教案unit5教案（精选4篇）
教案unit5教案 第1篇
Unit 5 What do you want to watch?
Section B(2a-2e)教案
满坪镇中心学校
郭海莲
Ⅰ.Teaching aims Knowledge objects: To grasp the following words and phrases: culture famous symbol cartoon appear come out successful might main one of the main reasons be ready to do sth try his best Difficult sentences: In the 1930s, he made 87 cartoons with Mickey.One of the main reasons is that Mickey was like a common man, but he always tried to face any danger.Who has a pair of ears more famous than Mickey’s? Skill objects: to develop reading strategies(skimming and scanning)Moral objects: develop students’ intercultural awareness and learn to try his best just like Mickey Mouse Ⅱ.Key points: reading the passage and finish all exercise Ⅲ.Difficult points: use reading strategies properly and students can express their own ideas about cartoons Ⅳ.Teaching methods: Task-based method , group work and communicative approach Ⅴ.Teaching process Step1.Lead-in: Show three cartoons pictures Monkey King and machine cat and Mickey Mouse to let students know cartoons and symbols I’m Monkey King.I’m from China, too.I’m a character(人物)in Journey to the west.I have a magic stick.It can make 72 changes.I fight bad people.I’m smart and brave.Now let’s know a very famous symbol in American culture—Mickey Mouse.Step2.Pre-reading 1.Let’s look at the picture and read the passage quickly and answer question.Which of the following statements is the main idea of this passage? 1)Mickey Mouse, a famous symbol in American culture 2)Some cartoons with Mickey Mouse 3)Disney theme parks around the world 4)What people think of cartoons 2.Let students read the passage quickly and complete the time line on the P38 of the text book Step3.Post-reading First read the questions in the chart.Make sure all the students know the meanings of the questions.Then read the passage again and find the answers to the questions.Students work in group and read the passage carefully and try to find the answers to the questions.Check the answers with the class.Let’s know some key sentences and understand the passage well.a.The man behind Mickey was Walt Disney..b.One of the main reasons is that Mickey was like a common man, but he always tried to face any danger.c.People went to the cinema to see the “little man” win… d.Who has a pair of ears more famous than Mickey’s? 5.Discuss more questions about Mickey Mouse, work in group.a.Why is Mickey “a little man”? b.Did Mickey became famous at last? c.How did he become famous? Work on 2d 1.First, ask the students to read the questions.2.Then, read the passage again.This time students should discuss the questions with partner.3.Let some students talk about their answers.Step4: After-reading 1.Let’s know more about “ little man”.Walt Disney: I’m the father of Mickey Mouse.I was talented in drawing.I was very poor when I was creating Mickey.I also tried my best to make my dream come true and finally became rich and successful Step 5: Language points Famous
become
come out
on
with
sound and music
in the 1930s
be/get ready to do something
try one’s best to do something
see sb do something Ⅵ.Exercise: Teacher guide students to retell the story by using the following key words and phrases: Famous
become
come out
on
with
sound and music
in the 1930s
be/get ready to do something
try one’s best to do something
see sb do something Ⅶ.Blackboard design
Unit 5 What do you want to watch?
