LESSON FOURTEEN (1课时)
“江湖扁子”通过精心收集，向本站投稿了9篇LESSON FOURTEEN (1课时)，以下是小编整理后的LESSON FOURTEEN (1课时)，欢迎阅读分享，希望对大家有帮助。
篇1：LESSON FOURTEEN (1课时)
教材内容分析:
第七单元的教材内容注重交际性,从学生非常熟悉的日常交际用语,转接到认识新同学,外国朋友之间的交流对话,从中学习热情待人,友好相处的道理,&127;并认识到英语作为交际的语言的重要性.
第十四课是巩固课,复习的主要句型：Is he/she from ¨¨? Are &127;you/they from ¨¨?并熟练运用于情景之中.在复习“国家名词”时,注意把它们与已学的“&127;国籍名”在读音、拼写上进行联系与区别.&127;在本课要求“两会”掌握的5个单词中3个是国家名词,难点比较集中.
综合以上情况,本课宜采用对比法,情景导入 、电脑多层次展示等教学手段,使难点分散,以达成教学目标 .
教学对象分析：
学生进入五年级第二学期学习后,所学的知识逐渐加深、扩展,已有了一定的知识基础.虽然他们的理解力随着年龄的增长而提高,但是要记忆、大量的词汇和句式,要把课本知识转化为技能,将会是学生碰到的困难,教师要帮助学生增加克服困难、加强学习的信心.因此,在本课设计中,针对少年儿童的认知心理特点,通过对比复习知识,采用多媒体多层次呈现新知识,达到五彩缤纷的视听效果,创设生动活泼的相关情景,进行有趣的课堂教学活动,从而获得最佳的教学效果.
教学目标 ：
1 认知目标：
(1)复习第13课(I)、(II)的词汇和主要句型,熟练掌握本单元“四会”&127;词汇的语音的拼写及本单元句型在交际中的运用.
(2)巩固人称代词I,you,he,she,we,they在陈述句和一般疑问句中运用,特别在询问国籍的句子中的运用.
(3)正确区分并使用下列单词:Chinese,China,&127;American,&127;America,&127;English,England.
&127; &127;(4)&127;掌握“&127;四会”&127;单词fourteen,&127;能听、&127;会说以下单词：Japan,&127;Canada,Australia,Tanaka,Dick.
2 思想感情目标：
热爱祖国,有中国人的自尊,同时学会与各国人民友好相处,养成良好的交往意识.
3 智力发展目标
提高思维能力和综合运用知识的能力.
教学重点：
(1)熟练运用句型:① We/You/They are (aren't)...
② Is he/she from...?
③ Are you/they from ...?
Yes / No,...
教学难点 :
① 正确区分English-England,China-Chinese,America-American的读音、&127;拼写及在句子中的运用.
② 认识日、加、澳的国名和国旗的读音及图案.
教学媒体:
录音机、投影仪、电脑、单词卡片、实物
教学过程 ：
(一)组织教学
1 由值日生组织全班唱<
(说明:使学生在轻松愉快中作好课前准备.并为把England,China,&127;America,Japan 几个国家名改编为歌词作准备.)
2 板书、宣讲目标
(1)宣布课题.
(2)电脑出示课题:Lesson Fourteen,教读“四会”单词.
(3)宣讲目标:学习三个国家的名称和复习13课的内容.
(说明:使学生明白这堂课的内容)
(二)复习准备
1 复习第13课的单词
教师出示单词卡片,其中重读元音字母下划一红线强调,提示学生读音其发音 例如: thirteen
ir[ ],ee[i:],t-h-i-r-t-e-e-n thirteen
(说明:培养学生用音节拼读单词的习惯,为学习音标打基础.)
2 学生带头饰表演课文(I),(II):
(说明:复习旧知识,并在模拟情景中交际运用)
(三)归纲小结
1 提问学生13课主要学习了什么句型.
2 教师启发学生说出Are you from ...?句型.
3 利用“Are you from ...” 句型引出from后跟国家名词而不是国籍.
4 让学生归类说出已学三对国家名称与国籍.
