人教版英语教案7篇

教案是教师为了调动学生积极性预先撰写的书面表达，只有提前准备好教案，我们在课堂上才会有更多的时间去关注孩子们的上课状态，加分文档网小编今天就为您带来了人教版英语教案7篇，相信一定会对你有所帮助。

人教版英语教案篇1

人教pep版五年级英语下册recycle 1单元教案

1.单元教材分析

本单元是一个复习单元，它围绕“sarah's weekend”以听力和对话形式创设情景，将“谈论上午做什么”“谈论周末的活动安排”和“谈论一天的时间安排”几个中心话题巧妙地结合在一起，分别以电话对话、电子邮件等形式呈现出来，为学生在实际生活中运用语言做了很好的示范，也为学生利用所学语言进行交流搭建了一个平台。教师可采用仿照录音进行对话的形式逐步引出各个主要句型，为综合复习recycle 1的内容作好铺垫。也可以让学生以自己一天的活动安排为话题分组练习，学习本单元的内容。

2.学情分析

本单元是本册书的第一个复习单元，由于学生对整体的语言项目已有过接触，因此感兴趣的程度有所下降，自控能力不能得到有意识的发挥。为此教师要侧重激发学生学习英语的兴趣，在教学方法上应侧重于活动和小组合作学习。新知识点可通过旧知识导入，新语言以理解为主，感受一下诗歌的氛围，注意形容词和动词短语就可以，不作为重点讲授。

单元教学目标

1.知识目标

(1)复习1~3单元的语言和词汇，要求学生做到能听、会认，并在实际情景中准确表达。

(2)复习1~3单元四会单词和四会句子，要求学生能熟练地听、说、读、写。

(3)复习1~3单元的单词并归纳含有cl， pl， br， gr， ch， sh的单词。

2.能力目标

(1)能够把前三个单元所学语言知识融会贯通，运用到实际的语言交际中去。

(2)能够通过温习旧知识开拓思维，自觉学习并运用融合和扩展后的新语言知识。

3.情感、策略、文化等有关目标

(1)情感态度:通过小组合作培养学生的合作精神和竞争意识。

(2)学习策略:引导学生通过以旧引新的`方式自主学习，并注重培养学生的阅读能力和说话、写作的能力，增强学生的自信心，帮助学生克服学习中的困难。

(3)文化目标:了解中西方文化的不同。

单元教学课时安排(两课时)

第一课时:

listen and write the names

plan your weekendread and complete the dialogue

role-play

第二课时:

read and answer a poem

活动建议

本单元重点词汇:复习1~3单元的语言和词汇，要求学生做到能听、会认，并在实际情景中准确表达。可选用的活动为:

活动1:难不倒我

教师准备一些单词卡片或图片，让学生到前面来抽出任意一张，然后根据该单词或图片造句。

活动2:心有灵??

教师准备好一些动词短语卡片(有的写中文，有的写英文)和图片，将卡片和图片放入书包里。游戏开始，教师说:书包里装的是智慧财富， 让学生们两人一组上来增长智慧，一名学生拿到智慧卡片，根据卡片的内容说出相应的问句，另一名学生回答出来。两人一定要有默契，如果一人问错了，另一人就无法回答。

活动3:词句接龙

每排为一组，全班分成若干组，教师分别发给每组第一名学生一个单词，他首先把这个单词组成一个短语，写完后迅速传给后一名学生，这名学生用这个短语写一个句子，然后传给他后面的学生，这名学生把这个句子进行句型转换(一般疑问句，特殊疑问句，肯、否定回答，变为祈使句，变为现在进行时态等等)。最后，最后一排的学生把所传的句子写到黑板上，并把本组所写的句子交给老师(老师批阅)。传得最快，没有出错的组获胜。

活动4:短语记忆我最多

教师出示一个主题(描述周末活动或假期活动)，学生围绕这一主题说动词短语，以小组为单位展开竞赛，看看哪组抢答得最多。

本单元的重点句型:复习1~3单元的四会句子，要求学生能熟练地听、说、读、写。

活动1:创编对话

教师出示“描述周末活动”“描述每天的活动”“描述在自己喜欢的季节里的活动”这三个话题，让学生从中选择一个话题，两人一组创编对话并表演，教师择优上台展示。

活动2:what does he do?

教师利用事先制作好的课件或图片，展现他一天或一周的活动，先让学生看课件或图片，记住他都做了什么，然后教师让学生根据所看到的，从记忆中找出他做了什么。看谁记得最多，给予奖励。

活动3:我会找

根据课文，要求学生找出描述天气、描述某人活动的句子等等。 活动可以以小组合作的形式完成，让学生们体会到合作学习的乐趣。

本单元的难点:1~3单元的单词和句型。

活动:看谁快

教师出示图片或实物，会用英语拼读的学生快速起立拼读。为拼读正确的学生所在的组加分，然后全班拼读。此活动采用抢答的形式进行，充分调动了学生学习的积极性。

美国小学生的12件礼物

在美国，小学生入学，老师会先发放一个袋子，袋子里面有十二件礼物，每一样都代表一种美德。

第一件:牙签。挑出别人的长处。

第二件:橡皮筋。保持弹性，每件事情都能完成。

第三件:创可贴。恢复别人以及自己受伤的感情。

第四件:铅笔。写下你每天的愿望。

第五件:橡皮擦。每个人都会犯错，没关系的。

第六件:口香糖。坚持下去就能完成工作。而且，当你尝试时，你会得到乐趣。

第七件:棉花球。提醒你这间教室充满和善的言语和温暖的感情。

第八件:巧克力。当你沮丧时会让你舒服些。

第九件:面纸。帮别人擦干眼泪。

第十件:金钱。记得用友情把我们的心绑在一起，友情比金钱更有价值。

第十一件:硬币。提醒你，你是有价值而且特殊的。

第十二件:救生圈形糖果。当你需要谈一谈时，你可以来找我。

第一课时

教学目标

1.复习1~3单元的四会单词和短语:play ping-pong， go swimming， pick apples， go shopping， play basketball， go on a picnic， go to work， eat breakfast， eat lunch， eat dinner， cook dinner， go to bed。

2.复习1~3单元的重点句型: when do you usually…? i usually … at …

教学重点

1.本课时的单词、短语及句型。

2.能根据时间表和活动安排完成对话。

教学难点

1.能根据课本中动词短语提示安排自己的周末活动，并和同伴进行对话练习。

2.熟练掌握时间的英语表达法，并合理安排自己的活动。

教学准备

教师准备:

1.与本课时相关的单词卡片和图片。

2.与本课时相关的录音和课件。

学生准备:

一周的活动安排，一天的作息时间或活动安排，时钟。

教学方法

1.听说领先教学法

教师和同学一起听sarah's weekend，并根据图片提示写出人名。然后，学生根据图片进行自由对话:—what are you going to do on the weekend? —i am going to play ping-pong with my father. —what about you? —i'm going shopping with my mother.

2.问答教学法

同学两人一组，根据所给的时间和对应的活动，完成对话，然后二人根据自己的实际情况，仿照上面的句子进行问答练习。

3.游戏教学法

教师设计游戏“词句接龙”，在游戏中不断提高学生学习英语的兴趣。

教学过程

step 1: warm-up

1.教师播放歌曲my weekend，让学生重新感知所学的新语言。

2.短语记忆我最多

教师出示一个主题(描述周末活动或假期活动)，学生围绕这一主题说动词短语，以小组为单位展开竞赛，看看哪组抢答得最多。根据学生的回答板书，为新知作铺垫。

step 2: presentation

sarah's weekend1.找学生读出短语，然后听录音，填上人名。并让学生根据听力内容自由对话。

2.再次播放录音，让学生感悟并跟读短文。

3.分角色一问一答

操练句型: what do you do on the weekend?

i go shopping./i play basketball with my friends./i go swimming./…

活动方式:出示动词短语或图片，学生两人一组运用所学的单词及句型仿照上面的句型自由对话。

read， ask and answer

1.教师引导学生根据所给的时间分组完成对话，集体核对答案。

2.学生大声朗读课文，并理解其中含义。

3.小组活动。分组分角色朗读课文。

4.操练句型:—when do you get up， mum?

—i usually get up at 6∶00 a.m.

(1)心有灵??