Section B(2a-2e)Key words:Famous
become appear
culture symbol
cartoon
Key phrases: in the 1930s
be/get ready to do something best to do something
see sb do something
try one’s
教案unit5教案 第2篇
Let’ s learn Let’ s do
教学设计
东风小学
赵婧妍
Part B
Let’ s learn Let’ s do
Unit5 Dinner’ s ready
东风小学 赵婧妍
概述：
小学人教pep版四年级上册Unit5 Dinner’s ready本单元共需六个课时，本节课是第四课时，本节课学习的主要内容是学习单词：knife, fork, spoon, chopsticks, bowl.能够熟练运用句型 Would you like some …? Yes, please.Pass me the …在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化、交际化，从而达到学以致用的目的。
设计理念:
在跨越式理念的指导下，以言语交际为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，倡导体验、实践、参与、交流与合作的学习方式。倡导任务型教学，把语言综合运用能力的培养落实在教学过程中。面向全体学生，突出“以人为本”的素质教育理想，使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。
教学目标: 1.知识目标.要求学生能够听，认读单词： knife, fork, spoon, chopsticks, bowl.2.能力目标
能够熟练运用句型Would you like some …? Yes, please.Pass me the … 3.情感目标
结合实际生活，创设真实情境，激发学生学习兴趣和热情，提高学习的积极性和主动性，增长课外知识，激发学习热情。
学情分析:
学习对象是四年级上学期的学生，他们已经学习了一年的英语，有水果，动物，文具，数字等等，他们对英语的学习很感兴趣，也有了一定的基础。本节课学习还主要是以培养学生学习兴趣为目的，让学生掌握一定的单词和句型，并能运用所学句型进行简单的交际。同时激发学生学习积极性，帮助学生提高学生的语言交际能力。
教学重难点:
教学重点：单词knife, fork, spoon, chopsticks, bowl.熟练运用句型Would you like some …? Yes, please.Pass me the …
教学难点： spoon的词的尾音； Chopsticks的读音。
教学策略:
由于四年级学生已学习英语已经有一年了，读与说的能力相对较好，因此在教学过程中采用语言交际的教学策略，通过角色扮演、情景创设、教室内真实的辅助性教学资源提供等,多种方式，激发学生学习积极性，帮助学生领会对话内容，提高学生的语言交际能力。
教具准备: 1.教学用具。2.教师自制的PPT。
3.跨越式课题组提供的拓展资源。4．教学实物
教学过程:
一．Warm-up /Revision（5minutes）1．Revision 通过ppt展示之前学过的有关食物的图片，只露出一部分，让学生猜这是什么，然后引导出他们联系What would you like ? I’ d like ……
【设计意图：通过学生观看图片猜测单词，既能激发学生的兴趣，又能营造英语氛围帮助学生进入学习英语的环境中。】
2．Free talk.(划线单词可以替换）A: What would you like? B: I’d like some …please.A: OK, Here you are.B: Thank you.A: You’re welcome.Practice in pairs.One or two group show us.【设计意图：老师示范，然后师生交际，最后生生交际。复习旧知识，起到温故知新的作用。】 二.Presentation（15minutes）
1．教师展示一张图片，是John去吴一凡家做客，他的妈妈准备了一桌的
饭菜，时钟已经六点了，教师引导：It is six o’clock now, It is tine for dinner , I f you were Wu Yifan’ s mother, what would you say ? 引导学生说出Would you like some beef ? 接着教师出示beef一词的图片，说：Here is some beef.How can I eat it? Can you help me?学生提醒教师使用刀叉，引出单词knife fork，教师拿出真实的刀叉边做边说：“Use fork..I can use fork.Cut with the knife, I can cut with the knife.”鼓励学生一起做一做，说一说。用soup引出单词spoon.并且让学生了解国外的餐桌礼仪。
【设计意图：通过图片和实物展示单词，在真实的情景中增强了学生对单词的记忆，并调动他们学习的积极性。】
2.在PPT上进一步展示牛肉和汤的图片进一步巩固单词knife，fork，spoon，bowl。
【设计意图：通过PPT展示图片进一步巩固所学新单词，可以激发学生的学习兴趣。】
3.对话练习（ModelPair workFeedback）A: I’m hungry.B: Would you like some beef? A: Yes, please.How can I eat it? B: You can use knife and fork.A: Pass me the knife and fork please? B: Sure.Here you are.4.教师出示noodles一词的图片，说：Here are some noodles.How can I eat them? 学生示意使用筷子，从而引出单词chopsticks，教师边说边做，Use chopsticks, I can use chopsticks.教师紧接着又问：W here are the noodles?在PPT上展示一碗面，回答说：They are in the bowl.引出单词bowl.【设计意图：通过图片和PPT展示单词，可以降低学生学习的难度，也可以激发学生的学习兴趣。】
5． 教师播放Let’s do 部分的动画材料，先让学生整体感知，在让学生做动作。
【设计意图：通过播放动画材料进一步巩固所学新单词和词组，可以激发学生的学习兴趣。】
三、Practice 1.modelpair workfeedback A: I’m hungry.B: Would you like some …? A: Yes, please.B: Would you like a knife and fork? A: No, thanks.I can use chopsticks.B: OK.Here you are.【设计意图：把学到的知识活用到言语交际中，让学生在练习中掌握新知。从而实现跨越式的要求。】
四．Cooperation and making dialogues
A: I’m hungry.B: Would you like some …? A: Yes, please.How do I eat this? B: You can use a knife and fork? A: Pass me the …please.B: sure.Here you are.【设计意图:此环节是对学生听读情境对话的反馈和运用，同时也是在语言输入的基础上为学生提供语言输出的机会，在老师的示范和引导下进行对话，培养学生灵活运用语言的能力。既能落实课标的要求，又能实现语言的迁移运用。】
五． Summary What did you learn?
