1、一年级起始快乐英语第五册教案Lesson 1Unit 1 Lesson 1【教材分析】快乐英语教材符合儿童的认知特点，有利于培养他们的学习兴趣与语感；有利于学生了解英语国家的文化、习俗，培养他们对异国文化的正确态度；有利于培养学生用英语进行交流和做事情的能力，提高他们的思维能力和认识世界的能力。本单元的重点是介绍家庭成员，并能够就其长相、职业、爱好等方面进行讨论。作为第一单元的第一课，主要是向学生呈现家庭成员的单词fathermotherbrothersister.及重点句型：Who is he/she? He/she is .Is he/she ? Yes, he/she is. No, h
2、e/she isnt.【教学目标】1. Knowledge Aims:(1) The Words: family,father, mother, brother,sister.(2) The Structure: Who is he/she? He/She is my .Is he/she ? Yes, he/she is.(4) The Functions: talk about the family members.2. Ability Aims:(1) Listening: Listen and answer. / Listen and repeat.(2) Speaking: Make
3、 sentences with the new structure/ look and say.(3) Reading: Read the text/ Read and answer the questions. (4) Writing: The new words./ The key structures. / Listen and write.3. Emotion Aims:Let the students love their family.【教学重点难点】1. Focuses: The new words and the key structures. Improving Englis
4、h abilities.2. Difficulties: The key structures.【教学流程】一、Leading in by guessing1. Warm Up(1) GreetingT: Good morning, everybody!Ss: Good morning, Mr Yin.T: How was your holiday?Ss: Thats great.Let them talk about their holiday.2. Guess and Lead InT: Before the class, I take you a present in the box.
5、(show the box and ask)Whats in the box?S1: Its a ruler.T: Im sorry.S2: Is it a pen?T: No. Who can guess again?Ss:Its a .(If no body say it, show the family album and teach the new word: family,album.)T: Its a family album.(show the word card)The students read the new words after teacher.设计意图：本课是开学来的
6、第一堂英语课，精彩的暑假生活使学生变得十分兴奋，课下也会相互交流自己的假期生活。因此，我设计了Greeting这一环节，让学生谈论自己的假期生活，让他们有话可说。然后，教师谈论自己的假期生活，并出示宝盒，让学生猜猜我给他们带来什么礼物。这样既迅速导入呈现了本课family这一主题，又鼓励学生拓展思维，激发孩子的想象，使学生的注意力迅速回到课堂上。当然，教师在让学生猜测时，可采用一些肢体语言加以辅助，避免学生天马行空式的乱猜，力图坐到高效。二. Present the new words and the text: learn to say1New words(1)Present the new
7、 wordsT: (click on PPT) Look at the album, Whos is he/she?(teach the new structure)Ss can speak in Chinese, such as 爸爸，妈妈 and learn the new words together.(show the word cards: father, mother, brother, sister)(2)Play a gameT: Now lets play a game, OK?Ss: OK!Let some students come to the front and do
8、 the actions, then guess.Practise the new structures: Who is he/she? He/She is a father/mother/brother/sister. Is he/she a father/mother/brother/sister? Yes, he/she is. No, he/she isnt.设计意图：依据小学阶段学生形象记忆强的特点，在此环节中，我利用多媒体课件展示自己家庭的照片，使学生通过直观图片来讲解家庭成员单词，使他们在大脑中建立起直观联系，便于他们理解掌握新单词。由于爱玩是孩子们的天性，适当的课堂游戏是必不可
9、少，而操练是新知呈现后重要的一环。我将游戏与练习相结合，这样不仅能活跃课堂气氛，激发学生的积极性，又能使练习更加有效，避免机械化、低效化的操练。2New text(1)Listen and answerT:(Teacher clicks on PPT)Look at this picture, Who is she?Ss: She is Linda.T: Yes. Linda is talking about her family album with Li Ming. Ask:“How many people are there in her family?”The students Lis
10、ten to the tape carefully and answer the question.Ss: They are four.(2) Read and answerT: OK. Youre so clever. Do you Know “Who are they?” Now, read the dialogue and answer the question.The students read the dialogue and answer: They are father, mother, brother and siser.(3) Practise a. Read the dia
