 1 Warm-up Review the rhyme from the previous lesson.Say the rhyme in a class chorus, then in groups, or chose individual student to say. Step 2 Review with poster Review the vocabulary and structures for this unit with the poster.Have the children point to the picture when the teacher say the word. Step 3 Read and circle Have the children look at the five illustrations on the page.Hold up your book and point to the illustrations.Elicit the verb for each one as a choral drill.Now draw children’s attention to the text below each picture.Explain that they are going to draw a circle around the structure, I can, and the correct verb.Do the first one together as an example , then have children work individual. Step 4 Find and color Have children open their books, look at the picture and say anything they can about it in English.Explain that in the picture there are some animals.Ask children what the animals do.Explain that children are going to look for animals and clothes within the picture and color each one in a different color.Set enough time for the children to color the picture and check the exercise by having children to color the picture and check the exercise by having children hold up their books and show their pictures to the

北师大版小学英语一年级(下)英文教案 第2篇

（一）1教学目标

1、认识方向与距离对确定位置的作用；能根据方向（任意方向）和距离确定物体的位置；能描述简单的路线图。

2、经历方向与距离判断、测量、描述的过程，体验逻辑推理的数学方法。

3、在学习活动中，体验数学知识与日常生活之间的密切联系，激发学习兴趣，养成认真仔细的学习习惯。培养学生自主探究，合作学习的能力。2学情分析

在学习本课之前，学生已经在第一学段学习了前后、上下、左右等表示物体具体位置的知识，学习了东、南、西、北、东北、东南、西北、西南8个方向的知识，在四年级上册学生学习了在方格纸上用数对确定位置及简单的路线图等知识。这些知识为学生进一步认识物体在空间的具体位置打下了基础。本单元的学习内容可以丰富学生对现实空间的认识，感受数学与生活的实际联系，拓展知识视野，进一步发展空间观念。3重点难点

重点：能根据方向（任意方向）和距离确定物体的位置。难点：能结合方向和距离准确描述简单的路线图。4教学过程

活动1【导入】课前检查，揭示课题

1、课件出示：课前复习微视频的链接地址及练习题。

师：请各小组长汇报课前复习练习的完成情况。（小组长代表汇报课前复习资料的完成情况.)

2、尝试回答微课中的问题：“用学过的知识描述我们学校的具体位置。” 师：今天我们继续学习如何确定位置。板书课题：确定位置

活动2【讲授】情境展示，激发思考

出示主题图：（课件展示）

教师简要介绍一下主题图，并请学生指着图分别介绍各场馆分别在喷泉广场的什么方向。师：熊猫馆和狮虎山都在喷泉广场的东北方向，有什么办法可以让我们更准确地区分这两个场馆的位置呢？

让学生议一议，说一说。（可以通过不同的角度来区分两个场馆的具体位置。）活动3【活动】自主探究，合作学习 探索一：探究熊猫馆和狮虎山的具体位置

（一）师：熊猫馆的位置与哪些角有关？狮虎山呢？你们能通过测量角来描述一下熊猫馆和狮虎山的具体位置吗？

下面我们就以学习小组的方式来开展探索活动。课件出示：小组学习任务单

学生参照任务单中的任务，开展小组活动。

（二）学生汇报。

1、找角。

2、量角。

3、说一说熊猫馆或狮虎山的具体位置。（学生有不同的说法，老师选择一些板在黑板上。）

师：在描述的时候有不同的说法，怎样说更简洁、准确呢？ 引导学生打开微视频“学习助手1”，自学新知。（可以反复观看）

4、看课件演示，请学生说一说熊猫馆和狮虎山的具体位置。思考：这两种描述方式有什么不一样呢？有相同的地方吗？

小结：通过刚才的探索活动，我们就确定了熊猫馆的具体位置是：在喷泉广场的北偏东20度方向上，（或东偏北70度方向上。）（板书）探索二：探索其他场馆的具体位置

师：大家能不能也用这样的方法找出动物园中其他场馆的具体位置呢？小组长做好分工，每人负责一个场馆，完成以后在小组内进行交流。

指定一个小组进行汇报。（将作业纸通过展示仪进行展示）探索三：探索借助距离信息确定物体的准确位置

1、师：刚才大家在合作和汇报的过程中有没有遇到新的问题？（大象馆和长颈鹿馆都在北偏西65度的方向上）

师：这两个场馆都在相同的方向上，我们能区分它们的准确位置吗？有什么办法？

2、课件出示图2（带有距离参数的图），让学生看着说一说。

3、在小组内交流其他动物场馆的具体位置。（每人选一个场馆介绍）补充板书：距离喷泉广场900米。

总结：通过刚才的学习，我们知道了要确定一个物体的具体位置，与什么有关？（方向、距离）知道了一个物体在观察点的什么方向，与观察点的距离是多少米，就能更加准确地找到这一物体了。