【设计意图:总结本课学习的内容，使学生产生成就感，激发学习英语的兴趣。】
六． Homework 1.How are they eat foods? 问一下你的父母亲或朋友是怎样吃东西的。
【设计意图:复习巩固本课所学内容。】
2,。学过的单词每个两行 【设计意图：巩固单词】 板书设计：
Unit5 Dinner’s ready Knife—knives(复数)
fork spoon
chopsticks
bowl
教学反思：
9A Unit5 复习教案 第3篇
9A Unit5 复习教案
1. the students of my age 2. her dream was to be a teacher. her dream to be a teacher came true at last. her dream to be a teacher was realized at last. 3.put ones effort into (doing) sth 在----付诸努力. devote oneself / one’s time / one’s life to doing sth 致力于------ 4. Has the teacher finished marking the exam papers? Sorry, i dont know. he was marking them yesterday afternoon. 5.By showing us the beauty of nature, Hepburn wanted to remind us that we should protect the environment 她想通过展示自然之美来提醒我们应该保护环境。 1)by doing sth. 2)remind sb of sth / sb 使某人想起…… remind sb + that 从句 提醒某人做某事 remind sb to do sth 提醒某人做某事 eg. He reminds me of my brother. He reminded me that I should be careful in doing it. He reminded me to be careful with fire. 6.present her with Presidential Medal of Freedom for her charity work 因她的慈善事业授予她总统自由勋章 授予----: present sb. with…… sb. be presented with…… present sth to sb 提供 provide sb with sth provide sth for sb at present: at the moment , buy some presents/gifts for me 7. You ought to read more to improve your English. 你应该多读来提高你的英语。 ought (没有任何变化) (not) to do sth. 8. You had better finish your homework before you watch TV. 你最好在看电视前完成你的家作。 had better (not) do sth. We had better arrive on time. she had better not buy some popcorn or soft drinks 9. 使用过去完成时态的几个典型句型： 主语＋过去完成时＋①when引导的从句（注：从句谓语动词为过去式） ＋②by短语 （by后时间是过去的时间） ＋③by the time引导的从句（注：从句谓语动词为过去式） ＋④before引导的`从句（注：从句谓语动词为过去式） Eg. 1.Tom was disappointed(失望) that most of the guests _____D____ when he _____D___ at the party． A.left；had arrived B.left；arrived C.had left；had arrived D.had left；arrived 2.―Did you meet Tom at the airport？ ―No，he __B____ by the time I __B____ there. A. has left；got B. had left；arrived C. left；arrived D. left；had got 注: 中考链接 My sister has been______ (be) a singer since she left the school. I have learned 1000 English words so far/till now/by now. 到目前为止我已经学会了 1000 个英语单词。 I had learned 1000 English words till then. 到那时为止我已经学会了 1000 个英语单词。 - Im sorry to keep you waiting. 对不起，让你久等了。 - Oh, not at all. I have been here only a few minutes. 没什么，我只等了几分钟。（等的动作从过去某一时间点持续到现在） - John returned home yesterday. 约翰昨天回到家的。 - Where had he been?他去哪儿了？（答语中使用过去完成时是指约翰在 returned home 之前去了哪些地方. 10 .Gong Li is considered as a talented actress.巩俐被认为是一位有天赋的女演员。 (1) be considered as 被认为是---， 其主动形式为consider+sb./sth.(+as/to be)+n./adj.,意为“认为某人/某物--- We consider it (as/to be) our duty to help others. 我们认为帮助别人是我们的义务。 it 是形式宾语7B牛津英语unit5教案 第4篇
Teaching aims and demands:
New words：ability , Superdog , fly , careful , collect elderly
Teaching methods: task-based approach
Teaching task: 1 to revise vocabulary about helping people in the community
2 to generate ideas about ways to care for and help others
Teaching aids: tape recorder
Teaching procedures:
一. Warm-up
Talk to students about Superman . Guide students to understand the meanings of “can” and “can’t” .
二 Main task
1 Ask for suggestions of some typical ways students help you , the school , the community and others . Write the words everyday hero’ on the board and then brainstorm situations in which students can be helpful .
2 Ask students to look at the pictures on page73 . Explain the context . Check understanding of the words “ planting , clean up , elderly “ . Then ask students to read descriptions a-f and de the task .
3 Check answers with the class .
4 Ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .
5 Do a class survey . then fill in the following form .
activities always usually often sometimes never
Helping old men
Planting trees
三 Exercises :
练习一Welcome to the unit
一、词汇
1 Thank you for （bring） me presents and cards .
2 He is a (细心的)boy .
3 I saw a lot of smoke (come) from next door .
4 I poured some water over my jacket . That’s what I did for my (safe).
5 Fire can be very (danger) .
6 It is important to be (care) with fire .
7 Children should not play with (match) .
二、翻译句子
1 我们可以为希望工程捐款。
We can for .