教师准备好一些动词短语卡片(有的写中文，有的写英文)和图片，将卡片和图片放入书包里。游戏开始，教师说:书包里装的是智慧财富， 让学生们两人一组上来增长智慧，一名学生拿到智慧卡片，根据卡片的内容用英语说出相应的问句，另一名学生则回答出来。两人一定要有默契，如果一人问错了，另一人就没法回答。

(2)一问一答

学生两人一组根据自己的周末活动安排做一问一答的练习。

—when do you get up/cook breakfast/go to work/go home/cook dinner/go to bed?

—i usually get up at six o'clock./…

step 3: practice

1.词句接龙

每排为一组，全班分成若干组，教师分别发给每组第一名学生一个单词，他首先把这个单词组成一个短语，写完后迅速传给后一名学生，这名学生用这个短语写一个句子，然后，传给他后面的学生，这个学生把这个句子进行句型转换(一般疑问句，特殊疑问句，肯、否定回答，变为祈使句，变为现在进行时等等)。最后，最后一排的学生把所传的句子写到黑板上，并把自己组所写的句子交给老师(批阅)。传得最快，没有出错的组获胜。

2.完成全品学练考—课后练34页第二、三题。

step 4: consolidation

创编对话。教师出示“描述周末活动”“描述每天的活动”“描述在自己喜欢的季节里的活动”这三个话题，让学生从中选择一个话题，两人一组创编对话并表演，教师择优上台展示。

step 5: sum-up

师生一起总结本节课的学习重点:

短语:play ping-pong， go swimming， pick apples， go shopping， play basketball， go on a picnic， go to work， eat breakfast/lunch/dinner

句型:

人教版英语教案篇2

高三英语复习教案与训练三--代词

3. 代词

代词是代替名词的词类。大多数代词具有名词和形容词的功能。英语中的代词，按其意义、特征及在句中的作用分为：人称代词、物主代词、指示代词、自身代词、相互代词、疑问代词、关系代词和不定代词八种。

一、人称代词是表示“我”、“你”、“他”、“她”、“它”、“我们”、“你们”、“他们”的词。人称代词有人称、数和格的变化，见下表：

数 单数 复数

格 主格 宾格 主格 宾格

第一人称 i me we us

第二人称 you you you you

第三人称 he him they them

she her they them

it it they them

例如：he is my friend. 他是我的朋友。

it's me. 是我。

二、 物主代词是表示所有关系的代词，也可叫做代词所有格。物主代词分形容性物主代词和名词性物主代词两种，其人物和数的变化见下表。

数 单数 复数

人称 第一人称 第二人称 第三人称 第一人称 第二人称 第三人称

形容词性物主代词 my your his/her/its our your their

名词性物主代词 mine yours his/hers/its ours yours theirs

例如： i like his car. 我喜欢他的小汽车。

our school is here，and theirs is there. 我们的学校在这儿，他们的在那儿。

三、 指示代词表示“那个”、“这个”、“这些”、“那些”等指示概念的代词。指示代词有this，that，these，those等。

例如：that is a good idea. 那是个好主意。

四、 表示“我自己”、“你自己”、“他自己”、“我们自己”、“你们自己”和“他们自己”等的代词，叫做自身代词，也称为

“反身代词”。

例如：she was talking to herself. 她自言自语。

五、 表示相互关系的代词叫相互代词，有each other 和one another两组，但在运用中，这两组词没什么大的区别。

例如：they love each other. 他们彼此相爱。

六、 不是指明代替任何特定名词的代词叫做不定代词。常见的不定代词有a11，both，each，every等，以及含有some-，any-，no-等的合成代词，如anybody， something，no one。这些不定代词大都可以代替名词和形容词，在句中作主语、宾语、表语和定语，但none和由some，any，no等构成的复合不定代词只能作主语、宾语或表语；every和no只能作定语。

例如：--- do you have a car? --你有一辆小汽车吗？

--- yes，i have one. --是的，我有一辆。

--- i don't know any of them. 他们，我一个也不认识。

七、 疑问代词有who，whom，whose，what和which等。在句子中用来构成特殊疑问句。疑问代词都可用作连接代词，引导名词性从句（主语从句、宾语从句和表语从句）

例如：tell me who he is. 告诉我他是谁。

八、 关系代词有who，whom，whose，that，which，as等，可用作引导从句的关联词。它们在定语从句中可作主语、

表语、宾语、定语等；另一方面它们又代表主句中为定语从句所修饰的那个名词或代词（先行词）。

例如：he is the man whom you have been looking for. 他就是你要找的那个人。

3.1 人称代词的用法

1）人称代词的主格在句子中作主语或主语补语。例如：

john waited a while but eventually he went home. 约翰等了一会儿，最后他回家了。

john hoped the passenger would be mary and indeed it was she. 约翰希望那位乘客是玛丽，还真是她。

说明：在复合句中，如果主句和从句主语相同，代词主语要用在从句中，名词主语用在主句中。例如：

when he arrived, john went straight to the bank. 约翰一到就直接去银行了。

2）人称代词的宾格在句子中作宾语或介词宾语，但在口语中也能作主语补语，第一人称在省略句中，还可以作主语。

例如： i saw her with them, at least, i thought it was her. 我看到她和他们在一起，至少我认为是她。（her做宾语，them做介词宾语，her做主语补语）

a. -- who broke the vase? --谁打碎了花瓶？

b. -- me. --我。（me做主语补语= it's me.）

说明：在上面两例句中，her和me分别作主语补语。现代英语中多用宾格，在正式文体中这里应为she和i。

3.2 人称代词之主、宾格的替换

1） 宾格代替主格

a.在简短对话中，当人称代词单独使用或在not 后，多用宾语。

---- i like english. --我喜欢英语。

---- me too. --我也喜欢。

---- have more wine? --再来点酒喝吗?

---- not me. --我可不要了。

b.在表示比较的非正式的文体中，常用宾格代替主格。 但如果比较状语的谓语保留，则主语只能用主格。

he is taller than i/me.

he is taller than i am.

2） 主格代替宾格

a. 在介词but，except 后，有时可用主格代替宾格。

b. 在电话用语中常用主格。

---- i wish to speak to mary. --我想和玛丽通话。

---- this is she. --我就是玛丽。

注意：在动词be 或to be 后的人称代词视其前面的名词或代词而定。

i thought it was she. 我以为是她。（主格----主格）

i thought it to be her. （宾格----宾格）

i was taken to be she. 我被当成了她。 （主格----主格）

they took me to be her. 他们把我当成了她。 （宾格----宾格）

3.3 代词的指代问题

1）不定代词 anybody，everybody，nobody，anyone， someone， everyone，no one， 及whoever和person在正式场合使用时，可用he, his, him代替。

例如： nobody came, did he? 谁也没来，是吗?

2）动物名词的指代一般用it或they代替，有时也用he, she，带有亲切的感情色彩。

例如： give the cat some food. she is hungry. 给这猫一些吃的。她饿了。

3）指代车或国家，船舶的名词，含感情色彩时常用she。

3.4 并列人称代词的排列顺序

1）单数人称代词并列作主语时，其顺序为：第二人称－> 第三人称 －> 第一人称，即you－> he/she; it -> i。

例如：you, he and i should return on time.

2） 复数人称代词作主语时，其顺序为：第一人称 －> 第二人称 －> 第三人称，即we －>you－>they。

注意： 在下列情况中，第一人称放在前面。

a. 在承认错误，承担责任时，

it was i and john that made her angry. 是我和约翰惹她生气了。

b. 在长辈对晚辈，长官对下属说话时，如长官为第一人称，

如：i and you try to finish it. 我和你去弄好它。

c. 并列主语只有第一人称和第三人称时。

d. 当其他人称代词或名词被定语从句修饰时。

3.5 物主代词

1）物主代词既有表示所属的作用又有指代作用。例如：

john had cut his finger; apparently there was a broken glass on his desk.

约翰割破了手指，显而易见，他桌子上有个破玻璃杯。

物主代词有形容词性（my, your等）和名词性（mine, yours等）两种，形容词性的物主代词属于限定词。名词性的物主代词在用法上相当于省略了中心名词的--'s属格结构。例如：

jack's cap 意为the cap is jack's。

his cap 意为the cap is his。

2） 名词性物主代词的句法功能

a. 作主语。例如：

may i use your pen? yours works better. 我可以用一用你的钢笔吗？你的比我的好用。

b. 作宾语。例如：

i love my motherland as much as you love yours. 我深爱我的祖国就像你深爱你的祖国一样。

c. 作介词宾语。例如：

your should interpret what i said in my sense of the word, not in yours.