China-Chinese , England-English , America-American
(说明:通过师生共同小结,突出课文重点和难点,为呈现靠知识作铺垫.)
(四)新知识呈现与操练
1 呈现Look,Say and Act.
(1)电脑出现一画面:富士山,走出穿和服的女孩Miss Tanaka,接着她走到日本旗下,这时再走出一个男孩Mr Tanaka,跟着走到日本旗下.
教师根据画面进行解释:This is Miss Tanaka,She is from Japan,&127;too.Can you gurss the meaning “japan”?
让学生说出“日本”,教读Japan,Tanaka.
教师提问学生:
Who are they?
They're Miss Tanaka and Mr Tanaka.
Are they from China?
No,they aren't.
They're from Japan.
(说明:用以上句型提问为操练Look,Say and act作准备).
(2) 学生看屏幕:一片红色的枫叶,走出Mary and Dick ,走到加拿大旗下.
教师解释:
Who is that girl? She is Mary. She is from Canda.
Who is that boy? He is Dick.He is from Canada.
What's the Chinese for “Canada”?
学生说出“加拿大”,教读Canada,Dick.
教师提问学生:
Who are the boy and the girl ?
They're Dick and Mary.
Are they from America ?
No, they aren't.
They're fromn Canada.
(3) 学生看画面:悉尼歌剧院,附近有两只袋鼠,走出Miss Redd,Mr Brown走到澳大利亚旗下.
教师解释: Who is the &127;lady &127;?&127; &127;She&127;is&127;Miss &127;Redd.&127;&127;She&127;is&127;from Australia. Who is the man ?He is Mr brown.He is &127;from Australia. What's the Chinese for “Australia”?
让学生说出“澳大利亚”,教读Australia,Redd.
教师提问学生: Who are the man and the lady?
They're Mr Brown and Miss Redd.
Are they from England?
No, they aren't.
They're from Australia.
(说明 :通过电脑多媒体多层次呈现新知识,&127;让学生在五彩缤纷的动感世界中接受新知识.)
(4) 画面出现长城,走出Li Qing 和 Li Ming.
教师提问: Who are the boy and the girl?
They're Li Ming and Li Qing.
Rae they from Japan?
No , they aren't.
They're from China.
(5) 画面出现大笨钟,走出Mr and Mrs White.并走到英国旗下.教师与学生作如下对话:
T: Who are they?
P:They’re Mr and Mrs White.
T:Are they from America?
P:No,they aren’t.They’re from England.
(6)电脑画面出现自由神像，走出Rose和Tom。作自我介绍并走到美国旗下。教师与学生作如下对话：
T:Who are they?
P:They’re Tom and Rose .
T:Are they from England?
P:No,they aren’t.They’re from America.(说明：以上问答为Look,Say and Act 作准备)
2 游戏：猜国家名称。把以上六幅画面同时呈现，其中国旗和人物闪烁再消失，剩下各国的风光名胜让学生根据名胜风光快速说出国家名称。（说明：在游戏中巩固所学的'国家名称，分散难点，突破难点。）
3 运用Look,Say and Act 内容操练
（1）请学生打开课本39页，看picture 1.听录音带的对话，并且复述：Who’re these two children? They’re Li Ming and Li Qing ,Are thry from Japan? No,they aren’t. They’re from China.把以上句型投影仪打出，替换部分用红色划线。
（2）全班朗读以上句型，然后教师与较好的学生对话Picture 2.接着老师与全班学生对话Picture 3.
(3)两人小组活动操练picture 4.5.6 (说明：通过各种形式的操练，掌握句型：Are they from…?Nothey aren’t.They’re from…)
4 游戏：猜人物把课本39页图的人物与国旗分开，位置颠倒，让学生用鼠标把他们放回原位。步骤：
鼠标指一国旗，如中国旗；问：Who are from China?
学生说出：Li Ming and Li Qing are from China
教师问全班：Yes or No?
