第一篇：人教版六年级英语上册第四单元第一课时教学设计
六年级英上册语第四单元I have a Pen Pal
第一课时教学设计
【教学目标】
1.能够听、说、认读下列动词短语的ing 形式 ：collecting stamps, riding a bike, diving, playing the violin, making kites
2.能够听、说、认读句子：What is your hobby? I like collecting stamps.What about you ？并在现实生活中能够灵活运用，做到语音准确，语调自然。
3.能够在Group work 中灵活自然地与他人进行交流。【教学重点】
1.熟练掌握重点动词词组：collecting stamps, riding a bike, diving, playing the violin, making kites 2.能够在现实生活中灵活运用句型：What is your hobby? I like collecting stamps.What about you ？并在现实生活中能够灵活运用，做到语音准确，语调自然。
3.着重讲解动词ride ,make ,drive的现在分词形式 【教学准备】
1.与本课时相关的教学挂图。
2.录音机和本单元的教学录音带。
3.准备本课动词短语和时间短语的卡片。【教学过程】
Step 1:warm-up
1.教师热情地和学生打招呼问好，做简单的Free Talk.Step2: Presentation: 1.教师将本单元Let’s start的教学挂图呈现给学生，让学生认真看图，然后教师与一名学生示范。
T: What’s your hobby? 教师随机将其板书。
S: Swimming.What about you?
教师回答后示范填写Let’s start部分的表格。同桌或者周围同学进行问答、填表。
2.教师就学生填的表格进行提问：What is your hobby? 引导学生回答：“I like …”过渡：I like swimming too, but I like playing the violin better,边做动作边领读playing the violin并进行问答操练。
3.教师出示一只风筝，问：“What’s this ?”引导学生回答：“It’s a kite.”教师出示两只风筝，问：“What are they?”引导学生回答。接着教师做放风筝的动作，问：“What am I doing?”学生回答：“You are flying a kite.”教师回答：“Yes, I like flying kites.I can make kite.I like making kites, too.”然后出示making kites的单词卡片，问：“What’s he doing?引导学生回答：“He is making kites.”教师板书：making kites,学生拼读，教师着重讲解making 的拼写，make-making去掉结尾不发音的e再加上ing.4.教师把Let’s learn部分的五幅图片，一幅一幅地呈现给学生，每呈现一幅，问：“What is the boy/girl doing?”学生说：“He is riding a bike”教师说：“Yes.He is riding a bike, he likes riding a bike.教师板书：riding a bike 指出ride-riding 去掉结尾不发音的e再加上ing。（利用图片展示新课，在情景中渗透新知，以激发学生的思维。用同样的 方法教授其他动词词组。）
5.教师手指板书，学生齐拍手练习说句子，如：What is your hobby? What is your hobby? Playing playing, I like playing the violin.Collecting, collecting, I like collecting stamps.Riding, riding, I like riding a bike.Making, making, I like making kites.Diving, diving, I like diving.6.教师播放Let’s learn部分的录音，学生跟读，教师要及时纠正学生的语音和语调。Step 3: Practice 1.教师指导学生做游戏：看一看，比一比，看看谁的卡片多。学生拿出Let’s learn部分的单词卡片。同桌一组，每人抽出一张单词卡片做为自己的爱好，一人猜：“You like…”另一名学生根据手中卡片上的内容回答：“Yes/No.I like …”两人可以进行积分比赛，猜对卡片上的内容就得到这张卡片，最后看看谁手里的卡片最多。（在游戏中操练巩固所学句型，让学生在乐中学，学中乐。）
2.教师把Group work的教学挂图呈现给学生，让学生明白活动内容与过程。学生带好纸笔在组内进行调查，互相询问：“What is your hobby?”调查完毕，各组派代表上台汇报调查结果：“…boys/girls like…”也可以说出名字，如：“…and…like…”将调查活动放到课后进行，下一节课汇报，建议教师指导学生自己做个简单的调查表，边调查边填写表格（通过调查和会话，学生对所学的词组和句型的运用更加熟练，同时进行了书写练习。）Step 4.Summary 教师和学生一起总结本课时的教学重点。Step 5.Homework 1.让学生熟练掌握本单元的重点句型和词组。
2.让学生听Let’s learn部分的录音，读给家长或同伴听。
第二篇：人教九年级英语第四单元第一课时教学设计
人教九年级英语第四单元第一课时教学设计
课题：What would you do ? Ｉ．Teaching aims and demands: Knowledge and abilities: 1,Master the words below: Million, medical, research, tie, worry, what if , pimple.2,Master the following language points: What would you do if you had one million dollars ? I would give it to Old People’s Home.If I were you , I’d travel all over the world.Process and ways of teaching: 情景法和交际法