你应当按我所用的词义去解释我说的话，而不能按你自己的去解释。

d. 作主语补语。例如：

the life i have is yours. it's yours. it's yours. 我的生命属于你，属于你，属于你。

3.6 双重所有格

物主代词不可与 a, an, this, that, these, those, some, any, several, no, each, every, such, another, which等词一起前置，修饰一个名词，而必须用双重所有格。公式为：a, an, this, that +名词+of +名词性物主代词。例如：a friend of mine, each brother of his.

3.7 .反身代词

1） 1） 列表

数 单数 复数

人称 第一人称 第二人称 第三人称 第一人称 第二人称 第三人称

人称代词 i you he/she/it we you they

反身代词 myself yourself yourself/herself/himself ourselves yourselves themselves

另外：one的反身代词为oneself

2）做宾语

a. 有些动词需有反身代词，如absent, bathe, amuse, blame, dry, cut, enjoy, hurt, introduce, behave等。例如：

we enjoyed ourselves very much last night. 我们昨晚玩得很开心。

please help yourself to some fish. 请你随便吃点鱼。

b. 用于及物动词+宾语+介词，如take pride in, be annoyed with, help oneself to sth等。例如：

i could not dress（myself）up at that time. 那个时候我不能打扮我自己。

注：有些动词后不跟反身代词，如：get up, sit-down, stand up, wake up等。例如：

please sit down. 请坐。

3） 用作表语，如结构be oneself。例如：

i am not myself today. 我今天不舒服。

4） 用作同位语

the thing itself is not important. 事情本身并不重要。

5） 在不强调的情况下，but, except, for 等介词后宾语用反身代词或人称代词宾格均可。如：no one but myself（me）is hurt.

注意：

a. 反身代词本身不能单独作主语。

（错） myself drove the car.

（对） i myself drove the car. 我自己开车。

b. 但在and, or, nor连接的并列主语中，第二个主语可用反身代词，特别是myself 作主语。例如：

charles and myself saw it. 查尔斯和我看见了这件事。

3.8 相互代词

1）相互代词只有each other和one another两个词组。他们表示句中动词所叙述的动作或感觉在涉及的各个对象之间是相互存在的。例如：

it is easy to see that the people of different cultures have always copied each other.

显而易见，不同文化的人总是相互借鉴的。

2）相互代词的句法功能：

a. 作动词宾语；

people should love one another. 人们应当彼此相爱。

b. 可作介词宾语；

does bark, cocks crow, frogs croak to each other. 吠、鸡鸣、蛙儿对唱。

说明：传统语法认为，相互关系存在于两个人或物之间用each other， 存在于两个以上人和物之间用one another。现代英语中，两组词交替使用的实例也很多。例如：

he put all the books beside each other/one another. 他把所有书并列摆放起来。

usually these small groups were independent of each other. 这些小团体通常是相互独立的。

c. 相互代词可加-'s构成所有格。例如：

the students borrowed each other's notes. 学生们互借笔记。

3.9 指示代词

1） 指示代词分单数（this / that）和复数（these / those）两种形式，既可作限定词又可做代词。例如：

单数 复数

限定词 this girl is mary. those men are my teachers.

代词 this is mary. those are my teachers.

2） 指示代词的句法功能；

a. 作主语。例如：

this is the way to do it. 这事儿就该这样做。

b. 作宾语。例如：

i like this better than that. 我喜欢这个甚至那个。

c. 作主语补语。例如：

my point is this. 我的观点就是如此。

d. 作介词宾语。例如：

i don't say no to that. 我并未拒绝那个。

there is no fear of that. 那并不可怕。

说明1：指示代词在作主语时可指物也可指人，但作其他句子成分时只能指物，不能指人。例如：

（对）that is my teacher. 那是我的老师。（that作主语，指人）

（对）he is going to marry this girl. 他要和这个姑娘结婚。（this作限定词）

（错）he is going to marry this. （this作宾语时不能指人）

（对）i bought this. 我买这个。（this指物，可作宾语）

说明2：that和those可作定语从句的先行词，但this和 these不能，同时，在作先行词时，只有those可指人，试比较：

（对） he admired that which looked beautiful. 他赞赏外表漂亮的东西。

（对） he admired those who looked beautiful. 他赞赏那些外表漂亮的人。（those指人）

（错） he admired that who danced well. （that作宾语时不能指人）

（对） he admired those who danced well. 他赞赏跳舞好的人。（those指人）

（对） he admired those which looked beautiful. 他赞赏那些外表漂亮的东西。（those指物）

3.10 疑问代词

1） 疑问代词在句中起名词词组的作用，用来构成疑问句。疑问代词有下列几个：

指人： who, whom, whose

指物： what

既可指人又可指物： which

2） 疑问代词在句中应位于谓语动词之前，没有性和数的变化，除who之外也没有格的变化。what, which, whose还可作限定词。试比较：

疑问代词：whose are these books on the desk? 桌上的书是谁的？

what was the directional flow of u. s. territorial expansion? 美国的领土扩张是朝哪个方向的？

限定词：whose books are these on the desk? 桌上的书是谁的？

what events led to most of the east of the mississippi river becoming part of the united states?

哪些事件使密西西比河以东的大部分土地归属于美国？

说明1：无论是做疑问代词还是限定词，which 和 what 所指的范围不同。what所指的范围是无限的，而which则指在一定的范围内。例如：

which girls do you like best? 你喜欢哪几个姑娘？

what girls do you like best? 你喜欢什么样的姑娘？

说明2：whom是who的宾格，在书面语中，它作动词宾语或介词宾语，在口语中作宾语时，可用who代替，但在介词后只能用whom, 例如：

who（m）did you meet on the street? 你在街上遇到了谁？（作动词宾语）

who（m） are you taking the book to? 你要把这书带给谁？（作介词宾语，置句首）

to whom did you speak on the campus? 你在校园里和谁讲话了？（作介词宾语，置介词后，不能用who取代。）

说明3： 疑问代词用于对介词宾语提问时，过去的文体中介词和疑问代词通常一起放在句首，现代英语中，疑问代词在句首，介词在句末。例如：

for what do most people live and work? 大部分人生活和工作的目的是什么？（旧文体）

what are you looking for? 你在找什么？（现代英语）

说明4： 疑问代词还可引导名词性从句。例如：

i can't make out what he is driving at. 我不知道他用意何在。

can you tell me whose is the blue shirt on the bed? 你能告诉我床上的蓝衬衣是谁的吗？

much of what you say i agree with, but i cannot go all the way with you.

你说的我大部分同意，但并不完全赞同。

3.11. 关系代词

1） 关系代词用来引导定语从句。它代表先行词，同时在从句中作一定的句子成分。例如：

the girl to whom i spoke is my cousin. 跟我讲话的姑娘是我表妹。

该句中whom既代表先行词the girl，又在从句中作介词to的宾语。

2） 关系代词有主格，宾格和属格之分，并有指人与指物之分。在限定性定语从句中，that 可指人也可指物，见表：

指人 指物 指人或指物

主 格 who which that

宾 格 whom that that

属 格 whose of which/whose of which/whose

例如：this is the pencil whose point is broken. 这就是那枝折了尖的铅笔。（whose 指物，在限定性定语从句中作定语）

he came back for the book which he had forgotten. 他回来取他丢下的书。（which指物，在限定性定语从句中作宾语，可以省略）

说明：非限定性定语从句中，不能用that作关系代词。

3） 关系代词which的先行词可以是一个句子。例如：

he said he saw me there, which was a lie. 他说在那儿看到了我，纯属谎言。

说明： 关系代词在从句中作宾语时可以省略。另外，关系代词that在从句中作表语时也可省略，例如：

i've forgotten much of the latin i once knew. 我过去懂拉丁语，现在大都忘了。

he's changed. he's not the man he was. 他变化很大，已不是过去的他了。

3.12 every , no, all, both, neither, nor

1）不定代词有all , both, every, each, either, neither, more, little, few, much, many, another, other, some, any , one, no 以及some, something, anything, everything, somebody, someone, anybody, anyone, nothing , nobody, no one, none, everybody, everyone.等。

