A. 求 PEP小学英语教学设计及教学案例，越多越好。。。小的在此谢过了~
PEP六年级英语（上）Unit1 HOW DO YOU GO THERE?(A)教学设计
一、教学目标与要求1.能够听、说、读、写短语：on foot，by bike，by bus，by train。2.能够听、说、认读短语：by plane，by ship，by subway。3.能用句子\\\"How do you go to school?How do you go to Canada/…?\\\"来替换询问别人的出行方式；并能够用句子\\\"I go by…\\\"进行回答。4.听懂、会吟唱Let\\\'s chant的歌谣。5.帮助学生了解交通规则，并在生活中自觉遵守交通规则。二、教学重点、难点分析本课时的教学重点和难点是掌握四会短语和A Let\\\'s learn部分中运用某种交通工具去某地的表达法，并能替换关键词进行问答。三、课前准备1.教师准备Let\\\'s start部分和主情景图的教学挂图。2.教师准备录音机和本课时的录音带。3.教师准备A Let\\\'s learn部分的单词卡片。四、教学步骤1.热身(Warm-up)(1)复习副词：always，usually，often，sometimes，never的读音与词义。T：When do you get up?/When do you go to school?.(引导学生用always，usually，often，sometimes回答)(2)T：Today I go to school on bus.I usually go to school on foot.教师利用肢体动作帮助学生理解句子意思。T：What about you?Do you go by bike or by bus?Do you go on foot?Or by car?师生之间自由会话，引出几种常见的交通方式。引导学生看本课Let\\\'s start部分的标图并回答问题。2.预习(Preview)(1)Let\\\'s chant教师放本课Let\\\'s chant部分的录音，唱到on foot时，全班跺跺脚；唱到by Car/bike/bus/plane/train的时候，学生做出相应的动作。然后教师根据歌谣内容随机出示Let\\\'s learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。3.新课呈现(Presentation)Let\\\'s learn(1)教师做动作，自问自答：\\\"How do I go to school?I go to school by bike.\\\"并在黑板上写下：by bike。教师再重复刚才的句子并问某一学生：What about you?How do you go to school?教师帮助学生说出完整的句子：\\\"I go to school by…\\\"并将相应的短语写在黑板上。(2)看短语贴卡片游戏教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的\\\"by\\\"短语旁边，教师领读短语和句子\\\"l go to school by.\\\"(3)\\\"快速反应\\\"游戏教师说出某个短语，如：by bike，让学生做相应的动作并说出句子，如：I go to school by bike.(4)教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane/subway/ship/boat等，呈现和练习这些短语。然后指着课本上的配图问：\\\"What can you see in the pictures?\\\"注意引导学生理解\\\"地铁\\\"的含义：\\\"It\\\'s an underground railway in a city.It travels very fast.\\\"教师领读新学短语。(5)学生听录音，跟读Let\\\'s learn部分的内容。教师注意纠正学生的语音、语调(6)教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写,也可打乱组成单词的字母的顺序，让学生重新排序，组成单词。(7)Let\\\'s play教师请学生说一些地点，比如：school，Beijing，the US，the moon等；教师鼓励学生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问\\\"How do you go to Beijing/the USA/the moon?\\\"另一学生给出答案：\\\"I go by train/plane/spaceship.\\\"4.巩固和延伸(Consolidation and extension)(1)Main scene教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on foot by bike，by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle；而自行车bike的另一说法：bicycle，意为两轮车。(2)学生做Let\\\'s learn部分的活动手册配套练习；教师指导学生规范书写。(3)学生背诵并抄写四会单词。
B. pep五年级上册英语教案
PEP人教版小学英语五年级上册全套教案，共41页，这里复制不下全部的
Unit 1 MY NEW TEACHERS
第一课时
教学目标与要求
1、能听、说、认、读，并理解本课的五个新单词：young, heavy, old , funny, kind；
2、能掌握句型：Who’s your…? What’s he /she like? 并能在具体的语境中运用；
3、培养学生热爱、尊敬老师的情感。
教学建议
Ⅰ.Warm-up
1、Show a picture of some classrooms. (采用图片或CAI的形式呈现，根据不同学校的条件
而定)
Music room /Art room /Computer room / Lab
2、点击CAI，各个教室出现不同的老师或继续采用图片的形式：将各个教师贴到相应的
教室里。
Who is he/she?