Leading to new teaching by telling a story.During the course, ask the students to talk about some impossible things in pairs.At last, let them summarize grammar “The Mood”.Teaching emotion and value 1.教师通过创设情景，引导学生谈论并作出应有的反应，树立关爱他人的意识和形成开朗乐观的性格．
2.培养学生勇于想象和积极参与合作的情感。
Ⅱ．Important and difficult points of teaching.1.The usage and structure of “The Mood” 2.Imagine what to do.Ⅲ.Procedures of teaching Step 1, Leading in 1, tell the story “The tiger and the monkey”.2, Ask the students like this.What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?(激起学生的好奇心和积极性)3, Ask the students to answer the questions: Are you a tiger?(No, I’m not.)（引起学生对虚拟语气的思考）Step 2 Presentation 1, According to the questions above , ask the students to summarize what the Mood is , pay attention to it’s form.2,Ask the students to say some things that haven’t happened to us.e,g.What would you do if you had one million dollars? What would you do if you were late for the party ? What would you do if you were a girl or a boy ? What would you do if you lived on the moon ?(师生互动)3，Write down the students’ best answers on the blackboard and share them with the whole class.4,Ask the students to talk about what they would do.Their answers may be : If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d pay soccer or dance.If I were you , I’d plant more trees on it.5.Ask the students to work in pairs the sentences above.（学生互动）
Step 3 Talk in pairs.1, Ask the students to talk about the topic, What would you do if you had one million dollars ? 2, The teacher writes the students’ best answers on the blackboard and ask the whole class to share them.（学生分享，享受学习的乐趣，达到学习的目的）Step 4 Test 1, Teacher leads the students to complete the tasks in Section A , 1a, 1b,2a and 2b.2,Check the answers.（检查学生的听，说的技能）
Step 5 sum up 1, When we talk about things that haven’t happened we can use the words “ I would „ or I’d „”
When I regard as you, we can use the words “If I were you , „” 2,Words who teacher gives the students :
虚拟语气，愿望难成． 违背事实，时态后退．
3.虚拟语气的动词形式：主句中：would/ should/ could/ might + v , 从句中：v-ed(be---were)
Step 6 Homework 1, Recite the words in this unit.2, Write several thins that haven’t happened to us.Ⅳ．板书设计
Language goals What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?
If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d play soccer or dance.If I were you , I’d plant more trees on i.1.虚拟语气，愿望难成． 违背事实，时态后退． 2.虚拟语气的动词形式：主句中：would/ should/ could/ might + v , 从句中：v-ed(be---were).Ⅴ.教学反思
通过教学，教学效果还可以，学生被我的导入故事所吸引，从而师生互动和学生互动较好，学生的作业中有不同的创想．但部分学生问我，他们有时候不能区分真实和不真实的事例，有学生就谈到： “I would achieve my dream if I could go to college.” 与 “I will achieve my dream if I can go to college.”这两个句子哪一个对？我的答案是： “If you study hard, you will go to college”, so this is a dream that you can achieve.学生就知道答案了．的确，虚拟语气是一个学习的重难点，这一方面，以后要在教学中锤炼．
第三篇：PEP小学英语六年级上册第一单元第四课时教...