全班答：Yes.They are from China.若选错则答：No,They aren’t from … They are from…（说明：让学生操作鼠标真正参与教学活动，通过这一游戏，巩固They are/aren’t from…句型）。
5 用Read and Say内容操练
问一个学生：Are you from Janpan?答：No,Iam not.同时问两个学生：Are you from Janpan?启发学生回答：No,we aren’t .（作用：区分你和你们的回答分别用I和Me，引出Read and Say的回答）
请学生打开课本49页，先听录音机，再全班朗读。教师实物国旗与一组学生对话，教师举起英国旗，问拿美国旗的一组学生：
T:Are you from England?
P:No,we aren’t.We’re from America.(说明：通过实物载行机械操练”Are you from…? We’re from…” 句型)
6 猜测游戏
请一男学生站立举起手中的国旗（如中国旗），教师指着他问：Is he from China?学生回答：Yes he is.
请一女学生站立举起手中的国旗：如英国旗，教师指着她问：Is she frim America? 学生答：No,she isn’t.She is from England.
请一位学生上台，面向黑板，教师拿起一种国旗放在座位中某一位学生手中，并放在背后，请台上学生转身面向全班，教师任意举丐一种国旗（与学生手中的旗可能相同或不同）。全班用Is he /she from…? 问台上同学。那同学答：Yes ,he is 。或No,he/she isn’t.He/She is from… 。让学生举起国旗，全班说：Yes he is 或No,he/she isn’t He/She is from… 猜对的奖一面国旗。目的是在游戏中巩固Is he/shefrom….?Yes/No,句型。
（五）发展
采访运动员
请5位学生扮演运动员，教师准备五个信封，里面装有各个运动员的资料：姓名、年龄、国籍、每个运动员抽一个信封，准备回答记者的问答。
学生扮演小记者采访运动员，尽量用本单元所学句型进行对话：
小记者A和运动员B
A:Hello.
B:Hello.
A:What’s your name,piease?
B:My name is xxx.
A:Nice to meet you.
B:Nice to meet you too.
A:Are you from …?
B:Yes/No…
A:How old are you?
B:I’m…
A:Thank you very much./B:You ‘re welcome.
分别请5个学生扮演小记者采访运动员。其他学生看表演，做填表练习，再用投影仪检查答案。（说明：综合运用第13.14课句型，使学生把课本知识活用到交际中去。
按听到的内容填表：
MF
1
LiQING
14
Dick
Tom
Rose
Mary
2． 看电脑画面编小组编对话，抽查。（作用：协同互助发展思维能力和综合运用知识的能力）
3 .用China,England,America替换歌词（预备题）
（六）作业 ：
听录音，朗读14课内容
篇2：第十四课 Lesson Fourteen
一、教学内容
1．词汇（略）。
2．句型：1) Why not? 2) Why don't you come with me? 3) The second one is better than the first one. 4) The third one is the best of all.
3．语法：1）继续学习形容词比较级、最高级用法； 2）继续学习to be going to+动词原形用法。
二、教具
录音机；三支钢笔，带有不同价格的标签，标签要制作得醒目；两组图片（参照课本第2部分中后两组插图制作；小黑板。）
三、课堂教学设计
1．复习值日生报告。
教师可参照上一课教学步骤2的方式进行复习。
2．启发学生用所学句型向教师提问，引出本课要学的内容：
S1： What are you going to do next Sunday?
T：I'm going to the shops.
（启发学生提问下一个问题）
S1： What are you going to buy?
T： I'm going to buy a few oranges.
放慢语速，反复说两遍，并板书词组a few。确信学生基本搞清大意后，用汉语向全班提出假设；如果你想要对方为你顺便带回点桔子，应怎样说？给学生一分钟时间考虑，并让大家试试。尔后教师将这下句话书写在黑板上： Could you get some for me, too?
扼要讲解这个句子，教句中生词（见难点讲解2）。
3．准备放课文第1部分录音。教师板书听前提问(Pre-listening questions)：
1) What is Wei Hua going to buy?
2)Is Lucy going with Wei Hua?