11、logue into pairs.(5 mins)T: Read the dialogue after me, please.Read the dialogue together.T: Read this dialogue with your partners.b. The passing gameListen to some music and let the students say the new words and pass them one by one, then the music stops, at last the student says this dialogue wit
12、h his parter.c. The role-playT: Look, Who is he/she? (Show the masks and say)Ss: He/She is Li Ming/Linda.Use the masks to make the role-play.设计意图：语篇教学一直是英语教学的重点，如何让学生再阅读课文的同时，理解掌握对话的含义，最终合理应用对话进行交流是我们一直探讨的问题。任务型教学法是语篇教学中常用的教学方法，也是最为有效的一种方式。它能使学生带着具体问题进行阅读，更具有目的性。同时随着问题难度的加深，学生对课文的理解也进一步得到提高，最后，通过角色扮
13、演再现对话情境，力争达到自由交谈，托口而出。三、ExtendActivities 1 Family ShowBefore the class, devide the students in 8 groups, each group has 4 or 5 students.T: Ok, Now lets introduce your family album in your group.The students introduce their family in groups in 5 minutes.At last, let some students introduce their fami
14、ly for Sam.T: Who wants to show your family to your friend, Sam?Find 2-3 students to show it.Activities 2 Listen and guess(Click on the ppt) Let students listen to the video and guess :Who is he/she?Prepair some famous men or womens sounds,such as Xiao Shenyang, Song Dandan,Zhao Benshan. Let student
15、s use the new structures to ask and answer.T: Who is he/she?Ss: He/She is . Is he/she ?T: No, he/she isnt. Yes, he/she is.设计意图：完成本节课的教学任务后，适当的扩展练习是必不可少的。本节课我设计了两个教学活动。在第一个教学活动中，通过分组展示，让学生在小组内介绍自己的家庭成员,最后，创设情境，让学生将自己的家庭成员介绍给新朋友Sam. 尽量让学生多输出单词。在第二个教学活动中，为更好的练习句型，我将当今流行的小沈阳，丫蛋儿等名人的录音收集引用，让学生通过听觉感知，自然的操
16、练本课的重点句型。四、Summer-upT:Time is up. (point and ask)Who can tell me Who is he/she?Ss: He/She is father/mother/brother/sister.设计意图：课堂教学在传授语言知识的同时也要注意对方法的渗透。教会学生简单的总结，也是我们重要的工作。因此，在本课教学任务完成后，帮助学生进行适当的小结，为他们的日后学习和日后教学起到十分重要的作用。但在总结中，教师要充分发挥自己的主导地位，对学生进行必要的帮助。【家庭作业】1. Show your family to your friend.2. Use
17、 the new structure to make a dialogue with your mom or dad.设计意图：根据本课的教学重点，我设计了以上两项作业进行巩固拓展。毕竟学生在课上说英语的时间是非常有限的，利用好他们的课余时间对学习英语十分重要。同时，让家长参与到课后作业中，为他们提供亲子时间，融洽父子，母子关系。【教具】PPT课件 the tape word cards a box and some family album【板书设计】Unit 1 Lesson 1 familymotherFathersister who is he/she?brotherfatherHe/
18、She is .Is he/she ?Yes, he/she is.No, he/she isnt【教学反思】在本课的英语教学中，我力图通过游戏教学法，小组合作教学发，任务型教学法及多元智能完成本课的教学内容，实现课前制订的教学目标。通过课堂实践，基本达到了预期制订的教学目标，使学生掌握了本单元有关家庭的基本单词，能运用英语交流有关家庭的简单信息。当然，在扩展练习一中，由于现在的孩子绝大多数是三口之家，因此对新单词brother 和sister 的练习不够。同时，本课又是本学期英语的起始课,在教学中我采用猜测法和TPR肢体反应教学法来调动学生学习英语的兴趣，让学生在轻松愉快的氛围中学习英语，为
19、整个学期的教学打好基础。Lesson2第一课时【教材分析】快乐英语是辽宁师范大学出版社根据英语课程标准（实验稿）精心编写的义务教育课程标准实验教科书，在我地区已被广泛使用。本套教材力图通过贴近学生生活的素材，创设愉快、有趣的学习环境来激发学生浓厚的学习爱好和强烈的求知欲望，变“要我学”为“我乐学”，培养学生爱学的情感，会学的能力，在发展中求愉快，在愉快中求发展，鼓励自主学习，达到提高教学质量的目的。【教学目标】知识目标:1、能听、说、读、写单词 uncle,aunt,pretty,young,strong.2、听懂,会说 parents,sportsman.3、掌握句型 Are they .?