PEP小学英语六年级上册第一单元第四课时教学设计
教学内容：
PEP小学英语六年级上册第一单元How do you go there? B部分中的 Let's learn和Let's play。这节课围绕交通规则展开。主要学习三种交通灯traffic lights：red light，yellow light，green light和了解基本的交通规则Stop at a red light．Wait at a yellow light．Go at a green light，培养学生遵守交通规则的意识。
教学目标： 1.知识目标：
能够听、说、读、写短语和单词：stop，wait，traffic lights，traffic rules。能够听、说、认读以下短语：Stop at a red light．Wait at a yellow light．Go at a green light．
能够了解基本的交通规则，即红灯、黄灯、绿灯的功能；并能听懂英语指令做出相应的动作。2.能力目标：
在实际生活中能够运用本节课所学的交通规则，养成遵守交通规则的好习惯。3.情感目标：
从小养成遵守交通规则的好习惯，争当义务安全宣讲员，教育和影响更多人遵守交通规则。
教学重点：掌握四会短语和单词：stop，wait，traffic lights，traffic rules。教学难点：书写短语traffic light，traffic rule和理解动词stop，wait的含义。
教学方法:
针对儿童好动、好奇、思维活跃、注意力持续时间短等特点，我主要采用以下方法：1.情景教学法：充分发挥多媒体在英语课堂的作用，创设各种情境激发学生学习热情。2.游戏教学法：设计各种有趣的游戏，激发学生的兴趣。
3.任务型教学法：结合教学内容创造性地设计贴近学生实际的活动，吸引和组织学生积极参与。
4.小组合作教学法：课堂教学活动以小组活动为主线，让学生在团队合作中感受英语的乐趣。这样能充分调动学生的各种感官，激发学生积极参与课堂教学活动，培养学生大胆表达的良好习惯，从而提高英语综合运用能力。教学手段：
根据本课教材的特点,我主要采用了多媒体现代教学技术，教学开始播放动画--Let’s chant，在Let’s learn时，播放视频,在Good to know中使用Flash,使学生的多种感官共同参与到整个学习过程中,激发学生的学习兴趣,提高课堂教学效率.教学思路：
本课时的教学让学生在复习完A部分学过的交通工具后，进一步学习基本的交通规则，即红灯、黄灯、绿灯的功能；并能听懂英语指令做出相应的动作。同时也为后面学生进一步学习交通奠定基础。教学组织形式：
在教学过程中,从学生对观看动画的兴趣出发，抓住学生喜欢且善于模仿这一特点，看视频和动画模仿对话，使学生在学中用，用中学，既练口语，又练习听力，并采用小组合作的方式，使学生形成自主、探究性的合作学习，提高学生对英语的实际运用能力。
教学步骤：
第一步：导入环节：儿歌热身，游戏复习。
在热身时我首先和学生打招呼，进行日常问候，然后播放来自于农远资源网中的动画Let’s Chant的歌谣,让学生边看边说唱Let’s chant的内容，在轻松愉快的节奏中使学生进入学习英语的氛围中。然后我从Chant中引出句型How do you go to school?
与几名学生进行师生对话。例如我问 How do you go to school?这样就复习了句型 How do you go to school?和交通工具plane, ship, train, bike, bus, and on foot.接着玩一个 “火眼金睛”的游戏，课件出示李明的学校图片，问： How does li Ming go to school? 接着课件中快速闪现交通工具，让学生抢答，然后依次出现北京、加拿大、美国的图片，看谁最快答出，例如：How does Mike go to Canada? How does Amy go to the USA? 设计意图：这样既训练学生的反应能力又复习了旧知。以旧知引新知，为新知识的学习做好铺垫。
第二步 ：新课呈现：情景引导，学习新知
1、接着我播放两名学生上学闯红灯视频,T：This morning Peter and Jack went to school on foot.What happened? Are they right? Let’s look and think.师生讨论之后，顺势引出本课新词traffic rules，板书并教读。我用大小声，one by one的方法操练新词。然后我画简笔画引出traffic lights，师生问答：What color are the lights? There are 3 traffic lights: red light, yellow light, green light.并板书并领读traffic lights。我用红黄绿卡片操练red light, yellow light, green light.和traffic lights。
2、课件展示交通灯，师生讨论：The light is red.What should we do? Can we go? 引出新句：Stop at a red light.用同样的方法引出Wait at a yellow light.Go at a green light。同时借助肢体语言突破重点单词Stop、Wait、Go，学生跟教师读和做动作。接着进行趣味操练Let’s play，组织学生进行动作大PK，把教室设计为十字路口，学生扮演交警和行人。听口令，做动作Stop at a red light．Wait at a yellow light．Go at a green light．进行“动作大PK”。这样让学生在玩中学，学中玩，不知不觉就掌握新知。
设计意图：通过播放真实的生活情景导入本课的新知识，使学生身临其境，眼前一亮，吸引了全体学生的注意力，充分激发了学生的探索欲望，并借助形象生动的肢体语言，简洁明了。
第三步 ：巩固拓展，灵活运用。
学英语是为了用英语，为了更好的让学生把知识转化为技能，在学生打开课本，跟读课文之后，我设计了2个活动：
第一个活动：Good to know.我利用课件展示一些交通标识，让学生联系生活看一看，识一识，拓展课堂知识。
设计意图：游戏是孩子最喜爱的活动，它可以满足小学生爱玩好动的心理，寓教于乐,学生在有趣的游戏比赛中，说一说，做一做，这样学得快、用得活，充分享受到英语学习的乐趣。
第二个活动：Role play.给出四个场景，学生分组进行表演。这样让全体学生主动参与到课堂中，充分训练学生英语听说能力，并乐在其中！
设计意图：利用任务性教学，让学生团队合作激发潜能。拓展知识，学以致用，在真实的环境中灵活运用本课的知识。第四步 ：归纳总结，升华情感。
最后和学生一起总结本课所学的知识，自编Chant。我将学生分成四个小组，组内讨论，用Stop at a red light．Wait at a yellow light．Go at a green light自编Chant，并让学生吟唱，评出最佳歌曲。顺势出示一些交通事故的图片，引出本课的情感教育目
标：从小养成遵守交通规则的好习惯，争当义务安全宣讲员，教育和影响更多人遵守交通规则。
