【篇一：Sam had lots of chocolate教案】
教學目標：
知識與技能
1.Words and phrases: stomachache, cold, headache, fever,
fall off, fell off.
2.Sentences: Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
3.Grammar: Talking about illnesses.
教學重點：
Words and phrases: stomachache, cold, headache, fever,
fall off, fell off.
教學難點：
Sentences: Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
Grammar: Talking about illnesses.
教學方法：
講授、過去時
教學過程：
�。ㄒ唬⿲耄篠tep 1 Warm-up
T: Hi, boys and girls.
T: Let’s sing a song, ok?
Ss: Ok.
T: Ok！ London Bridge is falling down…。 （Ss sing the song）
T: You are clever boys and girls. Now let’s have a Free Talk “What I did yesterday”， Ok?
Ss introduce what they did yesterday
�。ǘ┨骄啃轮猄tep 2 Presentation and leading
T: Who can tell me what happen to Daming in last Unit.
Ss: Daming’s head was bumped.
T: Let’s play this story, ok?
Ss: Ok.
�。═wo students play in roles of “Daming” and “Sam”， others describe the story, the two students do the actions）
The teacher writes the word “today” on the blackboard. What happened to Daming, Sam, Amy and Lingling? Lead the students to use “to” and “and” to connect the two sentences.
Step 3 Text Teaching
T: Now, this class we are going to learn Module 10 Unit 2 Sam had lots of chocolate biscuits .First, listen to the tape and underline the new words.
�。═each the new words’ cards）
T: Now listen to the tape and repeat it. Are you clear?
�。═he teacher writes these sentences on the blackboard）
Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
T: Now listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.
T: Look at these words: had, ate
（三）鞏固新知Step 4 Task-Fulfilling
T: Let’s play a game, ok? Ss: Ok.
T: Let’s play “I do you say”。 I’ll ask four students to come to the front of the class, one student performs Daming eating chocolate biscuits and then having a stomachache, and others describe it, and so on.
Step 5 Text Learning
T: Look at Part 4, answer these questions:
What is wrong with Little Tommy?
What’s wrong with Little Lingling?
What’s wrong with Little Ben?
T: Listen to the tape and repeat it.
T: Let’s read the poem together and do the actions, ok?
Ss: Ok.
�。ㄋ模┳鳂I(yè)布置Homework
�。ㄎ澹┬〗Y(jié)：過去時的用法
板書設(shè)計：
Unit 2 Sam had lots of chocolate
Sam had lots of chocolate biscuits yesterday.
So today he’s got a stomachache.
【篇二：Sam fell off his bike教案】
教學目標：
知識目標
A、能聽、 說 、讀、寫并正確使用單詞
“happen, ride, thirsty, watermelon, carry, bump，
fell/fall off, went/go, bought/buy ”。
B、能理解并靈活掌握句型
We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. 。
能力目標
在知識目標的基礎(chǔ)上，要求學生在實際生活中運用動詞過去時態(tài)句型We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried….來談?wù)摶蛎枋鲞^去發(fā)生的事情，同時在課文的教學中培養(yǎng)學生的閱讀能力，從而提高他們的綜合語言運用能力
情感目標
讓學生通過運用語言來完成學習任務(wù)，感受成功，從而引發(fā)和培養(yǎng)學生學習英語的內(nèi)在動機，終使他們形成英語學習的積極態(tài)度。
教學重點：
能理解并靈活使用句型We went for a bike ride/were hungry and thirsty/bought a watermelon/fell off/carried…. ，掌握過去時態(tài)的表達方式。
教學難點：
過去時態(tài)的運用及利用教師設(shè)計的各種閱讀訓練活動，通過輸入和輸出的方式，使得學生感知并理解教學內(nèi)容，并以此話題展開“說”與“寫”的訓練，培養(yǎng)學生的綜合運用語言的技能。
教學過程：
一、Warm up
1.Greetings.
T:Hello,boys and girls.
Ss:Hello,Ms Wang.
T: How are you?
Ss: Fine ,thank you ! And you ?
T: I’m fine , too. Thank you !
2. Sing a song.
T: Let’s sing a song. 《We walked and walked》Ok?
Ss: Ok!
3. Free talk.
T: I went to the supermarket. And I bought some apples, bananas and a big watermelon.(Teacher shows pictures and new words.)Who can introduce : What did you do yesterday?( Teacher shows the questions.)
師生互相問候、聽唱歌曲，營造活躍輕松的學習氛圍。由于歌曲和所做動作在內(nèi)容上有一定的聯(lián)系，所以學生在邊唱邊跳中很自然地進入一種語言狀態(tài)，同時也為以下的學習做了鋪墊。
師生自由對話，創(chuàng)設(shè)寬松的學習氛圍，這樣既復(fù)習了舊知，又讓學生感知新知，為學習新內(nèi)容打下基礎(chǔ)，從而使知識連成線，織成網(wǎng)，滾成球。
二、Presentation
活動1）
巧設(shè)情景，引入新課。
1．（師事先與一位學生S1共同創(chuàng)設(shè)情景：在老師與學生Free talk時，突然S1坐在座位不小心摔倒了，這時老師與他進行對話并通過表情動作）
T:“What happened to you ?
Ss: I fell off my chair.
T: Oh,it is an accident.(教學)
2.(同時，借助多媒體展示Sam 從自行車上摔倒的圖片)
引出課題T: Today we’ll learn Module10 Accidents Unit 1“Sam fell off his bike.”
(Ss read the sentence.)