2）不定代词的功能与用法

a. 除every 和no外不定代词既可用作名词，也可用作形容词。every和no在句中只能作定语。例如：

i have no idea about it. 我不知该咋办。

b. all 都，指三者以上。all 的主谓一致：all的单复数由它所修饰或指代的名词的单复数决定。例如：

all goes well. 一切进展得很好。

all 通常不与可数名词单数连用，如：不说 all the book，而说 the whole book。

但all可与表时间的可数名词单数连用，如 all day，all night，all the year；但习惯上不说 all hour，all century。

all还可以与一些特殊的单数名词连用，如 all china，all the city，all my life，all the way

3）both 都，指两者。

a. both 与复数动词连用，但 both… and…可与单数名词连用。

b. both, all 都可作同位语，其位置在行为动词前， be 动词之后。如果助动词或情态动词后面的实义动词省去，则位于助动词或情态动词之前。例如：

who can speak japanese? 谁能讲日本话？

we both（all）can. 我们都不会。

4）neither 两者都不

a. neither作主语时，谓语动词用单数。

b. 作定语与单数名词连用，但neither… nor 用作并列连词，可与复数名词连用。其谓语采用就近原则。

c. 可用于下列句型，避免重复。例如：

she can't sing，neither（can）he. 她不会唱歌，他也不会。

5）neither 与nor 的比较

a. 如前句是否定式从句，则主句用neither，而不用 nor。例如：

if you don't do it，neither should i. 如果你不干，我也不干。

b. 如后连续有几个否定句式，则用nor，不用neither。例如：

he can't sing，nor dance，nor skate. 他不会唱歌，不会跳舞，也不会滑冰。

3.13 none, few, some, any, one, ones

一、 none 无

1） none作主语，多与of 构成短语 none of。 在答语中，none可单独使用。例如：

are there any pictures on the wall? 墙上有画吗？

none. 没。

2） none作主语，谓语动词单复数均可。但如做表语，则其单复数与表语一致。例如：

it is none of your business. 闲事莫管。

二、few 一些，少数

few 作主语时，谓语动词用复数，多用于肯定句。

三、some 一些

1） 可与复数名词及不可数名词连用。

2） 当做“某一”解时，也可与单数名词连用。（= a certain）

you will be sorry for this some day. 总有一天，你会为此后悔的。

a certain （some） person has seen you break the rule. 有些人不同意你的看法。

注意：

（1）在肯定疑问句中用some代替any。

（2）some用于其他句式中:

a.肯定疑问句中：说话人认为对方的答案会是肯定的，或期望得到肯定回答时。

would you like句式中，表委婉请求或建议。例如：

would you like some coffee? 喝咖啡吗？

b.在条件状语从句中表示确定的意义时。例如：

if you need some help，let me know. 需要帮助，跟我说。

c.some位于主语部分。例如：

some students haven't been there before. 有些学生没去过那儿。

d.当否定的是整体中的部分时，some可用于否定句。例如：

i haven't heard from some of my old friends these years. 这些年我没有收到一些老朋友的信。

四、any 一些

1） any 多用于否定句和疑问句和条件状语从句中。

当句中含有任何的意思时，any可用于肯定句。

here are three novels. you may read any. 这有三本小说，你可任读一本。

五、one, 复数形式为ones

ones必须和形容词连用。如果替代的名词时无形容词在前，则用some, any，而不用ones。例如：

have you bought any rulers? 买尺了吗？

yes, i 've bought some. 买了，买了几把。

3.14 one，that 和it

one表示泛指，that和it 表示特指。that与所指名词为同类，但不是同一个，而it 与所指名词为同一个。例如：

i can't find my hat. i think i must buy one.（不定）我找不到我的帽子了。我想我该去买一顶。

the hat you bought is bigger than that i bought.（同类但不同个）你买的那顶帽子比我买的大。

i can't find my hat. i don' t know where i put it.（ 同一物）我找不到我的帽子。我不知道我把它放在哪了。

3.15 one/another/the other

one… the other 只有两个

some… the others 有三个以上

one… another，another…

some… others，others…

others = other people/things

the others = the rest 剩余的全部

1） 泛指另一个用another。

2） 一定范围内两人（物），一个用one，另一个用the other。

3） 一定范围内三者，一个用one，另一个用one （another），第三个可用the other，a third。

4） 一定范围内，除去一部分人/物，剩余的全部用the others。

5） 泛指别的人或物时，用others当在一定范围内，除去一部分后，剩余部分但不是全部时，也用others。

3.16 “the”的妙用

he is one of the students who help me.

he is the one of the students who helps me. 他是帮我的学生之一。

第一句定语从句与the students 一致。

第二句定语从句与the one 一致。

3.17 anyone/any one；no one/none；every/each

1．anyone 和 any one

anyone仅指人，any one既可指人，也可指物。

2．no one 和none

a） none 后跟of短语，既可指人又可指物，而no one只单独使用，只指人。

b） none 作主语，谓语动词用单，复数均可，而no one作主语谓语动词只能是单数。例如：

none of you could lift it. 你们中没有人可举起它。

---- did any one call me up just now? --刚才有人打电话给我吗?

---- no one.--没有。

3．every 和each

1） every 强调全体的概念， each强调个体概念。例如：

every student in our school works hard. 我们学校的学生都很用功。

each student may have one book.. 每个学生都可有一本书。

2） every 指三个以上的人或物（含三个），each指两个以上的人或物 （含两个）。

3） every 只作形容词，不可单独使用。each可作代词或形容词。例如：

every boy has to take one. 每个男孩必须取一个。

each boy has to take one.

each of the boys has to take one.

4） every不可以作状语，each可作状语。

5） every 有反复重复的意思，如 every two weeks等； each没有。

6） every 与not 连用，表示部分否定； each 和not连用表示全部否定。例如：

every man is not honest. 并非每个人都诚实。

each man is not honest. 这儿每个人都不诚实。

3.18 both, either, neither, all, any, none

这些词都可用作代词或形容词。其位置都在be 动词之后，行为动词之前或第一个助动词之后。

1） both （两者都），either（两者中任何一个），neither （两者都不）。以上词使用范围为两个人或物。例如：

neither of the two boys is clever. 两个男孩都不聪明。

2） both，either

both与复数连用，either与单数连用。例如：

both the boys are clever. 两个男孩都很聪明。

either of the two boys is clever.

there are flowers on both sides of the street. 路边长满了野花。

there are flowers on either side of the street.

3） all （所有的，全部的人或物），any （任何一个）， none （都不）。 以上词使用范围为三者以上。例如：

all the flowers are gone. 所有的花都谢了。

i don't like any of the flowers. 这些花我都不喜欢。

i like none of the flowers. 这些花我都不喜欢。

注意：all与none用法一样。跟单数名词，用单数动词；跟复数名词，用复数动词。例如：

all of the students are there. 所有的学生都在那。

all （of） the milk is there. 所有的牛奶都在那。

3.19 many, much

many，much都意为“许多”， many + 可数名词，much + 不可数名词。例如：

how many people are there at the meeting? 多少人出席了会议。

how much time has we left? 还剩多少时间？

many of the workers were at the meeting.许多工人在开会。

much of the time was spent on learning.学习上化了许多时间。

3.20 few, little, a few, a little

（a） few + 可数名词, （a） little + 不可数名词

a few / a little 为肯定含义，还有一点

few / little 为否定含义，没有多少了。例如：

he has a few friends. 他有几个朋友。

he has few friends. 他几乎没有朋友。

we still have a little time. 我们还有点时间。

there is little time left. 几乎没剩下什么时间了。

固定搭配：only a few （=few） not a few （=many） quite a few （=many） many a （=many）。例如：

many books were sold.

many a book was sold. 卖出了许多书。

典型例题:

although he 's wealthy，he spends___ on clothes.

a. little b. few c. a little d. a few

答案： a. spend所指的是钱，不可数，只能用little或 a little. 本句为although引导的让步状语从句，由句意知后句为否定含义，因此应用little表示几乎不。

3.21 代词练习

1.there are several pretty girls standing under the tree, but ______ are known to me.

a. neither b. none c. no one d. all

2.in one year rats eat 40 to 50 times ______ weight.

a. its b. and c. their d. theirs

3.you’d better continue to use the same spelling of your name as ______ you used in your application.

a. one b. the one c. any d. some one

4.the little baby was left alone, with ______ to look after it.

a. someone b. anyone c. not one d. no one

5.john can play chess better than ______ else.

a. the one b. no one c. any one d. another

6.the weight of something is another way of describing the amount of force exerted on ______ by gravity.

a. it b. them c. that d. one

7.it is one thing to enjoy listening to good music, but it is quite ______ to perform skillfully yourself.