设计意图：通过此活动，能最大挖掘学生的潜能，发挥学生的主体地位，体现了以生为本的理念。
第五步： 分层作业，延伸课堂。
根据学生的个体差异，我布置了不同层次的作业，让学生各有所得。作业1：听读课文，背诵单词。
作业2：了解更多交通标识，争当义务安全宣讲员，教育和影响更多人遵守交通规则。第六步 ：板书设计，突显重点。
我利用简笔画展示三种交通灯，突出重难点，学生一目了然。
最后，在这节课的构思中，我始终以学生为主体，以学生的兴趣为主导，在导入环节我使用情景教学导入新单词，以旧知引新知，在操练环节我使用各种有趣的游戏，寓教于乐，我以任务型教学为指导来巩固和拓展新知，层层递进，环环相扣，使学生好学英语，乐学英语，大大激发学生学英语的兴趣！并在英语教学中对学生渗透情感教育，这就是我本课的教学设计，希望各位老师提出宝贵的意见。谢谢大家。
第四篇：人教九年级英语第四单元第一课时教学设计与反思
人教九年级英语第四单元第一课时教学设计与
反思
课题：What would you do ?
Ｉ．Teaching aims and demands: Knowledge and abilities:
1,Master the words below: Million, medical, research, tie, worry, what if , pimple.2,Master the following language points: What would you do if you had one million dollars ? I would give it to Old People’s Home.If I were you , I’d travel all over the world.Process and ways of teaching: 情景法和交际法
Leading to new teaching by telling a story.During the course, ask the students to talk about some impossible things in pairs.At last, let them summarize grammar “The Mood”.Teaching emotion and value
1.教师通过创设情景，引导学生谈论并作出应有的反应，树立关爱他人的意识和形成开朗乐观的性格．
2.培养学生勇于想象和积极参与合作的情感。
Ⅱ．Important and difficult points of teaching..The usage and structure of “The Mood”.Imagine what to do.Ⅲ.Procedures of teaching
Step 1, Leading in
1, tell the story “The tiger and the monkey”.2, Ask the students like this.What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?(激起学生的好奇心和积极性)3, Ask the students to answer the questions: Are you a tiger?(No, I’m not.)（引起学生对虚拟语气的思考）Step 2 Presentation
1, According to the questions above , ask the students to summarize what the Mood is , pay attention to it’s form.2,Ask the students to say some things that haven’t happened to us.e,g.What would you do if you had one million dollars? What would you do if you were late for the party ? What would you do if you were a girl or a boy ? What would you do if you lived on the moon ?(师生互动)3，Write down the students’ best answers on the blackboard and share them with the whole class.4,Ask the students to talk about what they would do.Their answers may be : If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d pay soccer or dance.If I were you , I’d plant more trees on it.5.Ask the students to work in pairs the sentences above.（学生互动）
Step 3 Talk in pairs.1, Ask the students to talk about the topic, What would you do if you had one million dollars ? 2, The teacher writes the students’ best answers on the blackboard and ask the whole class to share them.（学生分享，享受学习的乐趣，达到学习的目的）Step 4 Test
1, Teacher leads the students to complete the tasks in Section A , 1a, 1b,2a and 2b.2,Check the answers.（检查学生的听，说的技能）
Step 5 sum up
1, When we talk about things that haven’t happened we can use the words “ I would „ or I’d „”
When I regard as you, we can use the words “If I were you , „” 2,Words who teacher gives the students :
虚拟语气，愿望难成． 违背事实，时态后退．
3.虚拟语气的动词形式：主句中：would/ should/ could/ might + v , 从句中：v-ed(be---were)
Step 6 Homework
1, Recite the words in this unit.2, Write several thins that haven’t happened to us.Ⅳ．板书设计
Language goals
What would you do if you were the tiger ? Would you jump into the river if you were the tiger ?