放录音一至两遍，引导学生回答问题。再放录音，学生打开书跟读，反复三遍。
教师扼要解释Why not?的含义（见难点讲解3）。
4．将全班分为两部分：一部分扮演Wei Hua的角色，另一部分扮演Lucy的角色，用教师提供的替换词，模仿课文对话。可采取以下方式：拿出事先准备好的小黑板（上面抄有课文第1部分的完整对话）先指挥全班对照小黑板内容表演一次，从第二遍操练起，教师逐次擦掉其中一些短语（甚至整个句子，依学生情况而定），直到全班大致背诵下来为止。
5．请两、三组（每组两人）同学到前面来表演。
6．教师出示事先准备好的带有价格标签的钢笔，与学生进行下列对话：
T： What's this in English?
Ss： It's a pen.
T： Yes. Look! This pen is cheap.（出示另一支钢笔。） Is this a pen, too?
Ss： Yes, it is.
T： Right. Look! This one is cheaner.（拿出第三支笔。） Look! What about this one?
（引导学生说出。）
Ss： This pen is the cheapest of all.
T： Which pen are Wei Hua and Lucy going to buy?
让学生自己讨论决定，然后打开书，看答案。
拿出事先准备好的两组图片，按上述步骤进行。由于书上没有答案，可让学生自定。教师在演示过程中，教授形容词good的不规则变化，并讲解…but it's too dear!（见难点讲解4）。
7．指导学生做练习册习题。
8．布置作业
1）练习朗读本课对话；2）抄写生词及短语；3）完成练习册习题。
四、难点讲解
1．Where are you going?你（打算）去哪儿？
中国人见面打招呼、寒喧时，常用这一句。在与外国人交往时要慎用。此外，诸如询问对方年龄（特别是女性）、收入等，都会令对方十分不快，这主要是由于我们的文化背景、习俗等方面不同，应提醒学生注意。
2．Could you get some for me, too?你能给我买一些（香蕉）吗？
句中could是can的过去式，用来表示客气的请求；get是用途极广、相当活跃的动词，意义广泛。用在这里，相当于buy。
3．Why not?为什么不？
这句话可以理解为：Why don't I go with you?我为什么不跟你一块儿去呢？从另外一个角度表示肯定。 Why not +动词原形还经常用来提出建议等。例如：
A： This ruler is too short. Do you have a long one?这把尺子太短。你有长一些的吗？
B： Sorry, I don't. Li Lei has one. Why not ask him?对不起，我没有。李磊有一把。为什么不去问他呢？
4．But it's too dear!但它（指蛋糕）太贵了！句中的too表示：“太、过于”的意思。
篇3：Lesson 1
Note：As this is the first lesson, spend up to two class periods on it. Steps 1-4 could occupy the first lesson. This will give you more time to get to know the class and for them to get to know you. It will also give you time to build up a good relationship with the students .
Step 1 Introduction
Greet the Ss by saying Good morning, class! Welcome back to school! If you know the Ss, go round and greet some individually：
Good morning, (Name)! How are you? And repeat Welcome back to school with gestures. If you do not know the Ss, say My name is…Then say to some Ss Good morning! What's your name? How are you?
Get the Ss to greet those around them.
Step 2 Presentation
Say Good morning, class. Welcome back to school. Show the meaning of Welcome back with a gesture. Teach this dialogue：
T：Welcome back to school!
Ss：Thank you, sir!
Practise with individual Ss.
Step 3 Practice
SB page 1, Part 1. Speech Cassette Lesson 1. Write on the board： Lesson One, the first lesson. Say Open your books at page 1, the first lesson. Explain first.
Play the first dialogue. Ss listen and repeat, then practise in pairs, using their own names instead of class and sir. Get some pairs to act out the dialogue.
Step 4 Presentation
Hold up a piece of paper with the names of the Ss on it. Say This is a piece of paper. These are your names. Let me call your names .Say ‘I'm here’. OK? Read the names and help the Ss to say I'm here! (or Not here! for an absentee).
Play the second dialogue in SB page 1, Part 1, then practise it with the Ss . Note the directions calling and standing up. Tell the Ss that these are instructions. Demonstrate their meanings.
Briefly remind the Ss of the Present Continuous Tense (What am 1 doing? I'm standing up. Now I'm sitting down, etc).
Step 5 Presentation
Revise the names of classroom objects: book, pencil, pen, etc.
Teach paper, a piece of paper and May I borrow… please? Ask individual Ss. Help them to answer Certainly! Here you are!