He /She ‘s our Music / Art / Computer / Science teacher.
3、根据以前学过的描述人物的形容词，结合呈现的教师自编一个CHANT，营造课堂气
氛，激发学生的积极性，同时也为下面引出新词作铺垫。
Chant: Tall, tall, tall, Computer teacher. is tall.
Short , short ,short , Science teacher. is short.
Thin , thin ,thin , Art teacher. is thin.
Fat , fat ,fat ,Music teacher. is fat.
Funny , funny, funny ,they’re so funny!
II. Presentation
1、采用CAI 的形式设计一位转学来校就读的新朋友:Zip让他做一个有趣的动作.
T: This is Zip, he is….
S: Funny!
T: Yes, he is funny, do you like him ? This term he will be our new classmate.
2、CAI点击Zip，让Zip自己介绍：Hello! I’m Zip .I’m glad to be your new classmate. This is a picture of my former school.(CAI出示主情景图)
3、CAI: Zip介绍自己的老师：
(a) Look! This is my math teacher (教师拿出一本数学书解释).He’s tall and thin.
T: Who is your Chinese teacher? Zip假装听不清，教师适时让全班学生一起问他：Who is your Chinese teacher?
T：Miss Zhang. What’s she like? (学生read，教师用态势语帮助学生理解)Can you tell me ?
Ss: He’s short and fat!
Zip: Yes, he’s short and heavy . (read 用夸张的的体态语描述)
Practice: “heavy”. (出示一些卡通胖人物的图片：Zoom, Zhu Bajie , etc)
(b) Ss：(教师启发学生问) Who is your music teacher and who is your art teacher?
Zip：Guess !
Ss guess.
Ss: What’s he /she like ?(compare)
Zip: She is young and he is old(长着胡须). (read)
Practise: T:I ’m old ,you are young.
让学生逐个说：I’m young , you are old.
(c) Ss :Who is your computer teacher?
Zip：M r Li.
T：(出示这位老师和蔼可亲的笑脸)What’s he like?
Ss: He’s…(让学生随意描述,之后教师导出kind)
播放常识老师悉心辅导Zip的一个片段，Zip：My Science teacher is kind ,too.
T: Let’s see, in our school, who is kind? Am I kind?
Practise: My …teacher is kind./ XX is kind.(让学生说说自己的老师和同学)
Ⅲ. Practice/Consolidation
●活动设计①：Make a new chant. (CAI)
My grandma is old, my mother is young.
My father is tall, my little brother’s short.
Zoom is heavy, Zip is funny.
They are all very kind. And I’m kind, too.
活动目的：综合呈现新学单词，在歌谣中得以巩固，避免机械地朗读。
●活动设计②: Read and link.
(a). Do it on the worksheet.
What’s she/he like?
young funny old heavy kind
(b). Play it on the computer. (CAI)
What’s she/he like?
young funny old heavy kind
活动过程：点击单词，把单词拖到相对应的图片下。如单词与图片能对应起来，会发出鼓励的掌声; 如不能对应，单词会自动回到原处。另外，也可以放在学校的网站上，让学生课后试一试。
活动目的：字形、字意的巩固; 在游戏中正确判断单词的意思。
●活动设计③：Listen and write the words.
课上教师发给学生每人一份材料。
young funny old heavy kind
听力材料：
Sue: Nice to see you again, Donny.
Donny: Nice to see you too, Sue.
Sue: Donny, we have a new English teacher. She’s Miss Yang.
Donny: Oh, what’s she like?
Sue: She’s young and kind. And she’s very funny. Oh, Donny, who’s your English teacher?
Donny: Mr. Fang.
Sue: What’s he like?
Donny: He’s old and heavy. But he’s very smart. All of us like him very much.
Sue: It’s time for class, see you next time.
Donny: See you.
活动目的：培养学生听的能力和辨认单词的能力。