3.提出任務(wù)：教師告訴學生通過本節(jié)課的學習過后，同學們來談?wù)撆及l(fā)事件，小組合作自編自演故事。
從創(chuàng)設(shè)情景引出課文的情景，從而引出課題，學生很自然地理解課題。
使學生帶著任務(wù)有目的的學習，并激發(fā)學習興趣。
活動2）
三、自主探索，學習課文。
1．首先出現(xiàn)Sam和Daming 兩個人物的頭飾，T告訴學生：Let’s listen and find the answer “what did Sam and Daming go yesterday？”
Listen and point,then choose the right answer.
A.went for a bike ride
B.went to school
引出went for a bike ride 的教學。（手勢及動作）
T:What is the difference between these sentences?
A.Yesterday I went to a park.
B.I go to school by bike every day.
Ss:( 找出不同點)
�。ǚ中〗M進行操練）
2.Listen ,point and repeat,then answer“Why did Sam fell off his bike?”
1）Listen and repeat.
2） Discuss in groups then answer.
3）學生回答中引出新詞的教學：carried, bumped, hungry, thirsty, bought, watermelon, fell off方法同“went”的教學。（運用肢體語言及圖片展示進行教學，Drill line by line）
4）Drill the sentences row by row.
3.后，再次聽音跟讀的情況下圍繞“What happened to Daming?的問題引導學生小組分角色復(fù)述課文的主要內(nèi)容。(強調(diào)先后順序，并用“then….,and then…..進行復(fù)述。)
在學習故事的過程中，讓學生說一說其中的人物情節(jié)安徽教師招考網(wǎng)(http://www.ahteacher.com)既幫助其理解故事，更主要的是能使學生體會英語故事的豐富多彩，這是閱讀教學興趣培養(yǎng)的補充環(huán)節(jié)。
培養(yǎng)學生積極交流新知的能力,培養(yǎng)學生自主發(fā)現(xiàn)、總結(jié)規(guī)律的能力
Read the dialogues according to the pictures . Then play a guessing game “Which picture is missing?
培養(yǎng)學生的獨立認讀能力并在游戲中進一步鞏固新知。
活動3）
Play a memory game(利用多媒體呈現(xiàn)所學過的動詞及其過去式，一分鐘后，點擊一部分詞的原形或過去式不見了，讓小組比賽搶答。
將游戲與練習有機結(jié)合，融為一體，讓學生邊做游戲邊練習，寓教于樂，極大地激發(fā)了學生的學習興趣。
活動4）
AB Ex3看圖填動詞的過去式，并小組分角色表演這意外事件。比比哪組表演得好。
在聽說讀的基礎(chǔ)上，進一步落實寫的目標。培養(yǎng)學生的書面表達能力。
四、Production:
Tell interesting stories.(practice in group)
Eg: Yesterday, Tom went for a bike ride with his friends. He___________. Then he________, and then he __________,and then he________.......(went,bought,carried,bumped,fell off,was,walked…)
So he was _______(happy,sad悲傷的，hungry,thirsty,excitied興奮地….)
1. Practise in groups.
2. Tell and act it out.
即培養(yǎng)了合作交流的意識，且開拓思維，借此練習動詞過去式的句型。
五、Homework
1、抄寫課文P46 M10U1的單詞兩遍。
�。�1）分角色朗讀對話。
�。�2）分角色表演對話。
【篇三：Did dad cook lunch教案】
目標與重難點;
教學目標：
1、能夠運用Did Dad cook lunch?這類語句詢問他人過去的動作，并用Yes,he did./No, he didn’t.來回答。
2、學習并學會運用詞匯phone。
3、學習一首歌謠，這項內(nèi)容不作要求，讓學生根據(jù)自己的情況選擇學習與掌握。
二、教學重點：
能夠運用Did Dad cook lunch?這類語句詢問他人過去的動作，并用Yes,he did./No, he didn’t.來回答。
教學過程：
一、1、復(fù)習動詞的過去式，教師把一些動詞及其過去式寫在黑板上，讓學生連線。如cook, play,walk,watch,phone 和它們的過去式cooked, played,walked,watched,phoned ,其中只有phone-- phoned這個詞學生沒學，當他們把其他詞對應(yīng)起來之后，很容易地就掌握了phoned這個過去式。
2、練習，如引導學生依次說出下列內(nèi)容：phone—phoned—phoned Grandma—Mum phoned Grandma—Yesterday,Mum phoned Grandma.
二、學習課文。
1教師用多媒體展示課文中的圖片或讓學生直接觀察課文插圖，通過仔細觀察回答老師的問題：Did Dad cook lunch? 并且指導學生用Yes,he did.做回答。
2．聽錄音，學生討論回答活動2中的問題。
3、再聽錄音，跟讀課文。
4、在熟讀課文的基礎(chǔ)上讓學生描述課文內(nèi)容。
三、韻句學習：
1、學生自己讀韻句，找出自己不會讀的單詞。
2、教師領(lǐng)讀韻句內(nèi)容。
3、聽錄音跟讀。
4、學生邊說韻句邊表演出韻句內(nèi)容。
四、課本，活動4.
Play the game: Last wekend.
六、 總結(jié)評價
1、這節(jié)課我的表現(xiàn)：A 優(yōu)秀 B 良好 C不是很好，我要繼續(xù)努力。
2、下列句子我會讀。用“∨”標出會讀的句子。
�。�1）Yesterday,Mr Smart cooked noodles for lunch.
�。�2）Tom helped him.
（3）Mum phoned Grandma.
�。�4）Sam and Amy watched TV.
�。�5）Did Dad cook lunch? Yes,he did./No, he didn’t
七、Homework:
認真聽課文錄音并跟讀三遍。