Collect the items on your desk. Discuss each item with the class： What colour is it? Is it heavy?
Whose is it? etc.
Revise broken. Pick up a broken object and say I'm sorry, it's broken. Help them to answer It doesn't matter. I can mend it.
SB page 1, Part 2. Speech Cassette Lesson 1. Play the tape and read through the dialogue with the Ss. Explain that But come to school earlier next time is a warning following It doesn't matter. Give some more examples： I'm sorry.
Your pen is broken. -It doesn't matter. But use your own pen next time.
Step 6 Practice
Ss practise the dialogue in pairs. Get some Ss to act it out.
Step 7 Workbook
Wb Lesson 1, Exx. 1-4. Ex.1 helps Ss to learn how to pronounce the new words in the last column by revising the old words. Meanwhile, they can revise the vowels /e/, /&:/, /$/, /+:/and /ei/. Exx. 2 and 3 help consolidate the dialogues in this lesson. For Ex. 4, do an example with the Ss, using I'm sorry,… -It doesn't matter. Let me… Then get the Ss to work in pairs.
Check the answers.
Homework
Do Wb Lesson 1, Exx. 3 and 4 in the exercise books.
篇4：第六册Lesson 1
Teaching & Practicing lesson
Period 1 for the whole lesson
Ⅰ Teaching Material
1. Functional and notional items: Talk about what has done.
2. Language points: words: CD player, several, shelf,
Sentences: Have you got …?
I haven’t got ….
Have you seen it anywhere?
Grammar: The Present Perfect Tense
Ⅱ Teaching Objectives
1. Talk about what has done orally.
2. Try to understand the whole lesson and read it fluently. The tone and pronunciation should be basically right.
3. Master the following words and sentences.
4Ss: Words: CD player, shelf, several
Sentences: Have you got ?
I haven’t got .
Have you seen it anywhere? Yes, I have. / No, I haven’t.
Ⅲ Teaching Points
1. The main points: ⑴&⑵ of teaching objectives
2. The difficult point:① shelf (pl) shelves
②I have a pen.= I have got a pen.
③the use of the present perfect tense
Ⅳ Teaching Procedure
1. Organization of the class
A. Greeting
B. Raise requirement
T: We’re going to talk about the library.
2. Review
A. Oral
T: Do we have a library in our school? What do we have in the library? What can we do in the library?
3. The teaching of the new lesson
A. Unit 1 In the library
篇5：第六册Lesson 1
T: Let’s learn Unit 1 In the library, Lesson 1. (write down the title)
B. Teach: Have you got ?
T: If you want to borrow a history book from the library, what do you say?
Ss: Excuse me, do you have a history book?
T: Yes, and we can also say: Have you got a history book?
Write down the new sentence and compare the new one and the old one. Then teach the negative form and simple question form.
And make more examples.
Examples: He has got a good pen.
They haven’t got any water.
Our school has got a lot of students.
C. Teach: Part 1
T: Have you got a ruler? S1: Yes, I have. Here you are.
T: Have you got an umbrella? S2: Sorry, I haven’t. Ask
Ask the Ss to use Part 1 to make new dialogue in pairs and then ask some to do it in front of the class. Teach “ CD player” at the same time.
D. Teach: several
T: Have you got a pen? How many pens have you got?
S1: Five
T: We may also say: “You’ve got several pens.”
Write down the word: several
E. Teach: shelf
T: Just now we talked about the library, we know there are many books in the library. Where are the books put?
Teach: on the shelf shelf (pl) shelves
F. Part2
T: Now I’d like you to make a dialogue talking about borrowing books about different subjects.
Do it in pairs first then ask some to do it.
Analysis: books about at the moment = now = right now
G. Part 3
Dialogue 1
Listen and answer: Well, when you borrow books from the library, you must be careful, but Jim is not careful.
What happened? Where was the book?
Then read it and learn the dialogue.
Analysis: Have you seen it anywhere? ( tense and the use of anywhere)
Dialogue 2
Listen and answer: How about Tom? What has he lost? Where was it?
Read and learn.