a. other b. another c. some d. any

8.children should be taught how to get along with ______.

a. another b. other c. others d. any other

9.the poor man lived on wild berries and roots because they had ______ to eat.

a. nothing else b. anything else c. something other d. nothing other

10.i go to the cinema ______ day, tuesdays, thursdays, and saturdays.

a. each other b. every other c. this and the other d. all other

11.one of the properties of light is ______ traveling in wave form as it goes from one place to another.

a. it b. it’s c. its d. their

12.______ in the world has been asked to do his duty for the human society.

a. each of the tramps b. every of the tramps c. the each tramp d. the every tramp

13.in some restaurants, food and service are worse than ______ used to be.

a. they b. it c. them d. that

14.let the porter take all the baggage out and put ______ in the lobby.

a.it b. they c. them d. its

15.everyone who comes to the party is given a wooden apple with _____ own names cut in it as a souvenir.

a. his b. her c. their d. our

16.everybody in the class must give in ______ exercise book within the given time.

a. their b. our c. his d. her

17.during the journey, the boys and girls entertained ______ with songs and games.

a. themselves b. theirselves c. himself d. itself

18.you’d better buy ______ some fruits when you go on a trip.

a. youself b. myself c. yourself d. you

19.the boys in this town like to bully ______.

a. one another b. one and other c. each other d. one and the other

20.one common family name is black,______ is anderson.

a. another b. the other c. others d. none other

21.i have two novels: one of the two is “gone with the wind’, and ______ is “the tale of two cities’.

a. another b. other c. none other d. the other

22.all girls wear beautiful clothes. some are dressed in red;______ in green.

a. other b. another c. others d. none other

23.she can’t seem to help herself. and ______ can help her, either.

a. none else b. no one else c. not any d. somebody else

24.children can usually dress ______ by the age of five.

a. him b. them c. hiself d. themselves

25.the gold watch had belonged to me for years, but the police refused to believe it was ______.

a. me b. my c. mine d. i’s

26.mother would not let mary and ______ attend the hockey game.

a. i b. my c. me d. we

27.in a news conference this afternoon, the university announced that ______ intends to make several important changes in next year’s budget.

a. he b. it c. she d. they

28.______ but a fool can make such a mistake.

a. everyone b. no other c. not all d. none

29.the poem by browning is so observed that i cannot grasp ______ meaning.

a. its b. it’s c. their d. that

30.the mayor felt that the police, in spite of the reports, had done ______ best.

a. its b. their c. his d. our

31.i haven’t read ______ of the last four chapters, so i know little about them.

a. anything b. any c. some d. something

32.a pretty face may win friends but it takes character and personality to hold ______.

a. it b. them c. that d. one

33.in the discussion, one speaker held that, since we live in a money-oriented society, the average individual cares little about solving ______.

a. anyone else’s problems b. anyone’s else problems

b. anyone else problems d. problems of anyone else

34.i don’t know whether small oranges are sweeter than big ______.

a. those b. ones c. one d. that

35.‘how much water is left in the bottle?’ ‘______’

a. nothing b. none c. not some d. not one

36.it took two of them to do the work that ______ of us could do.

a. someone b. anyone c. any one d. everyone

37.he has five children, and ______ of them is good at painting.

a. everyone b. everybody d. every one d. every

38.i have three brothers,______ are in beijing.

a. no one of them b. neither of them c. some of them d. none of them

39.some of my students study a lot,______ just don’t care.

a. anothers b. the other c. some other d. others

40.as a matter of fact, saudi arabia’s oil reserves are second only to ______.

a. kuweit b. that of kuweit c. kuweits’s d. those of kuweit

41.this book of _______ used to be one of the best sellers in the shop.

a. his b. him c. that man d. this

42.we should always keep ______ well-informed of the changing information.

a. us b. ours c. ourselves d. we

43.the climate here is often said to be similar to ______.

a. japan b. one of japan c. that of japan d. in japan

44.hunted by constant fear of arrest, the thief ______ to the police at last.

a. gave it up b. gave up himself c. gave him up d. gave himself up

45.______ of the boys in the class who have passed the test is to receive certificates.

a. every b. every one c. any d. anyone

46.do you believe that she has blamed us for the accident, especially ______?

a. you and me b. you and i c. i and you d. me and you

47.of those who graduated with ______,ellen is the only one who has found a good job.

a. betty and he b. he and betty c. betty and him d. him and betty

48.he is surprised by ______ having to pay for the accident.

a. you b. yours c. your d. your’s

49.this is a left hand glove and that is ______.

a. other b. the other one c. other one d. another

50.add those examples to ______ you have already noted.

a. one b. the one c. one d. the ones

51.have you got a ticket? yes, i’ve got ______.

a. it b. the one c. one d. the ones

52.there’s the doorbell; i hope ______ tom.

a. its b. it’s c. is d. he’s

53.it’s cheaper to buy old furniture than to have new ______ made.

a. one b. ones c. furniture d. furnitures

54.those of us who are over fifty years old should get ______ blood pressure checked regularly.

a. their b. their’s c. our d. ours

55.every man and woman eighteen years of age or older is eligible to vote for the candidate of ______.

a. his choice b. their choice c. the choice of him d. the choice of theirs

56.i bite my nails. i must break ______.

a. the habit of me b. the habit with myself c. myself of the habit d. of the habit myself

57.______ of them shared my opinions, so we have ______ in common to discuss.

a. nobody/a little b. few/little c. a few/little d. none/many

58.when science, business and art learn something of ______ methods and goals, the world will have come closer to cultural harmony.

a. one and the other’s b. each and the other’s

c. one another’s d. the one’s and the other’s

59.the boy is ______ of a musician.

a. anyone b. anything c. someone d. something

60.for ______ interested in nature, the club offers hikes and overnight camping each week during the summer.

a. them b. whom c. themselves d. those

61.the use of radar as well as the two-way radio ______ for the police to intercept most speeders.

a. make it possible b. makes it possible c. makes possible d. make it a possibility

62.the family never agree about ______ shares of the property.

a. her b. its c. their d. his

63.the flock of geese was flying through the sky in perfect formation following ______ leader.

a. its b. their c. his d. her

64.when jonathan went to spain with his sister, he bought a leather coat for her and another for ______.

a. him b. himself c. he d. his

65.those of us who wear glasses should have ______ eyes examined at regular intervals.

a. their b. our c. his d. her

66.frank admired his friends tom and david. he imitated ______.

a. theirs every action b. every action of theirs c. every of their action d. every action of their one

67.my desk is ______.

a. between his b. between his one c. beside his one d. beside his

68.“may i speak to iris?”

“this is ______ speaking.”

a. she b. hers’s c. hers d. her

69.mary is the landlady ______.

a. from who we rent the flat b. from whom we rent the flat

c. whom we rent the flat d. who we rent the flat

70.give the message to ______ is at the table.

a. whomever b. whosever c. whatever d. whoever

71.it was through experimentation ______ people found out he behavior of electricity.

a. that b. which c. / d. the

72.______ nat turner who led a revolt against slavery in virginia in 1831.

a. where was b. it was c. he was d. it was him

73.it wasn’t ______ telephoned me.

a. he whom b. him whom c. he who d . his who

74.it was ______ he bought the magazine.

a. from a second-hand store where b. a second-hand store in which

b. in a second-hand store that d. in a second-hand store where

75.it was ______ late in the evening that the students returned to the dormitories.

a. till b. before c. when d. not until

76.it was ______ that he did not go to mount lao with us.

a. because he was ill b. as he was ill

c. since he was ill d. though he was ill

77.it was ______ that he joined the evening party.

a. finding comrade li b. found comrade li c. to find comrade li d. find comrade li

78.was it ______ she agreed to help?

a. very reluctantly so that b. very reluctantly that

c. so reluctantly that d. very reluctantly when

79.______ she gave the postcards to?

a. whom it was that b. who it was that c. who was it that d. it was who that

80.______ the camel can go for three days without food or drink?

a. that it is why b. that is it why c. why it is that d. why is it that

22.6 代词练习答案

1 b 19 a 37 c 55 a 73 c

2 c 20 a 38 d 56 c 74 c

3 b 21 d 39 d 57 b 75 d

4 d 22 c 40 d 58 c 76 a

5 c 23 b 41 a 59 d 77 c

6 a 24 d 42 c 60 d 78 b

7 b 25 c 43 c 61 b 79 c

8 c 26 c 44 d 62 c 80 d

9 a 27 b 45 b 63 a 81

10 b 28 d 46 a 64 b 82

11 c 29 a 47 c 65 b 83

12 a 30 b 48 c 66 b 84

13 a 31 b 49 b 67 d 85

14 c 32 b 50 d 68 a 86

15 a 33 a 51 b 69 b 87

16 a 34 b 52 b 70 d 88

17 a 35 b 53 c 71 a 89

18 c 36 c 54 c 72 b 90

责任编辑：李芳芳

人教版英语教案篇3

1.教学设计学科名称

人教版pep课标小学英语五年级上册unit1 my new teachers第一部分单元教学提示

2.所在班级情况，学生特点分析

本班学45人，其中女生18人，英语学习兴趣浓厚，课堂气氛活跃。

3.教学内容分析

4.教学目标

1.能力目标：

(1)能运用所学词汇简单描述自己老师的体貌特征及性格特点，如：we have a new english teacher.he’s tall and strong.he’s very funny.