活动4【练习】尝试应用，拓展提升

（一）确定地图上任意两点的位置。

师：通过刚才的学习，现在再让你来准确地介绍我们学校的位置了，你会吗？需要知道哪些信息？

情境导入：“李老师是一位外地的老师，他想让大家看着南平市区的地图准确地给他介绍一下我们学校的具体位置。大家能做到吗？”

1、（课件出示）南平市区地图的获取路径。

2、学生自行操作电脑，按步骤查找地图。

师：在地图上找到了我们学校了吗？还看到哪些你熟悉的地点？

3、请学生试着给李老师介绍一下我们学校的准确位置。（说法不一，位置确定不明确。）

4、拿出打印好的地图，在小组内与同学商量一下办法，再进行操作。

提示学生：需要帮助的同学打开微视频“学习助手2”，观看后再完成测量、计算、描述任务。（学生自主完成练习）

5、小组代表展示作业，汇报结果。

（二）描述路线图。

李老师听完课还得到下一个地点看望他的老师，请继续画出李老师的行走路线。

1、继续画图操作，描述李老师的行走路线。

2、展示作业，小组代表汇报。活动5【作业】全课总结，课外延伸

今天我们再次学习了确定位置。通过学习，你有什么新的收获？还有哪些困惑？ 课外延伸：

1、今天这节课如果还有没学习明白的地方，可以继续到班级邮箱中下载微课，重新自学一遍，并完成课后相应的进阶练习题。

2、同学们知道吗，在现实生活中我们经常要用到各种不同确定位置的方法，大家可以上网搜索关键词，如“确定位置”“GPS导航”“地理位置”等，了解更多的确定位置的方法和知识。课后实践作业。

通过上网搜索地图，找到（学校和你居住的小区）等相关地点，通过画一画，量一量等活动，用今天所学的方法描述学校在你家的什么方向（具体位置）？（或者说一说你家在学校的什么方向？）并试着画出从你家到学校的行走路线图，介绍给同学听。

北师大版小学英语一年级(下)英文教案 第3篇

一、教材内容与课标的关系

1. 课程标准在各册、各单元的“口语相关活动”内容关系的详细阐述:

《北师大版》小学英语教材共有12册,每册教材6个单元。每个单元的版块结构基本上相同。

1)开篇的课文故事版块———含盖了本单元的所有核心内容。以故事的形式让学生在初步理解故事的过程中感知新的语言材料,通过听、说、读的形式以达到教学目标。

在故事教学中的口语活动有:自由交谈、唱歌、说歌谣看并说等;谈论故事、提问、回答等;模仿说;在图片和老师的帮助下复述故事。

按照课标的要求应达到:能根据录音模仿说英语;能在图片和老师的帮助下复述故事。

2)词汇、核心句型版块——在词不离句的宗旨下,通过听、说、读和写的活动掌握本单元的重难点。

词汇学习的口语活动有:看图片学说重点词、句;听录音模仿说;看动作说出词句;在游戏中说词句。

按照课标的要求应达到:能根据表演猜测意思,说词和句;能根据图、文说出单词和短句。

3)歌曲版块———围绕核心语言通过唱的形式进一步巩固单元的核心语言,同时也能培养学说浓厚的学习兴趣,通过唱来积累语言。

歌曲的口语活动有:看图说歌词;听录音模仿说歌词;听录音学唱歌曲。

按照课标的要求应达到:根据录音模仿说英语;能唱英语歌曲。

4)对话版块———将本单元的核心内容融入到生活的对话中,学会用核心语言进行简单的交流,以达到在不同的场景中运用新的语言。

对话的口语活动有:引入对话时师生、生生间的简单对话;看图谈论对话;听录音模仿说对话;角色扮演角色说对话。

按照课标的要求应达到:能根据图表演说对话,能模仿说对话;能模仿对话创造性的进行简单交流。

5)语音和字母版块———将字母与读音规则结合起来,让学生能正确说出字母在单词中的读音。

语音和字母的口语活动有:听录音模仿说字母和词语;看图说词语。

按照课标的要求应达到:听录音模仿说字母和词语;能看图说词语。

6)指和说版块———看图,根据图片上的内容抓住关键词语,说出核心句子。以看图说话的形式来练习、巩固,最后达到积累、运用的目的。

指和说的口语活动有:看图说词语;看图说句子。听号码说词语;看手指说句子。

按照课标的要求应达到:能看图说词语;能根据图、文说出单词和短句。

7)歌谣版块——将单元的核心词句融入歌谣中,通过听音模仿说,到熟练地说,再到背诵歌谣,以达到强化记住、并积累所学的语言的目的。

相关的口语活动有:看图理解说歌谣;听音模仿说;做动作说歌谣。

按照课标的要求应达到:根据录音模仿说歌谣;能熟练地说英语歌谣。

8)布克叔叔的故事时间版块———用前面所学的知识读懂一个小故事,让学生能在图片的帮助下讲小故事。

相关的口语活动有:根据录音模仿说故事,看图说故事。复述小故事。

按照课标的要求应达到:能根据录音模仿说英语;能在图片和老师的帮助下复述故事。

二、操作策略

第一步:导入

巧妙的导入能强烈引发学生的学习兴趣和学习动机;能营造轻松愉快的学习氛围;能迅速调整学生的学习状态。具体方法有:

1. 歌曲导入法

目的是把学生从母语思维尽快拉到英语思维中来。

这种用唱歌导入新课进行英语单词和句子的学习,使学生既学习了英语语言,又使学生在熟悉的旋律中学到了新知,轻松自然。

2. 韵句导入法`

韵句导如入法是指诗歌和歌谣导入新课的一种方法,其特点是诗歌和歌谣有韵脚,有意境,语言精练,节奏明快,充满童趣,富有动感,旋律优美,深受孩子们的喜爱。

3. 猜想导入法

猜想是为揭示问题的实质,要求学生凭借自己的想象进行估计推测的一种导入方法。

4. 故事导入法

故事导入法是指采用故事开头,增添学生学习英语的浓厚兴趣。

5. 游戏导入法

游戏导入法是指通过引导学生做游戏而导入新课的一种方法。

第二步:启发

启发的方法:从巧妙的引入中寻找问题、运用会话,引起学生注意,激发学习兴趣、模拟真实情境,与学生进行交流。

我们可以通过以下方法来启发学生的思维,使他们主动学习。

1.从巧妙的引入中寻找问题。2.运用会话,引起学生注意,激发学习兴趣。3.模拟真实情境,与学生进行交流。

第三步:输入

让学生自己听,让学生直接接触信息源,保证输入的质与量。

第四步:练习

根据新内容的特点,通过多种形式,帮助学生围绕语言材料重复记忆教学内容。

第五步:输出

新旧内容结合,练习学生生活、思想和社会实际,综合运用所学语言,提高学生运用语言的真实和流利程度。

北师大版五年级英语上册教案 第4篇

本课设计遵循新《英语课程标准》中强调的“能在图片的帮助下听懂、读懂并讲述简单的故事。在学习中乐于参与、积极合作、主动请教。”的理念，注重在学习语言知识和内容的同时，培养学生口头表达的能力和观察、想象、记忆、思维的能力，以及解决实际问题的能力。在整个教学过程中体现以生为本的原则，根据学生的年龄特点和学习水平，进行各种活动，力求做到面向全体，促进全员参与。通过体验学习、小组合作学习等方式使不同层次的学生得到不同程度的发展。

二、教学设计

（一）教学目标：

1.技能目标：

（1）能够了解怎样询问生日、年龄和正确表达生日和年龄。

（2）能用本单元主要句描述过去发生的事情。

2.知识目标：

（1）基本掌握核心词汇When, birthday, autumn, spring, March, September, October,及短语happy birthday. 能说，能简单运用。

（2）句型

When is your birthday?It’s March 12th.

How old are you?I’m eight years old.

（二）教学重点：

1.怎样询问生日、年龄和正确表达自己的生日和年龄。

2.能用本单元主要句型描述过去发生的事情。

（三）教学准备：

课件，电子白板，习题

（四）教学过程：

Step1 Greetings and warm-up

Step2 Set the scene

（1）T: Today is my friend’s birthday. I have a gift for her.

(Ss review and read the word: gift.) Here is a birthday gift. 引入课题,板书课题: birthday.(Ss read and practice the pronunciations).

Let’s sing it!

Ss: Sing a birthday song together, and say “happy birthday” to the friend.

（2）整体感知

Watch the flash and think about the question: Whose birthday is it? (It’s Mocky’s birthday.)

（3）Read the story one sentence by one sentence.

Show the pictures of the four seasons and a calendar, learn spring, autumn, October, September, and October.

（4）Read the story again, and repeat: Today is Mocky’s birthday.

T: When is Mocky’s birthday? How old is Mocky?

Write down the dialogue and read.

（5）Then do the exercise: T or F.

Step3 Paper work:

（1）Show table 1 and fill Mocky’s birthday and age.

Then read the story again and complete the table 1 in groups.

Check the answers.

（2）Show a calendar again, and ask Ss to answer:

When is your birthday? How old are you?(Point at the right picture and talk about it.)

Ask 3 friends about their birthdays, and complete the table 2.

Ask 2-3 to show their table and read the sentences.

Step4 小结: 新单词和句型.

T：Today we learned five new words…

Ss: Spring, autumn, March, September, October.

T: And how to ask and answer your friends’ birthday and age?

Ss: How old are you? I’m … . When is your birthday? It’s … .

Step5 Say Goodbye.

（五）板书设计：

Unit 4 Mocky’s birthday

When is Ken’s birthday? How old is Ken?

It’s March 12th.