Analysis: have lost (tense)
Perhaps he’s seen it. ( ‘s is short for has)
I saw it on Lin Tao’s desk five minutes ago. ( tense)
H. Conclusion
1. have got = have 2 several = a few 3.on the shelf 4. the present perfect tense
I. Wb. Ex1 &2
4. Homework
1. Do Wb. Ex 3&4
2. Recite Part 3
篇6：Unit 1 Hello Lesson 1
unit 1 hello lesson 1
备课时间-9-1原备课者仇守勇修改者教学目标预设1.学生初次接触英语，让他们产生兴趣。2.帮助学生学会用英语介绍自己，常用句子：hello , hi , i am …3.学习单词 cat 、monkey4、歌曲 “ hello”重、难点分析to enable students to speak loudly.教学准备pictures教学过程预设二次备课step 1 greetingsay hello or hi to studentschoose some students to greet with teacher.( 可加上姓名)make students say hello with their partners.say togetherstep 2 introduction1. t: hello, i am miss …你们跟我打个招呼好吗，hello/hi, miss…2. read: i am3. 老师很想知道你们的名字，可以大声的告诉老师吗？示范： i am …4. choose some students to say.(鼓掌)5. 老师打着节拍，学生和着快慢介绍自己。6. 小组内互相介绍，打招呼step 3 wordsshow pictures , learn to say . (可作动作)play a game: （击鼓传花）老师打节拍，学生传图片，停时在谁的手上，要求他扮演该动物，并说i am …step 4 sing the song1 3 5 3 5 5 5 1 3 5 3 2 3 2hello cat do oh do hello monkey do oh do1 3 5 3 5 5 5 6 6 5 3 1 1.hello hello do oh do hello hello hellostep 5. reading把这节课句子、单词读一读课后记篇7：lesson 1教学反思
lesson 1教学反思
通过本节课的学习，教学目标的三个目标有所体现，学生能够认识到环境保护的重要性。在环境保护中，人人有责。全球变暖与每个人息息相关，认识到全球变暖的原因以及我们应采取哪些措施来减缓这种现象。
教学过程相对完整，有导入，略读，详读，以及讨论。因为与每人的.生活相关，学生学习有热情，通过教学过程的层层开展，学生对全球变暖学习深化，由对它概念模糊化的理解变得日益清晰，并通过讨论有利于学生思维的扩散能力和逻辑能力的培养。
教学方法主要采取的多媒体展示的方法，通过几组图片的展示，几组数据的呈现，更形象的，生动的呈现出全球变暖的概念和成因。
本节课的不足之处在于课文中长句较多，对于中等水平的班级的学生，这些长句不好理解。以及生词较长，学生记忆有些费力。设计的教学环节不够丰富，衔接有些欠缺。以后多多改进。
篇8：Unit 1 Hello Lesson 2
unit 1 hello lesson 2
备课时间-9-8原备课者仇守勇修改者教学目标预设1.复习上节课的内容2.帮助学生学会用英语问别人姓名，常用句子：what is your name?3.学习单词 dog 、duck4.歌曲 “ what is your name?”重、难点分析to enable students to speak loudly.教学准备pictures教学过程预设二次备课step 1 greetingsay hello or hi to studentschoose some students to greet with teacher.( 可加上姓名)step 2 introduction1. t: i am… what is your name?帮助学生理解并用 i am…回答2. read: what is your name?句子比较长，学生有难度，分解读 name, your name ,what is your name.3.选几个学生读，帮助正音。以比赛等形式调动学生学说的积极性。4.老师打着节拍，学生和着快慢介绍自己。5. 你知道老师的name 吗？想知道吗，怎么问？选学生问，齐问。6．ask and answer in pairs.7.play a game:第一个学生问身后学生，完成后第二个学生问第三个学生，传递下去，看哪一小组最快结束。step 3 wordsshow pictures , learn to say . (可作动作)act: 扮演自己最喜欢的动物，并说 i am a…老师可问他（她） what is your name?step 4 sing the song5 6 5 4 3 4 5 2 3 5hello hello what is your name? what is your name?3 4 5 5 6 5 4 3 4 5what is your name? hello hello what is your name?2 5 3 1i am peterstep 5. reading把这节课句子、单词读一读课后记unit 1 hello lesson 2 来自本网。