(2)能够询问并介绍学校里教师的情况，如：who’s your english teacher?mr.carter.he’s from canada.what’s he like?he’s tall and strong.

(3)能够听瞳一些描述人物特征的简单对话。

(4)能够听懂、会唱歌曲“晰neu，teacher-”，并能灵活替换歌词中的科目及表示人物特征的形容词。

2.知识目标：

(1)能听、说、读a、b部分let’s talk和let’sread的“四会”单词和句型。

(2)能听、说、读、写a、b部分let’s learn和read and write中的“四会”单词和“四会”句型。

(3)能读懂并理解a、b部分read and write中的内容，并根据提示填充句子或回答问题。

(4)能了解pronunciation部分的字母组合在单词中的发音，并能熟练读出例词。

(5)了解story time，’rask time，good t0 know等部分的内容。

3.情感目标：

(1)培养学生热爱、尊重教师的情感;

(2)注重培养学生观察、记忆、思维和想象能力;

(3)培养学生在小组活动中积极与他人合作，相互帮助，共同完成学习任务;

(4)让学生了解西方国家对人的称呼方式，从而能尊重异国文化。

5.教学难点分析

1.掌握本单元描述人物特征的形容词，并能正确运用。

2.掌握句型“who’s your…teacher?what’s…：like?”，能在具体语境中使用并能进行拓展语言。

3.掌握ea，ee，bl，br字母组合的发音，并能正确地读出相关单词。

6.教学课时：六课时

7.教学过程

first period

(一)教学要点

1.能够掌握a let’s learn部分五个“四会”单词及三个“三会”单词并能运用其简单描绘人物特点。

2.能够掌握句型“who’s your…teacher?what’s…like?”并能在具体语境中使用。

3.培养学生热爱、尊敬老师的情感。

(二)课前准备

1.教师准备课件或相应的图片。

2.教师准备各科教师的图片或能代表各学科特点的图片或实物。

3.教师准备a部分let’s learn八个单词的词卡，其中“四会”单词写进四线格内。

(三)教学过程

1.warm—up/revision(热身/复习)

(1)dairy report

t：hello。boys and girls.welcome back to

school!lng time no see.how are you going?

s：hello.(请个别学生谈谈感受)

t：niee t0 see you!

s：nice t0 see you，too!

(如果班内正好有新同学转进，教师可趁机介绍新同学，教师还可以说：rabbit has a new

teacher.he’s tall and strong.do you have new

teachers?引导学生说说新老师，从而为本课学习奠定基础，接着教师可以鼓励同学们谈论新鲜事物，如新课本、新书包、新衣服、复习old，new，long，short等描述性形容词和do you have…?i

have…whatd0 youlike?ilike…等已学句型，并可以引出whatisthebaglike?句型，为本课新句型教学铺垫。)

(2)quick response

t：long/short/big/new/black/··。

s：short/smali/old/wl】rite/…

拼读单词tall，short，old。

(以对说反义词的形式巩固复习描述性形容词，然后渗透直拼理论引导学生拼写单词，解决五个“四会”单词。)

2.presentation(呈现)

(1)look and say

教师事先准备学生熟悉的卡通人物图片可进行如下提问，

t：what is tuiu like?is he olld?

s：no，he is young.

(通过第二个问题的提出，引导学生理解前一个问题的意思。经过几轮问答后，可以只问第一个问题，想必学生也会知道如何应答了，以此突破句型教学难点。)

(2)教学funny

①教师拿出大耳朵图图的照片问学生：

t：do you hke him?

s：yes.

t：i like him.too.because he often makes mehappy.he is funny.

②t：矾0 is funny?can you show us?

(教师还可再举几个例子如donald duck。

tom and jerry来帮助学生理解funny means inter-一esting.he often makes ushappy，and he is funny。引导学生谈论其他人物甚至班级里的同学，来巩固对单词的意义理解及具体语境的运用。)

(3)教学smart

(因为chant中要出现这个单词，所以在此作铺垫是必要的，也可以借助clever来解释smart，同时出示“聪明的一休”的图片帮助学生认识单词，再让学生谈论班级里有着smart风格的同学帮助进一步理解。)

t：yes，how funny tom and jerry ale!and lookat this picture.wh0 is he?yes.he is yeeshow.heisfrom japanese.heis clever.heis smart.

(教师在授课时可以尽量扩大语言的输入量，借助各种手段帮助他们对语言进行感性认识。)

(4)教学kind

如教师指着白雪公主的照片：

t：whatis shelike?

s：she is beautiful_.

t：sheis kindtotheanimals.

(引出单词kind，同上方法练习，并引导学生谈论自己的老师，从而引出a let’s learn部分的句型练习。)

(5)t：oh，your math teacher is kind，but who is

your math teacher?

s：mr,.hu.

t：who’s your art teacher.

s：miss cai.

t：what’s she like?

s：she’s young and beautiful_.

(教师可展示人物特征的图片代表各科老师，如画有电脑的图片代表电脑老师，并引导学生用以上句型描述老师。)

(6)presentation of the dialogue of let’s learn

t：do you want to know about sara’s teacher?let’s look and listen.

(playfhetape)

(教师可再引导学生分小组朗读，分角色朗读等。要将对话熟练运用，机械性操练必不可少。)

(7)choose and make a dialogue

t：now you can choose one of your teachers andtalk about them with your partner，using this dia-logue.

3.practice/consolidation(操练/巩固)

(1)let’sfind out

①let’sfind out

t：good job.my children.thank you for show—ing me your teachers.and now i know more aboutthem.let’s find out who he is.

利用课件或图片呈现let’s find out图片及文字内容引导学生通过朗读并找关键词理解段落意思完成任务，同时也渗透了初步阅读的方法。

②let’sguess

t：wh0 can talk about one of your teachers andlet usguess“whois he?”

教师引导学生选择一位老师模仿let’s findout说一段话，让其他学生猜猜他是谁。在猜测过程中有必要告诉学生：西方国家习惯称呼老师为mr，miss，mrs，而且我们还应告诉学生mr，miss，

mrs.后面应该跟姓，而不是跟名。这个环节可以用上good to know的内容。

(2)let’s chant

①教师在以上环节可以把关键词或者说提示词写在黑板上，如猜出math teacher是young，english teacher是beautiful等，可板书如下：

math teacher young

english teacher beautiful

chinese teacher kind

art teacher funny

music teacher old

教师引导学生把它们编成歌谣，如：

my math teacher is very young.my english

teacher is beautiful.

my chinese teacher is so kind.my art teacher is

funny，funny.

my music teacher is old，but can sing nice

songs·

同时也可自然地引出page 2的let’s chant。

②t：now，let’s listen and find out.what are

these teachers like?(play the tape)

教师通过提问“what’s the math teacher

like?”等问题引导学生回答并改变黑板板书，使之成为let’s chant部分的提示词，如：

math teacher smart

english teacher kind

p.e teacher strong

music teacher nice songs

这样也有助于学生快速记忆chant内容。

4.assessment(检测评价)

finish activity book.

(1)ask ss to take out their activity book，then

ask them to look at exercise 1 and exercise 2.

(2)have them do some listening exercises.

(3)have ss check the answers.

5.add—activities(课外活动)

(1)discuss the pictures.

(2)教师让学生准备一些家人、朋友、老师等的照片，课后进行描述，在下一堂课上引导他们利用这些照片，在真实的情景中综合运用所学语言进行交际。

人教版英语教案篇4

教学内容

本单元围绕着“is this your pencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础.