2 她是一位细心的学生，课堂上她总能认真听讲。
She is a student . She always to the teachers .
3 少先队员们为老人们一周两次打扫房间。
The Young Pioneers the rooms for twice a week .
4 七年级一班的学生将去河边植树。
The students of Class1Grade 7 near the river .
5 李平经常帮助老人。
Li Ping often .
6 他经常在车上让座。
He often someone on the bus .
7 他正在为希望工程筹集东西。
He is Project Hope .
8 你们这星期五去老年公寓吗？
Are you this Friday ?
7B牛津英语unit5教案 Reading a brave girl
Reading a brave girl
Teaching aims and demands:
New words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,
Teaching methods: task-based approach
Teaching task: 1 to introduce and expand vocabulary to describe dangerous situations
2 to guess general meaning from picture , key words and context
3 to identify names of specific places and actions
4 to skim the text for overall meaning and scan for detail
Teaching aids: tape recorder
Teaching procedures:
一. Warm-up
Talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .
二 Main task
PartA
1 Review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .
2 Encourage students to draw on their own knowledge about such incidents . Have they heard about similar incidents ? What happened ? Ask :
1 Who had the accident ?
2 Who helped in the emergency ?
3 How did it end ?
3 Listening the text and repeat after the tape , then tell the you the name of the hero in the text .
4 Ask six students to read one paragraph each . then ask at least “Yes /No” about the article to check understanding
1 Did Wang Fang go out on 10th May ?
2 Was there a fire in the kitchen ?
3 Was there a lot of smoke ?
4 Did Wang Fang run out of the building ?
5 Did the fire burn Wang Fang ?
6 Did she stay in hospital for two months ?
5 Read the text carefully again then answer the following questions :
1 What happened on 10th May ?
2 Who saved Mr Sun ?
3 Why could Mr Sun not get out of the kitchen ?
4 How did Wang Fang put out the fire ?
5 Why was Wang Fang in hospital ?
6 Explain the useful expressions in the the text
① help her neighbour out of a fire / danger
eg Yesterday Jim helped a little girl out of danger .
② alone = by oneself
My parents were out just now. I am alone / by myself now .
Peter can do his homework alone / by himself .
③ hear someone shouting
see / watch / find / hear sb do sth ( doing sth )
eg I often see them play football on the playground .
The teacher found them talking happily when she came into the classroom .
④ 79-year-old
eg. Mr Sun is a 79-year-old man . = Mr Sun is 79 years old .
⑤ be in hospital
My friend was ill yesterday , so she is in hospital now .
⑥ It’s important / good / + 形容词 for sb to do sth .
eg. It’s good to give someone a seat on a bus .
PartB
1 Ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .
2 According to the text , use the correct words in the box to complete the conversation between Wang Fang and the interviewer .
3 Ask students to read the conversation in pairs . Then invite two or three pairs to present it to the class .
PartC&D
1 Read the text for this task and make sure that students understand it .
2 Ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .
3 Ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .
4 Read the instructions to the class and ask students to find the correct picture on their own . Check answers as a class .
5 Ask them to think of any other safety advice .
eg . Don’t play on the street .
Cross the street at the zebra crossing .
三 Exercise
一、词汇
1 That man （quick） ran away .
2 Don’t (抽烟) here , please .
3 Jack fell (跌倒) off the ladder and (hurt) himself .
4 We should (study) hard .
5 It’s important (learn) English well .
6 We went to visit Uncle Wang and (bring) some flowers to him .
7 The fire (burn) the house .
8 He can (swim) very well .
9 Suddenly I heard someone (shout) to the next room .
10 The firemen rushed into the house (救) that little baby .
二、用适当的单词填空
1 That old man was ill hospital .
2 It’s important to be careful fire .
3 Mr Li put the fire a blanket .
4 Don’t pour water her jacket .
5 I heard a strange noise next door .
6 Mr Fang lives next to my room . He’s my good .
7 We often cook meals in the .
8 We should be when we cross the road .
9 How the girl is ! She saved an old man from the water .
10 That girl is to go out at night . So she often stays at home and watches TV .
三、根据课文完成短文
Mr Sun is Wang Fang’s . He is years old . He
lives . One day , Wang Fang him “ Fire , Fire !” So she
out and Mr Sun’s house was on . Mr Sun his leg , He
can’t get out . What can she do ?
Quickly , she back , water over her jacket , then into
the fire . She was . She helped Mr Sun out .