篇9：Unit 1 What are these?-lesson 6
Lesson 6教案示例
【课题】Unit 1 Lesson 6 (Revision)
【重点】复习巩固本单元的会话并能实际运用
【难点】字母a在不同情况下的读音
【教学过程 】
一、热身/复习(Warm-up/Revision)
1、师生互相打招呼、问候。
2、学生自愿上台表演Lesson 5的课文。教师应适时纠正学生在语音语调中的错误。
3、复习本单元的单词：教师可借助图片模型、玩具或简笔画问What is this in English? 学生回答来复习所学单词。
4、Pair work: 学生两人一组用相互问答的形式或相互练习，以及听写单词、句型的形式复习所学的句型、数词等。
5、教师播放Lesson1到Lesson5的视频演示，带领学生一起回顾本单元的会话内容。为学生理清本单元所学的主要内容。
6、学生两人或三人一组，选择第一单元中任一课的`内容表演，最好在原来的基础上有自己的创新。由大家评出表演最佳的小组，教师应及时奖励。
7、教师带领学生唱唱歌、读读小诗、绕口令等活跃课堂气氛，然后给学生做听写练习，可让一两位学生在黑板上写，最后一起核对答案。
二、会话教学 (Learn to say)
1、让学生看录像1―2遍，可向学生提出如下问题：
What are these/those in the box?
Are they apples/bananas/oranges/pears/cakes…?
What are they, then?
Did Ann guess right? (No, she didn’t.)
Is Ann very happy?
Do you like hamburgers? (Yes, I do. /No, I don’t。或I like hamburgers very much.) 然后提些主要问题看看学生是否看懂了，不懂或没有完全跟下来，可以再放一遍录像，让学生带着自己的疑问看一遍，以加深印象。
2、利用本课的对话跟读课件，让学生模仿跟读，主要强调语音语调，教师应适时提醒什么时候读升调，什么时候读降调。
3、让学生仔细看对话中的黑体部分apples, bananas, hamburgers，问学生为什么这些单词与众不同，然后提示学生可以用这些单词来替换自己想说的内容，可以是水果，也可以是文具、玩具等。I have something nice for you. 也可以说…something beautiful/big /small等。
4、让学生自己准备一个盒子，里面放些东西, 给学生3分钟时间两人一组练习。然后，老师选2―3组同学上台表演。教师注意应当及时表扬和奖励在表演中有创意的学生。
三、语音练习(Try to read and listen)
1、先让学生试读，可以一个学生读一个词或两个词或一行，先轮流读，再循环读。先读字母或字母组合，再读发音，最后读后面所列单词。
2、听录音，听一行，让学生找一找这些词的共同点。如第一行都是以e为词尾的，不一定非让学生说“开音节”“闭音节”等语法术语。
3、有些单词学生没有学过，教师不必讲解，只要求学生对字母a的拼读规则有所印象就行。
四 趣味操练
复习要点1(Checkpoint 1)
1、第1项数词及名词复数的复习，可先让学生全班报数，然后从某个数开始倒数数， 这样更能锻炼学生对数词的敏感性。
2、第2项练习these, those和they,可让学生随意各造一句。最好不重复。各组比赛看谁造的多。
3、教师帮助学生归纳一下回答形式，并让学生两人一组练习问答，也可以让学生一人站起来问另一学生，另一学生答完后再问下一位学生，以链锁操练的形式进行。
五 扩展性活动
看图猜词
以每一纵行为一组进行竞赛，教师先出示一些本单元Let’s practise部分的图片，然后收起来，再从中抽出一张放在身后，由每组的第一名学生轮流猜，可以问：“Are they/these/those…?”回答：Yes, they are.或No，they aren‘t.等。哪个组猜对了就给记10分，然后接着往下猜，第一排的学生猜过后第二排接着猜，最后得分最多的组为优胜。做这个游戏时，还可以找一位学生来主持，由他让学生们猜。
【板书设计 】
【LESSON FOURTEEN (1课时)】相关文章：
1.瑞雪第1课时
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