He’s 10 years old.

New words:

springMarch

autumnSeptember

October

（六）作业设计:

1.Read the story.

2.Tell your parents your birthday in English.

三、教学反思

“Mocky’s birthday”是小学英语北师大版第九册第四单元的内容。本单元的重点是关于询问及介绍生日，年龄的句型，以及十二个月份的学习。本堂课的教学选择了第一课时，关于课文教学。课文由Mocky看到桌上的礼物，猜测是谁过生日，由此引入关于询问和介绍自己生日和年龄的对话。

在教学中，我利用课件的展示把学生引入到课文的情境中去，由听力练习，到模仿对话，学习单词，再到自读课文，运用对话，由学习到模仿再到运用。

反思这堂课，在前半部分学习新知的环节上，先设计学生整体感知，再由整体到句，词，对新单词的学习采用了随文识字的方法，边听边读边学，分解了课文的难度。学生在学习时也就不会有太难而学不懂的感觉。

总之，课堂是教学的主阵地，是学生展示的舞台。教学要变学生被动学习为主动学习，让他们积极主动参与获取知识的全过程，让他们认识到英语的价值，生活中离不开英语，使他们喜欢英语，乐学英语。

作者简介：

曾丽娜（1981～），女,四川成都人，职称：小学一级教师，学历：本科，主要研究方向：英语。

北师大版小学英语一年级(下)英文教案 第5篇

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教材分析

《100以内数的认识》是义务教育课程标准实验教科书数学（北师大版）一年级下册第1单元《生活中的数》的内容，是在学生学习了20以内数的认识，且基本上已能数百以内数的基础上进行教学的。旨在让学生在掌握数序的同时，了解数数方法的多样化及如何按规律选择合适的方法数数，这也是以后进一步学习百以内写数、比大小的基础。

设计思路

1．体现数与生活密切联系，强调从学生身边的事物出发认识数。据此，课前安排小调查，课中利用生活中常见物品分类、数数等，使学生体会到“生活中处处有数”。

2．提高小组合作学习的有效性。课中安排两次小组合作学习。第一次8人小组合作分类、数数，在活动中让学生试着与他人分工、合作。第二次小组合作学习设计综合练习——“去公园”，如果说第一次合作学习是教师安排的话，这次合作可属于学生自发行为，当学生独自未数清画面数量时，自发产生小组分工、合作的需要，从而再次数数。

3．促进学生主动、个性化地学习。数数中请学生选用自己喜欢的方法或自认为最快的方法进行，对于方法不作统一要求，尊重学生的个性化学习。在数格子时，请学生当小老师，讲自己巧数的方法，其他学生可对其随时发问，了解自己不明白的地方，充分体现教学过程师生互动、生生互动，学生在轻松、和谐的氛围中主动地学习，实现个性化发展。

教学目标

通过小组调查、数数活动，初步体验数与生活的密切关系。教学重难点：

能运用不同的方法数出百以内的数，知道10个10是100。

通过选择合适的数数方法，初步培养观察能力与合作意识。

教学流程

一、汇报调查结果。

请学生课前调查：生活中哪些方面存在着数，说一句含有生活中的一个实际数字的话。

教师询问调查结果。

学生汇报调查情况。

【体会生活中处处有数，对100以内的数有一个初步感知。】

二、开展分类、数数活动。

1．创设智慧老人和大家做游戏的情境。

2．讲清活动（游戏）要求：

（1）8人一组在组长带领下将盒中东西分成四类，由组长分配好哪两人分哪一类。

（2）两人合作用最快或最喜欢的方法一起数清各类东西的数量。

（3）每类东西都数正确的小组获胜。

3．学生游戏。

教师激情引入，电脑显示活动要求，了解学生的数法，观察他们能否熟练数数，对不同数法及时给予鼓励和引导。

学生看看盒中有哪几样东西。小组合作学习，先分类，再动手数数。

【8人小组的分类活动，旨在体现学习中的分工与协作。两人合作的数数活动，使学生在操作中了解数序，在共同数数中互相提示、检查。用最喜欢的方法数数，旨在体现个性化的学习。】