教学目标

1)知识目标：

a.学习并掌握指示代词: this、that;

b.学习what引导的特殊疑问句;

c.学会yes/no问句及其简单回答;

d.学会句型：---how do you spell pen? p-e-n.

2)能力目标：

a.能辨认物品的所有者;

b.根据不同场景,能用英语对物品的所属进行提问和回答;

c.能识别不同句式的语调(陈述句,疑问句);

d.培养学生听、说、读、写的能力及创新思维能力.

3)情感目标：

a.通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;

b.通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务.

教学重点、难点

重点：a.掌握批示代词this、that用法;

b.掌握特殊疑问句和yes/no问句及其简单回答.

难点：学会写寻物启事和失物招领.

课时安排

第一课时section a 1a-1c

第二课时section a 2a-4b

第三课时section b 1a-2c

第四课时section b 3a-4 self-check 1-3

period one

课前准备

教师：录音机，图片，物品实物.

学生:实物(学习用品).

教学设计

step one: warming up.(通过复习形容词性物主代词，把学生引入学习英语的情境中。)

learn the chant.

t:let’s sing the chant together.

my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所属有功劳.

step two: new words.(利用实物教学，使得教学过程自然、形象。)

1. present the new words.

t: boys and girls, look at this please. what’s this in english?

(teacher holds a pen in the english.)

s1:a pen.(ss may say it in english.)

t: yeah. it’s a pen. and what’s this?

(the teacher holds an eraser in the hand.)

s2:it’s an eraser.

(teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)

2. practice the new words.

t: now, please look at the pictures in your books. can you put the words with the objects in the right pictures? write the letters next to the words, please.(give ss about two minutes to finish 1a.)

t: ok,let’s check the answers. who can tell us the answers?

s2:…

step three: present the drills.

1. present the drill “is this…?yes/ no,it is/isn’t.”(利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。)

(hold the teacher’s pen.)

t:this is my pen.is this your pen?

s1:no,it isn’t.it’s your pen.

t:(hold the student’s pen.) this is your pen. is this your pen?

s1:yes,it is. it’s my pen.

t:(hold a girl’s pen.) this is her pen. is this your pen?

s1:no,it isn’t. it’s her pen.

t:(hold a boy’s pen.) this is his pen. is this your pen?

s1:no,it isn’t. it’s his pen.

t: thank you.

2. practice the drill “is this your…?” in pairs with your own school things.pay attention to the use of my, your, his or her.(利用学习用品操练句型，并加深对物主代词的理解。)

s3:is this your…?

s4:…it’s my…

s3:is this…?

s4:…it’s his/her…

(the teacher asks a few pairs to practice.)

3. present the drill “is that …? yes/ no, it is/isn’t.”(利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。)

t:that is my book. is that my book?

(put a book on the teacher’s table so that the ss can see it clearly, and the teacher stands a little far from the table.)

s5:yes, it is .it’s your book.

t:that is his book.is that your book?

(put a boy’s book on the table and the teacher in the same place.)

s5:no, it isn’t.it’s his book.

t:that is her book.is that your book?

(put a girl’s book on the table and the teacher in the same place.)

s5:no,it isn’t.it’s her book.

(teach and practice the drill “is that …?” and its answer.)

4. practice the drill “is that your…?” in pairs with your own school things.(通过练习，区别两个批示代词的用法。)

s6:is that your…?

s7:… it’s my ….

s6:is that your…?

s7: …it’s his/her…

(the teacher asks some pairs to practice.)

5. listening.(进行听力练习，巩固所学的句型。)

t: now please listen to the three conversations, the first time you only listen. then i play again. and this time you listen and number the conversations.

(point to the boxes to show where students write the numbers for the conversations. teacher plays the tape and students listen to it and finish 1b.)

t: let’s check the answers, ok?

s8:(from left to right)

t: thank you.

6. practice the drills according to the pictures using“his or her”.(设置情景，使学生在情景中准确运用物主代词his或her。)

(show students four pictures like the followings.见课件。)

step four: task “have a contest”.(把两个学生的文具混在一起，然后请他们分别 挑 出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：this is my…that is her/his…)

t:i’ll put your things and your friends’ things together. i want to see if you can identify which is yours and which is hers or his.

(put the same number of the things together, and first ask them to pick out their own things and their partners’ things. then ask them to give a report, using the key words and target language. one student picks up the things while the other counts the time as well.)

languages used for the task:

1. this is my…

2. that is her/his…

step five: summary.(编一个chant ，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调chant 的节奏和一般疑问句的语调。)

chant.

t: in this class, we’ve learned the names of some common personal possessions and how to identify ownership. let’s learn to say this chant.

is this my book? yes, it is.

is that your ruler? no,it isn’t.

is this her pencil? yes, it is.

is that his erase r? no,it isn’t.

homework.

read the new words and the target languages presented in this class and say the chant to improve your spoken english.

人教版英语教案篇5

课题：unit 5 on the farm

教学过程：

step 1 greeting and warming-up

1. t-ss greet.(师生问好，活跃课堂，拉近师生距离)

2. t: look at this man, what’s his job?

ss: he is a farmer.

t: his name is macdonald. he has a beautiful farm.

before class, let’s listen to a song, it’s about macdonald and his farm.

step 2 presentation and practice

1. teach: national day ,holiday, last

t: what day/date is it today?

出示cai指名回答these seven days is this week.(cai出示this week)

these seven days was last week.( cai出示last week)

t: what date was it?指名回答

t: yes. it was the first of october.

and it was the national day. (cai出示national day领读)

when national day comes ,we usually have a long holiday . i had a wonderful holiday.

2 .t：do you want to know what i did this national day holiday?

you can ask me what did you do?

指名几个学生提问，可提醒学生看黑板上早已贴好的句子。再次要求学生一起提问，师回答。

3.活动：washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.

幻灯片呈现，让学生了解老师的活动

t:ok, boys and girls. do you want to go to the farm?

ss: yes. cai出示农场里人们干活的场景

t：ok，here we are. now we’re on the farm.

what can we do on the farm?can you guess?指名回答cai出示

s1:milk cows.

t：great. i can’t milk cows. can you teach me?示意学生动作。

教师边动作边带领学生朗读milk cows同时出示词组贴到黑板上

t：what can we do?指名学生回答

s2：?

t：good. collect eggs. (cai出示)师带领学生边做动作读词组。同时出示词组贴到黑板上

t：what else can we do?指名回答s3：?

t：right. water flowers.带领学生读短语。

t：what else can we water? it’s big and green.

ss：water trees.

t: good.出示词组water trees带领学生朗读，并将词组贴到黑板上。

t：what else can we water? it’s on the ground.指名回答

ss: water grass.看cai, t :what are these? they’re carrots.领读carrot出示单词图片pull up carrots

t: let’s pull up carrots.师带领学生做动作读词组，并将词组贴到黑板上。

t：what else can we do?

s4:?

t：boys and girls, let’s pick oranges. boys ,you’re tall and strong, please stand up and pick oranges.

师带领男学生们做动作读词组，并将词组贴到黑板上。出示一篮子橘子。

t：what are these? ss：they’re oranges.

t: do you want to taste my oranges?问几组学生，do you want to taste my oranges?

给学生分发橘子出示taste oranges单词图片let’s learn how to read it.带领学生读/ei/，/ei/,taste.

step 3 listen, read and say

1 .t: helen was on the farm last week. what did she do last week? let’s ask her together, ok? cai出示问题，引导学生提问，what did you do last week? cai出示答案。

t: what did she do last week? ss: she visited a farm?。

t: yes, helen visited a farm with her family on monday and tuesday.

do you want to visit a farm?出示词组visit a farm领读数遍，并将词组贴到黑板上。

t：helen visited a farm. here ed is pronounced /id/,领读visited，将ed贴到黑板上visit后面。

2. t：what did helen do on monday? who can ask? cai出示，指名学生提问。

t: what did helen do on monday?引导学生一起回答，she watered trees.拿出ed/d/,领读短语数遍。并将后缀贴到黑板原词组后面。

t: what else did helen do? let me ask her.师问what else did you do on monday, helen?，please listen ! cai出示答案。

3. t: what else did she do? together answer.

ss: she pulled up carrots.师出示ed/d/,领读单词，并将后缀贴到原来单词后面。

t: helen visited a farm on monday. she pulled up carrots and watered trees.贴图mon. how about tuesday? can you ask her? boys have a try.要求男生齐问。cai出示答案。

4. t: what did she do on tuesday?

ss: she milked cows.出示ed/t/领读该词组，并将ed贴到原单词后面。

5. t: what else did she do on tuesday?

ss: she collected eggs.

t: here ed is pronounced /t/,/d/ or/id/?which one?引导学生一起复述，helen visited a farm. on monday she watered trees and pulled up carrots.

t: how about tuesday?

ss: he milked cows and collected eggs.