20、 Yes,they are. No,they arent.能力目标:1、能够简单介绍家庭成员。2、能够听懂并回答“Are they your .? ”能根据照片进行询问和了解他人的家庭情况。情感态度价值观：培养学生学习英语的兴趣以及与他人用英语交流有关家人简单情况的能力。【教学重点与难点】1、能够正确运用“Are they .?”的问句并回答，能用这些句型询问他人的家庭情况。2、简要介绍主语是单数第三人称时谓语动词的变化。【教学方法】旧知提问法、图片比较法、多媒体情景教学法、螺旋操练教学法。【教学过程】一、导入设计1、Greetings.T: Good morning, Boys and gi
21、rls!Ss: Good morning, teacher!T: How are you ?Ss: We are fine. 2、Leading in by playling a gameT: Before the class, lets play a game, OK?Ss: OK.Play the guessing game: Who is he/she?Teacher says some characters feature, and the students gusess:Who is he/she?Fox example: He is a basketball player, He
22、is very tall. He is a Chinese. Do you know who is he?Ss: He is Yao Ming.【设计思路】通过猜人物，应用上节课的旧知“Who is he?”, 同时集中学生的注意力,使学生马上进入学习状态，从而达到由旧知引入新知的效果。二、新课呈现a.Try to use1.sportsman Show Yao Mings and Liou Xiangs photos.T: Look!They are all like sport very much. We can say they are sportsman.Yao Ming is a s
23、portsman.Liou Xiang is a sportsman,too. (Show the new words “sportsman”)2. He/She looks (strong/young/pretty)Show Yao Ming and Big Sharks picture and compaire them to explain the words strong、young、pretty in act.eg.T：Look! Who looks strong?(TPR)Ss: Big Shark.T: Who is young?Ss: Yao Ming.T: Does he l
24、ook pretty?Ss: Yes, he does/ No, he doesnt.3.Click on the ppt and show Yao Mings family picture.T: Show and ask:Who is he? He is Yao Ming. He looks young.(show the new strcuture: He looks .)Use it to make some stentences. For example: Yao Mings mother looks beatuiful.Yao Mings father looks tall .4.
25、Let stuents show another pictucre, then ask:T:Are they your father and mother?S:Yes, they are my father and mother. T：Are they your aunt?( show the new word: aunt and uncle)S:Yes, they are. No, they arent.Teach the students the new wrods: uncle = mother and fathers brother aunt = mother and fathers
26、sisterb.Learn to say.1 Show ppt to students.There are twopersons in this picture. Do you know who are they? Lets listern to the tape and answer the question: T:Are they Liu Gangs parents?Ss: No.They are Liu Gangs uncle、aunt、father and mother2. Listen to the tape and follow read.3. Read in pairs.4. A
27、ct in group.5. Students make their own dialogue.【设计思路】在情景中学习句型Is this your.? He/She looks. They look. Are they.? 本课时的内容和学生的实际生活贴近，学生对该话题感到亲切，教学新句型时运用学生的家庭照片，在师生的对话中自然的呈现新知和操练句型，有助于学生更好的掌握和操练对话。本堂课教学层次分明，通过引导适当，发挥学生在学习中的主体地位。三、操练巩固Guess.1、Show students father and mothers photo.T:Whose parents are the
28、y?Ss:Are they your parents ?(point and say)S1 :Yes,Theyre. No,They arent.【设计思路】通过猜人游戏,巩固本课句型,激发学生学习热情。四、拓展延伸Try to chant.Girl: Whos she?Boy: Shes my motherGirl: Whos he?Boy: Hes my fatherGirl: Whos he?Boy: Hes my uncleGirl: Whos she?Boy: Shes my aunt【设计思路】新知操练后，适当的拓展延伸是分不开的。通过有节奏、有韵律的歌谣，培养学生的语感，并让学生
29、进一步巩固和应用本课所学的词汇。五、课后作业1、Recite the text.2、Copy new words and sentences，make new dialogue with partner.3、Show your family photo【设计思路】英语教学光局限在课堂是远远不够的。利用丰富多彩的课后作业，调动学生应用本课所学句子与同伴互助、交流英语，将英语教学延伸到课堂之外。【教学用具】PPT、radio、photos、word cards.【板书设计】 Lesson 2 1、 sportsman 2、 He/She looks (strong/young/pretty) 3、
30、 mother and father = parentsmother and fathers brother = uncle mother and fathers siser = aunt 4、Are they .? Yes,Theyre.No,They arent. 【教学后记】在本堂课中我让学生们用所学的内容通过游戏等方式激发他们学习英语的兴趣，让他们敢于表达，尽可能的调动学生的主动性。使学生在真实有趣的环境中学习，学生对英语的兴趣才能提高。在新课程改革标准的大潮中，身为小学英语教师，我愿虚心地向同行教师学习。以新课程标准的理念积极地去探索、大胆地去尝试、勇敢地去实践！Unit1 Less
31、on3教学目标：知识目标:1、能够简单介绍家庭成员长相，听懂并回答“What does he/she look like？He/She has ”能根据照片询问和了解他人长相。 2、能听说读写单词short,small,long 并能简单描述他人长相. 3、听懂、会说parent,big，hair,eye,mouth,以及词组look like. 能力目标： 使学生在熟练介绍他人的长相的基础上，提高学生的听、说、读、写能力。 情感目标： 通过情景展示等活动，增进同学之间的的交流合作。教导学生一个人的长相是天生的,不要用异样的眼光去看别人的容貌.教学重点难点： 能正确运用“What does he/she look like？He/She 的句型询问和了解他人的长相。 教具：照片，录音机，磁带，课件 。 教学步骤： Step 1: Warmingup and review 1、Greeting:T:Good mornin