4．交流、汇报数数方法。

（1）请学生讲讲自己是怎样数的？

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教师激励评价引导学生用多种方法数数。

学生展示数数方法，集体接数。

【尊重学生个性化学习成果。】

（2）每当出现一种新的数数方法，教师及时鼓励学生。当出现下列几种情况，请全班学生用此方法数数。

1个1个数——随意接数；2个2个数——数至50；5个5个数、10个10个数——数至100。

【只选此四种方法请学生接数，原因在于这四种方法学生易于接受，旦生活中较为常用。】

5．理解10个10是100。

（1）小棒演示。

①（电脑显示：一捆一捆出示小棒。）提问：看看这有几个10？

教师操作媒体，引导学生探究。学生观察并思考。

②（教师出示9捆小棒后）提问：几个10？是多少？再添1个10呢？引入：10个10是100。

教师操作媒体，引导学生探究。学生议论并归纳。

【通过直观演示，使学生初步感知“10个10是100”。】

（2）小树演示。

①（电脑演示先出示1棵树，再出示1排树——10棵，最后出示10排树。）提问：估计一下共有多少棵树？

教师要求说明估计的理由。学生观察并估计，讲清理由。

②验证：得出10个10是100棵。

学生数数。

③提问：100里有几个10？

学生进行逆向思维。

【培养学生 的估算意识。明确“100里有10个10”，学习逆向思维。】

④进行环保教育。

（3）伸手指游戏。

①提问：每人有几根手指？请小组同学把手伸在一起，数数看有几根手指？

学生进行伸手指活动。

②给第二组再添两个人，提问：几根手指？

学生观察并相互交流。

【再次直观地使学生体验100有多少，加深对“10个10是100”的理解。】

6．展示数数本领。

（1）学生小组成员展示。要求：1个1个接数，每人只接1个数。

（2）反应训练：按要求抢答，每次只接1个数。1个1个数（59、79），2个2个数（48、68、78、88），5个5个数（95）。

（3）实际生活中数数，提问：我们班多少人？添上我和听课老师呢？（齐数）得出：数数时既不能多数，也不能少数。

教师提出生活问题。学生通过数数解决问题。

【在需进位处加强练习，提高学生数数正确率。能运用数 数知识解决生活中简单的实际问题。】

7．综合练习——去公园。

（1）创设情境。提要求。

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（2）播放多媒体：在《春天在哪里》的乐曲声中出现：天空中飞的鸟（5只5只飞），水中游的鸭（2只2只游），地面上的绿树（1棵1棵排）和鲜花（2朵2朵排列）。

学生欣赏音乐、画面，部分学生可能会数数。

（3）教师启发学生分工、合作。汇报说说看到了什么？有多少？

学生进行汇报并相互交流。

（4）商议再次数数的形式。

（5）小组分工，再数一次。说说：怎样数的？

学生进行分工合作数数。

【让学生通过前、后两次数数，体会到分工合作的必要性，同时也是对各种数数方法的再次综合应用，很好地发展学生的数字概念。】

三、选择数数方法。

1．生活中数不同东西要学会选择比较合适的数法，举例数楼层、数本子。

教师进行操作和演示。学生观察并思考，可举例。

2．数点子。

（1）（黄点子）提问：总数有多少个？你怎样这么快数出来？

教师操作电脑，横排出示点子图。学生观察，讲数的方法。

（2）交流后得出：数排列较整齐的物品数量时要先找规律。

（3）（蓝点子）先观察，后自己在书上圈，再在展台上展示、讲评。

教师操作电脑，竖排出示点子图。学生圈点子，也可小组议一议。

【数实物过渡到数点子，看看学生是否能选择较合适的方法，但不作统一要求。】

3．看谁数得快。

（1）（出示方格图）提问：怎样数得快？可先观察，再小组讨论。

（2）请学生当小老师上台指屏幕讲解。

教师配合学生讲解，课件演示（移动、凑

十、同样多）。

学生有不明白的地方可直接向小老师发问。

北师大版小学英语一年级(下)英文教案 第6篇

教学计划

一、教材和学生情况分析：

本册教材分为“生活中的数”、“空间与图形”、“统计与实践活动”四大内容。

一（1）班总体水平较低，优秀学生在全班所占比例不高，差生的比例较高，还有部分学生对20以内的加减不够熟练。一（2）班相对学生总体水平较好，但存在部分学生对某一方面的知识掌握不够好。

二、本学期教学的指导思想：

1、在丰富多采的活动中，保证基本的运算技能。

2、在课堂教学中鼓励学生积极探索运算方法，让学生体验算法多样化。

3、结合生活情境发展学生的数感，发展估算意识和技能。

4、重视操作活动，发展学生空间观念和解决生活问题。

5、重视调查活动，发展学生的统计观念。

6、陪学生数学学习的兴趣和良好习惯，引导学生自己思考，并与同伴合作交流，培养学生初步的提出问题和解决问题的能力。

三、本学期教学的主要任务和目的要求：

1、合生活中的具体情境，通过“数铅笔”等活动，经历从具体情境中抽象出数的模型的过程；会数、会读、会写100以内的数；在具体情境中把握数的相对大小关系；能够运用数进行表达和交流，体会数与日常生活的密切联系。

2、结合生活情境，学生将经历从具体情境中抽象出加减法算式的过程，进一步体会加减法的意义；探索并掌握100以内加减法和连加、连减、加减混合的计算方法，并能正确计算；能根据具体问题，估计运算的结果；初步学会应用加减法解决生活中的简单问题，感受加减法与日常生活的密切联系。