6. t: helen did a lot of things on a farm.

what else did she do on the farm? let’s watch the cartoon.出示cai，

t: what else did helen do on the farm?再次出示cai，提醒学生看屏幕。

ss: she picked oranges.师拿出ed，

t：who can add ed for us?指名，stick for us.领读picked oranges

t: she picked oranges and tasted them.师做动作表明品尝。which one?指名回答。

here ed is pronounced /id/ ,who can add for us?指名加后缀。

7. t：were there any fruits on the farm?

ss：yes.

t: were there any apple/pear/banana trees on the farm?学生齐答。引导学生齐说

ss: there were apple trees, orange trees and pear trees.

t: nancy wants to go to the farm. so i think the farm is wonderful.(出示wonderful一词，领读)

8. t: helen did a lot of things on the farm.

she had a wonderful holiday.

but her friend nancy also had a good time, what did she do last week?

let’s listen, read and choose. cai出示，学生听。

提供问题，what did nancy do last week? ok, you can choose. cai出示选项。师读三条选项。指名学生回答。

出示watch a film.词组领读。 here ed is pronounced /t/.指名读音素。并将单词卡片贴到黑板上。

9. t: nancy watched a film with her family.

did she like the film?

did her family like the film?

yes, they all like the film very much.

t: let’s enjoy the whole cartoon.播放整篇课文录音。

do you like the cartoon? ss: yes.

t: it’s interesting. cai出示课文前言。

t：please read the narration and try to answer the questions. read by yourself.学生自读前言。

t：attention please. ok, show time. is the first day of school after the holiday today?指名回答，带领学生读体现该答案的原句。

10. t: take out your books and turn to p38,let’s read after the tape, please try to imitate it.跟录音读。

跟读过程中教授fun出示单词卡片贴到黑板上出示cai，here are five sentences for you. read and judge, whether they’re true or false.要求学生拿出课前发的判断题，学生自己答题。

t: let’s check the answer.集体校对。提醒学生看黑板。

11. t：look at the screen. here’re five pictures from the dialogue. i’d like to read it. i want to be helen. who wants to be nancy?指名一个学生与师示范朗读。

t：choose one picture which you like and practise it with your partner.学生选择一幅图操练指名学生朗读。

step 4 retell the dialogue

根据黑板上的短语，指名要求学生复述课文。 (通过复述课文，检查并培养了学生的理解能力和口语表达能力，调动了学生的理解，促进课堂学习效率。)

step 5 do a report

t: i had a good time this national day holiday.

please look at the screen.(cai)学生看视频表格，师描述自己的国庆节假期。

t: according to the things what i did, complete the passage. please take out the paper and write down the words.学生自己根据表格完成短文。

校对，指名一个学生朗读短文。

(让学生用自己的`语言来叙述自己的故事，给学生提供拉真实的情景去使用语言，以活动促说，以活动促用，充分体现了任务型教学理念，发展了学生的语言技能，提高了学生应运用语言的能力)

step 6 assign homework

1. listen to the tape and read after it.

2. copy the new words and phrases for three times.

3. finish the story about your holiday

人教版英语教案篇6

教学目标：

1、能听懂、会认、会读、并识别physics 、chemistry 、history 、geography等单词。

2、能运用i'm going to study___.等语句来介绍将来的中学生活。

重点难点：

1、能听懂、会认、会读、并识别physics 、chemistry 、history 、geography等单词。

2、能运用i'm going to study___.等语句来介绍将来的中学生活。

教学过程：

step 1：warm-up and show the learning aims

t: my kids, yesterday we learnt sam is going to go to middle school, and he is going to study physic chemistry, history . today let talk about what are you going to study? (板书课题并齐读) first，please look at our learning aims.(出示本课学习目标，教师慢慢读，学生仔细看、认真听。)

step 2: show the guides (指导自学)

1、review some words about subjects chemistry ,math ,history chinese…

2、t: look at here. she is lily and he is peter. we'll watch a video about them. before watching the video, let's see three tasks.

(1)look at the pictures and read the text

(2)listen to the tape and read each sentence.

(3)students read the sentences and the new words. then talk each other

3、talk to a friend. what are you going to study? choose and draw three subjects.

4、memory game: how are you going to go to school?

step 3: practice

ask and answer

where are you going to study?

what are you going to study?

板书设计：

unit 2 what are you going to study?

a: what are you going to study?

b: i am going to study chinese, math history, and chemistry

人教版英语教案篇7

教学目标

1.能够听说读写本课单词：singer, writer, actress, actor, tv report

2.能够理解、认读白体句子：what does your father /mother do?he’s a---

3.能够听懂、会唱歌曲“my family”

教学重点难点

1.重点是掌握a let’learn部分的五种英语表达，并能简单问答、介绍，表达自己的理想

2.本课难点是在正确区分运用冠词an和a,如：an actress,a writer

教学准备

1.准备四年级上册第六单元和本课的录音带

2.准备本课单词卡片、sarah等人物的头饰、一些名人的图片

3.学生准备本课单词卡片

教学过程

1. warming up

放四年级上册第74页的歌谣，学生边说边根据内容做一些动作

2.preview

“指手画脚“活动

教师把doctor,teacher,nurse,farmer,baseball palyer等单词卡片朝下放在桌上。一名学生抽一张卡片，用动作表演卡片上的职业，其他学生猜职业名称。第一个猜出的同学抽下一张卡片继续做游戏。

3.presentation

let’s start

教师展示本部分的挂图，然后对学生说：“i am a teacher .i teacher english.”教师板书：teach,teacher.注意：teach,teacher用不同颜色的笔标出来。请学生观察两个词并说出差别。教师通过一些动作给学生以提示，帮助学生理解几种职业的含义。注意提示学生dancer,driver,writer三个词是直接在原动词后面加r.

let’s learn

(1)教师出示singer图片，示范朗读，让学生跟说并做动作。

(2)教师出示一名歌手的照片，问：“what does he/she do?”引导学生回答：“she/he is a singer.”启发学生说出更多歌手的名字。

(3)用同样的方法学习其他职业：writer,tv reporter.教师依次拿出几张演员的照片，问学生：“what does he do?”引导学生回答：“she is an actress.”教师提示学生在actress和actor前面要用an.修改意见

(4)“快看快拼”活动

教师快速出示一张本部分的单词卡片，学生争取首先拼出单词。

(5)教师指导学生在学生卡片背面边拼读边描红

(6)“快看快说”活动

教师同时快速出示一张职业图片和she,he,sarah中的任一张卡片，学生根据卡片上的'内容快速说出一个句子，如：she is an actress.

(7)教师向学生展示杂志上的名人照片，问：“who’s he/she?what does he/she do?”引导学生回答：“that’s---he’s/she’s a---”

(8)”对卡片.说句子”活动

学生把本课职业单词卡片正面朝上放在课桌上,随意抽一张.教师也从自己的卡片中抽一张,然后和学生同时说:”what does she do?”教师迅速向学生展示自己的卡片,和教师选同一张卡片的学生起立根据卡片内容回答:she’s a---

4.consolidation and extension

group work

(1)教师依次戴上amy,chen jie,等人物的头饰,并介绍说:i am amy.i am going to be an artist.i am john.i am going to be a/an---”然后向一名学生提问:what are you going to be?”引导学生回答:i am going to be a/an---

(2)学生翻开课本第58页,在表格第一列填入要采访的同学名字,然后在教师里走动调查,完成表格,找出最受学生欢迎的职业.

(3)let’sing

教师放“my family”的录音,然后向学生解释歌词大意.学生跟读歌词,跟录音唱歌曲.

(4)做活动手册a let’s learn部分的配套练习

(5)“按顺序排队”活动

学生五人一组,每组使用一套本课单词卡片,每个学生抽取一张卡片.教师打乱顺序说出卡片上的职业.为了增加游戏的难度,教师可以变换单词的顺序,逐渐加快速度.

(6)“追单词”活动