After this , Wang Fang often says :”Fire can be very . It’s to
be with fire . “
五、翻译句子
1 玩火是危险的。
It’s fire .
2 她有一个8 岁的女儿。
She has daughter .
3 今晚我一个人在家。
I at home tonight .
4 在五月十日， 那男人从或里救出一个小女孩。
, that man a girl a fire .
5 我们应该互相帮助。
We .
6 那场火烧毁了屋子里的一切。
The fire in the house .
7 他迅速跑回公寓去取钥匙。
He quickly his flat the key .
（B）
8 他正在写一篇1500字的故事。
He is .
9 我哥哥今天不能来上学因为他的腿受伤了。
My brother because .
10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。
The mouse cut the rope and helped the lion .
11 孙太太住院多长时间了？
was Mrs Sun ?
12 我们应该互相学习， 互相帮助。
We should .
13 学好英语是非常有用的。
It’s to .
7B牛津英语unit5教案 Vocabulary
Vocabulary
Teaching aims and demands:
New words：grateful , quick , slow , rude , recommend , award , super , sportswoman
Teaching methods: task-based approach
Teaching task: 1 to develop an understanding of the use of adjectives in different context
2 to use suitable adjectives to describe people’s behavior and character
Teaching aids: tape recorder
Teaching procedures:
1 Make sure that students understand the concept of opposites , Give some similar examples . eg . hot /cold , fast / slow , big / small
2 Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un- in front of some adjectives , it usually means not’. Give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . When we add the suffix –ful to the end of some adjectives , it means full of ’ i.e. the person or thing has that quality . When we add the suffix –less to the end of some adjectives , it means without’ or’ lacking’ .
3 Ask students to look at the words in the left column of Part A and do the task on their own .
4 Have one student read out a word from the left column and another student give the opposite word from the right column. Write the correct answers on the board .
5 Explain the context of Part B . You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .
6 Ask students to read two reports on their own first . Ask them to try to make sense of what is being said in the reports .
7 Then students read the first report again and use the mixed-up letters to help them make a suitable adjective .
8 Follow the same procedure for the second report . Ask students to read out the report one sentence at a time . Write the missing words on the board .
9 Ask students to write a report about one of the classmates using one of the reports in Part B on page 77 as a model . Encourage them to use as many adjectives as possible .
7B牛津英语unit5教案 Grammar
Grammar
Teaching aims and demands:
Teaching methods: task-based approach
Teaching task: 1 To recognize and understand how to use “can” and “could” to express ability in the present and past .
2 To recognize and understand how to use “can” and “could” to talk about possibility in the present and past .
3 To recognize degrees of possibilities when u8sing “may and “might”
Teaching aids: tape recorder
Teaching procedures:
1 Revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible .
2 Students have already learned the use of “can” and “may” in making requests(Book7A , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .
3 Ask students to identify activities that they can do well . Write students’ statements on the board . First write “ I can “ on the board .
4 Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects
5 Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . We use “can” to say that we are able to do something . We use “could” to say that we were able to do something in the past .
6 Ask students to work out the rule on their own . Then they check with a partner and confirm that their answer is correct with the whole class .
7 Ask students to check the information table in Part1 about the Beijing Sunshine Secondary School students’ abilities . Reinforce the use of “could/ could not” for the past and “can / can not” for the present . Then they complete the sentences on their own .
8 Check students’ understanding of the grammar tables on page79 . Then explain the negative and question forms using “can /could” in Part2 .Ask them to work out the correct information by referring back to the table on page78 .
9 Students do Part A2 first on their own and then check their completed sentences with a partner , Then ask students to read the conversation in pairs .
10 Check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.
Part B
1 Tell students that they are now able to talk about their present and past abilities using “can/could” . Introduce the idea that we also use “can/could” to express possibilities .
2 Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .
3 Explain to students the concept of possibility . We use “can” to say that something is possible . We use “could” to something was possible . However, we are not talking about the chances that something will happen . Provide examples using students’ own experience :
School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home .
It will be warm tomorrow so we can wear short sleeves .
4 Ask them to do PartB1 in pairs , For less able students , allow them refer to the table on the top of page 80 .
5 Check the answer as a class . Pay special attention to any common mistakes and clarify them . choose five students to read aloud .
Part C
1 Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . Tell them that “might” is the past tense form of “may” .However , we also use “might” to talk about possibility .
2 Explain the context by talking to students about the Class 1 Grade 7 students’ summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .
3 Ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .
4 Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities .
5 Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ I’m sure” and “highly possible” . These words will determine the use of specific modal verbs .