3、通过购物活动，结合生活经验，认识元、角、分及其相互关系，认识各种面额的人民币；结合购物情境进行简单计算，解决简单的实际问题。

4、通过观察身边的简单物体，初步体会从不同角度观察物体所看到的形状可能是不同的，发展空间观念；在实际测量与交流中，体会统一测量单位的必要性，体会厘米和米的实际意义，了解厘米和米的关系，能估测和使用测量工具测量物体的长度。

5、经历从立体图形到平面图形的过程，认识长方形、正方形、三角形、圆等平面图形，积累数学活动经验，发展空间观念；经历从生活情境中抽象出图形的过程，感受图形世界的丰富多采，并能设计有趣的图案。

6、通过简单的调查活动，初步体验数据的收集、整理和分析的过程；初步认识条形统计图，能根据统计图中的数据提出并回答简单的问题，并和同伴交流。

7、在一些实践活动中，学生将运用所学的知识和方法解决简单问题，感受数学在日常生活中的作用；获得一些初步的数学活动经验，发展解决问题和运用数学进行思考的能力；在与同伴合作和交流的过程中发展数学学习的兴趣和自信心。

四、教学的重点和难点：

熟练掌握并正确计算100以内的进位和退位加减法，以及连加、连减、加减混合的计算方法。估测和使用测量工具测量物体的长度。正确认识长方体、正方体、三角形、圆等平面图形。

五、本学期提高质量的具体措施：

1、加强20以内的加减法的练习，提高计算的速度。

2、采用一对一的帮助方式，让学有余力的学生帮助后进生，促使整体水平的提高。

3、充分利用书本和课堂作业，在有限的时间内争取最大的收获。

数铅笔 教学目标

1．经历从实际情境中抽象出数的过程，会数、会读100以内的数．

2．体会数位、基数、序数的意义．

3．初步感受一列数蕴含的规律．

4．培养学生的数感及动手操作能力． 教学重点

让学生运用不同的方法，会数100以内的数． 教学难点

引导学生发现一列数的规律，并能加以运用． 教具准备

每组1袋小棒（100根），10根皮筋，计数器，课件． 教学过程

一、教学导入．

同学们，今天老师请来了四位小朋友和我们一起上课，你们高兴吗？让我们先去认识一下他们吧！（出示主题图：数铅笔）

这是小红、小刚、小明和小玲．快和他们打声招呼吧！

二、活动一．

1．他们四个人围在桌子旁边干什么呢？哦，原来他们在数桌子上的铅笔，我们来帮帮他们吧！如果我们想知道这些铅笔一共有多少枝,你们有什么办法数出来呢？小组内先商量商量．……

2．学生汇报

学生1：我可以1枝1枝地数……

学生2：我可以2枝2枝地数……

学生3：我可以5枝5枝地数……

学生4：我还可以10枝10枝地数……

……

教师：那好，我们以小组为单位，用塑料袋中的小棒代替铅笔，用你们小组喜欢的方法数一数一共有多少枝铅笔，好吗？快开始吧！

3．小组活动

4．汇报：哪个小组愿意说说你们组是怎么数的？请几组代表到前面来边示范边数，其他同学跟着数．

小组1：我们小组把2枝铅笔放一堆，一堆一堆地数，2，4，6，8，10……

小组2：我们小组把5枝铅笔放一堆，一堆一堆地数，5，10，15，20，25……

小组3：我们小组把10枝铅笔捆成一捆，一捆一捆地数，10，20，30，40……

5．教师总结

我们把10枝铅笔捆成一捆，10个一是10，1捆表示1个十，2捆表示2个十，2个十是20，3个十是几十？…… 10个十是多少？

教师板书：10个十是100．

三、活动二．

同学们想出了这么多数数的方法，你们真了不起！

（一）出示图片：圈一圈，数一数1

1．小刚说他要送给他们班每名同学一张他的照片，他把照片都准备好了，我们来看看．

你知道他们班有多少名同学吗？用你喜欢的方法数一数吧！

2．集体订正：说一说，你是怎样数的？

（二）出示图片：圈一圈，数一数2

1．小红在纸上画了很多个小圆点，1个小圆点代表1本她的课外书，你能数出她画了多少个小圆点吗？你知道她有多少本课外书吗？

2．小组里的同学说一说，你是怎么数的．

3．小红是个爱读书的孩子，你看，她有这么多本课外书，你有多少本呢？回家后认真地数一数吧！

四、活动三．

1．拿出我们的计数器，我们一起动手拨：在个位上拨上1个珠子，表示1个一；在个位上拨上2个珠子，表示2个一；如果我们在十位上拨上1个珠子，你知道它表示多少吗？在十位上拨上2个珠子又表示多少呢？