If I were you I would give it to medical research..If I were you , I’d be a little earlier.If I were you , I’d play soccer or dance.If I were you , I’d plant more trees on i.1.虚拟语气，愿望难成． 违背事实，时态后退．
2.虚拟语气的动词形式：主句中：would/ should/ could/ might + v , 从句中：v-ed(be---were).Ⅴ.教学反思
我在＂国培计划＂中学习，听了老师们的讲课，就自己设计了这一教学事例．通过实践教学和课后的作业分析，教学效果还可以，学生被我的导入故事所吸引，从而师生互动和学生互动较好，学生的作业中有不同的创想．但部分学生问我，他们有时候不能区分真实和不真实的事例，有学生就谈到： “I would achieve my dream if I could go to college.” 与 “I will achieve my dream if I can go to college.”这两个句子哪一个对？我的答案是： “If you study hard, you will go to college”, so this is a dream that you can achieve.学生就知道答案了．的确，虚拟语气是一个学习的重难点，这一方面，以后要在教学中锤炼．
第五篇：六年级英语上册第三单元第一课时教学设计
六年级英语上册第三单元第一课时教学设计
教学目标
1知识与技能：本课时的重点内容是一般将来时态”be going to句型，”询问并回答未来几天或周末的活动安排，主要句型是：”What are you going to do? I’m going to … ” 要求学生能在实际语言环境中熟练运用，并能准确记忆单词nex tweek、tonight、tomorrow、this morning等重点单词。过程与方法： 通过幻灯片、课文插图、以及单词卡片等方法提高教学效果。3 情感态度与价值观：通过本节课的学习，教育学生合理安排好自己的时间，培养学生合理安排自己学习与生活的能力。
2．重点与难点
听、说、认读 Let’s read 部分的对话。
三、教学目标：
1、能够听、说、认读 Let’s read 部分的对话；
2、能够根据对话内容回答文后的问题；
四、教学准备用具
小黑板、录音机、磁带、人物图片、教学实录
Step 1:温故知新，创设愉快学习氛围。，根据教材及小学生的年龄特点，我在进入新课前先让学生回忆上节课的内容：先抽查个人，然后集体背诵。
GS: What are going to do?(twice each time)Play football, Play football
BS: I’m going to ply football.(如此不断替换新词)这样不但可复习大量旧词组：take pictures, play chess, play games, plant tree, watch TV, go chopping, go hiking and so on 且可较好操练新句型。”What are you going to do? I’m going to…
Step 2:站起来，你说我说大家说，提高自信心 自由问答（教师不点名，让学生勇敢站起来one by one 问答）
Step 3:Game:Guessing:”What is she /he going to do? She /He is going to …” 增强学习的趣味性，导入新课。出示人名图片。（在背面写将要干的事情）（John, Amy.WuYifan,Zhang Peng Sarah）
E.g.一What is Amy going to do this weekend? Guess!
一 She is going to…
T: What is Sarah going to do this afternoon? Let’s have a look.(卡片后没写任何东西)
Oh, There’s nothing.Today Let’s learn.Unis 3 B Let’s read” and find out.Step 4:学习新课，讲究方法
1、Read and circle your new words.(学生共同找出新单词，并板书)
NW：need , else , use
plant trees
some plants-----对比学习
plant shop /
2、Listen the tape and try to learn by yourself.a.First time: Just listen.b.Second time: listen and follow.c.Third time:listen and follow loudly.3、Learn the new words and sentences.(ss try.T help and explain)
4、Reading
a.Follow the teacher.b.Read together
c.Read in group.(Use the way they like)
(小组内可选择自己喜欢的方式读，教师指导阅读方式，强调语音、语调、语速)
d.小组读书比赛，突破“读”
5、Writing
Finish the exercises(课后练习和教师增加的课外题)
More exercises: 5)What are you going to do this weekend?
6)What is your father going to do this afternoon?
7)What are you going to be in the future?
Step 5: 课外拓展，施展才华，真我风彩/你演我演大家乐！（改编或照演Let’s read 的对话）
Eg:(学生编的内容)
A：Hello,Peter,What are you going to do this weekend?
B：I’m going to the bookstore.I want to buy some comic books.What are you?
A：I’m going to the bookstore ,too.I want to buy some post cards.B：Let’s go together.A：Great!
B：When are we going?
A：On Saturday morning.B：OK.A：See you then.Step 6 :小结本课内容
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