2．试一试：拨出43，应该怎么拨呢？

3．学生讨论试拨．

教师小结：十位上拨4，表示4个十；

个位上拨3，表示3个一．

4．动一动，说一说：69，50又应该怎样拨呢？

5．四人一组，每个人说一个数大家拨，互相检查．

五、活动四．

（一）出示图片：数数

教师指导：连续数就是从这个数往后接着数．同桌两人一组完成练习．

（二）出示图片：看谁数得快

1．小玲画了很多小方格，有白的，有粉的．仔细看一看，你知道她画了多少个小白格？

多少个小粉格吗？想一想，你怎么数得快？

2．学生汇报：

（1）一个一个的数，先数白格，再数粉格．

（2）把第3行的3个小粉格和第4行的3个小白格换一下，把它们凑成整行的再数；

再把第5行后面的4个小粉格和第6行后面的4个小白格换一下，也把它们凑成整行的再数

（3）讨论：你认为哪种方法数得快？为什么？

（三）出示图片：接力赛1

1．女孩数34，36，38；男孩接着数40，42，44．你发现了什么？

2．教师小结：做接力赛这道题，我们就是要先认真观察这些数，看看他们之间有什么规律，是一个比一个多几，还是一个比一个少几．找到规律后再填数．

（四）出示图片：接力赛2、3、4

我们小组一起互帮互助，解决其他的三道题．

六、课堂总结．

同学们，今天这节课你有什么收获？你还有什么问题吗？

数豆子

教学目标

1．会写100以内的数，进一步体会数位、基数、序数的意义．

2．能对100以内的数进行估计，发展估计意识．

3．使学生进一步体会生活中处处有数学，培养学生的学习兴趣． 教学重点

会写100以内的数，进一步体会数位、基数、序数的意义． 教学难点

会写100以内的数，进一步体会数位、基数、序数的意义． 教学准备

花生米，计数器 教学过程

活动一：估豆子

1．同学们你们喜欢吃花生米吗？老师今天给大家带来了一些花生米（教师出示盛有一些花生米的透明杯子）你能猜一猜这个杯子里有多少粒花生米吗？比一比看谁猜得最准．

2．老师带着学生一起数出10粒花生米，放入另一个透明玻璃杯中（杯子大小与前同）现在你能比较准确的估计一下这个杯子中一共有多少粒花生米？说一说你为什么这样估计．

3．请同学们一起来数一数，看看谁估的数最接近花生米的数量．

4．两个同学一组，每个人拿一些豆子，请对方先估一估豆子的数量，再数一数．

活动二

1．还请同学们看老师杯子里的花生米，一共是28粒，那么在计数器上该怎么表示出来呢？请同学们在自己的计数器上拨一拨．再请同学在老师的大计数器上拨出来．

2．小组同学说一说计数器上个位上是几，表示什么？十位上是几，表示什么？

活动三

1．计数器上拨出下数（出示图片：说一说）

2．请同学根据计数器上表示的意思，写出数来．

3．教师提问：这两个2表示的意思一样吗？

十位的2表示2个十，个位的2表示2个一．

活动四

请同学们两人一组，听老师读数，一人在计数器上拨数，一人在本上写出这个数．（老师在大计数器上同时拨数）

1．出示图片：写一写1

2．出示图片：写一写2

3．出示图片：写一写3

教师提问：请大家观察此题与别的题有什么不同，你知道了些什么？

教师板书：从右边起第三位是百位．表示一个百．

4．请两个同学一组，一人写一个数，另一人在计数器上表示这个数，说说这个数表示什么？一人在计数器上拨一个数，另一人写出这个数，说说这个数表示什么？

数豆子 教学目标

1．会写100以内的数，进一步体会数位、基数、序数的意义．

2．能对100以内的数进行估计，发展估计意识．

3．使学生进一步体会生活中处处有数学，培养学生的学习兴趣． 教学重点

会写100以内的数，进一步体会数位、基数、序数的意义． 教学难点

会写100以内的数，进一步体会数位、基数、序数的意义． 教学准备

花生米，计数器 教学过程

活动一：估豆子

1．同学们你们喜欢吃花生米吗？老师今天给大家带来了一些花生米（教师出示盛有一些花生米的透明杯子）你能猜一猜这个杯子里有多少粒花生米吗？比一比看谁猜得最准．

2．老师带着学生一起数出10粒花生米，放入另一个透明玻璃杯中（杯子大小与前同）现在你能比较准确的估计一下这个杯子中一共有多少粒花生米？说一说你为什么这样估计．

3．请同学们一起来数一数，看看谁估的数最接近花生米的数量．

4．两个同学一组，每个人拿一些豆子，请对方先估一估豆子的数量，再数一数．

活动二

1．还请同学们看老师杯子里的花生米，一共是28粒，那么在计数器上该怎么表示出来呢？请同学们在自己的计数器上拨一拨．再请同学在老师的大计数器上拨出来．

2．小组同学说一说计数器上个位上是几，表示什么？十位上是几，表示什么？

活动三

1．计数器上拨出下数（出示图片：说一说）

2．请同学根据计数器上表示的意思，写出数来．

3．教师提问：这两个2表示的意思一样吗？

十位的2表示2个十，个位的2表示2个一．

活动四

请同学们两人一组，听老师读数，一人在计数器上拨数，一人在本上写出这个数．（老师在大计数器上同时拨数）

1．出示图片：写一写1

2．出示图片：写一写2

3．出示图片：写一写3

教师提问：请大家观察此题与别的题有什么不同，你知道了些什么？

教师板书：从右边起第三位是百位．表示一个百．

4．请两个同学一组，一人写一个数，另一人在计数器上表示这个数，说说这个数表示什么？一人在计数器上拨一个数，另一人写出这个数，说说这个数表示什么？

数豆子

教学目标

1．会写100以内的数，进一步体会数位、基数、序数的意义．

2．能对100以内的数进行估计，发展估计意识．

3．使学生进一步体会生活中处处有数学，培养学生的学习兴趣． 教学重点

会写100以内的数，进一步体会数位、基数、序数的意义． 教学难点

会写100以内的数，进一步体会数位、基数、序数的意义． 教学准备

花生米，计数器 教学过程

活动一：估豆子

1．同学们你们喜欢吃花生米吗？老师今天给大家带来了一些花生米（教师出示盛有一些花生米的透明杯子）你能猜一猜这个杯子里有多少粒花生米吗？比一比看谁猜得最准．

2．老师带着学生一起数出10粒花生米，放入另一个透明玻璃杯中（杯子大小与前同）现在你能比较准确的估计一下这个杯子中一共有多少粒花生米？说一说你为什么这样估计．

3．请同学们一起来数一数，看看谁估的数最接近花生米的数量．

4．两个同学一组，每个人拿一些豆子，请对方先估一估豆子的数量，再数一数．

活动二

1．还请同学们看老师杯子里的花生米，一共是28粒，那么在计数器上该怎么表示出来呢？请同学们在自己的计数器上拨一拨．再请同学在老师的大计数器上拨出来．

2．小组同学说一说计数器上个位上是几，表示什么？十位上是几，表示什么？

活动三

1．计数器上拨出下数（出示图片：说一说）

2．请同学根据计数器上表示的意思，写出数来．

3．教师提问：这两个2表示的意思一样吗？

十位的2表示2个十，个位的2表示2个一．

活动四

请同学们两人一组，听老师读数，一人在计数器上拨数，一人在本上写出这个数．（老师在大计数器上同时拨数）

1．出示图片：写一写1

2．出示图片：写一写2

3．出示图片：写一写3

教师提问：请大家观察此题与别的题有什么不同，你知道了些什么？

教师板书：从右边起第三位是百位．表示一个百．

4．请两个同学一组，一人写一个数，另一人在计数器上表示这个数，说说这个数表示什么？一人在计数器上拨一个数，另一人写出这个数，说说这个数表示什么？

数豆子

教学目标

1．会写100以内的数，进一步体会数位、基数、序数的意义．

2．能对100以内的数进行估计，发展估计意识．

3．使学生进一步体会生活中处处有数学，培养学生的学习兴趣． 教学重点

会写100以内的数，进一步体会数位、基数、序数的意义． 教学难点

会写100以内的数，进一步体会数位、基数、序数的意义． 教学准备

花生米，计数器 教学过程

活动一：估豆子

1．同学们你们喜欢吃花生米吗？老师今天给大家带来了一些花生米（教师出示盛有一些花生米的透明杯子）你能猜一猜这个杯子里有多少粒花生米吗？比一比看谁猜得最准．

2．老师带着学生一起数出10粒花生米，放入另一个透明玻璃杯中（杯子大小与前同）现在你能比较准确的估计一下这个杯子中一共有多少粒花生米？说一说你为什么这样估计．

3．请同学们一起来数一数，看看谁估的数最接近花生米的数量．

4．两个同学一组，每个人拿一些豆子，请对方先估一估豆子的数量，再数一数．

活动二

1．还请同学们看老师杯子里的花生米，一共是28粒，那么在计数器上该怎么表示出来呢？请同学们在自己的计数器上拨一拨．再请同学在老师的大计数器上拨出来．

2．小组同学说一说计数器上个位上是几，表示什么？十位上是几，表示什么？

活动三

1．计数器上拨出下数（出示图片：说一说）

2．请同学根据计数器上表示的意思，写出数来．

3．教师提问：这两个2表示的意思一样吗？

十位的2表示2个十，个位的2表示2个一．

活动四

请同学们两人一组，听老师读数，一人在计数器上拨数，一人在本上写出这个数．（老师在大计数器上同时拨数）

1．出示图片：写一写1

2．出示图片：写一写2

3．出示图片：写一写3

教师提问：请大家观察此题与别的题有什么不同，你知道了些什么？

教师板书：从右边起第三位是百位．表示一个百．