身为一位人名教师，我们要给学生一个优质的课堂。为了不消耗上课时间，就需要有一份完整的教学计划。这样我们可以在上课时根据不同的情况做出一定的调整，你们知道那些比较有创意的教学方案吗？小编特地为您收集整理“Unit7Howmuch?(Period3)教案”，仅供您在工作和学习中参考。
Unit7Howmuch?(Period3)教案
课题
Unit7Howmuch?(Period3)
日期
11月26日
教学目标
1.通过复习及游戏，学生能够说出关于服装、颜色及数字的单词；
2.通过改编歌曲体会语言韵律美，体会语言多样性；
3.通过购物对话，能够熟练准确运用句型CanIhelpyou?Howmuch…?句型及应答；
4.通过朗读单词，体会字母v的读音，并能归纳已学含有/v/发音的单词。
教学重点及解决措施
1.通过购物对话，能够熟练准确运用句型CanIhelpyou?Howmuch…?句型及应答；
2.通过朗读单词，体会字母v的读音，并能归纳已学含有/v/发音的单词。
教学难点及解决措施
通过购物对话，能够熟练准确运用句型CanIhelpyou?Howmuch…?句型及应答
教学策略
通过招聘服务员完成本课的四个教学任务。
教学过程
教学步骤
所
用
时
间
教师活动
学生活动
设计说明
Step1Warmingup
Step2
Presentationandpractice
Step3Consolidation
Step3
Homework
5’
25’
10’
1,Playagam:Shootplanes
2,Showthepictureoftheman.Learn:clothesshop
Showthepictureofsongtime
T:Theshopkeeperisverybusy.Hewantssomeshopassistantstohelphim.Doyouwanttohelphim?
Atfirst,youshoulddofourtasks.Let’shavealook.SeePPT6.
Task1Singasong.
1,Readthesong.
4,Makeanewsong.Thetoyshop.
Task2Countfromtwentytofifty
1,Let’scountfromonetotwentytogether.
3,Readthenumbers,whatcanyoufind?
4Tickingtime
SeePPT12
Task3Talkabouttheprices
1,Look,Ifindthreethingsintheman’sshop.Idon’tknowtheirprices.Doyouknowhowtotalkabouttheprices?
SeePPT14
3,Listenandchoose.
4,Lookatthepicture,PPT16.Howmuchisit?
Task4Knowthesoundoftheletter“v”
1，Look,theshopkeeperisintheriver.Howmanypeoplearethereintheriver？
2,Readthesentences.
Youhavedonefourtasks.Nowyou’retheshopassistant.Congratulations!Pleasecounthowmanystarsyouhavegot.Ifyougetninestarshandsupplease.
Welldone!You’rethesupershopassistant.Let’ssaywelldonetothem.Ifyoucan’tgetninestars,pleasedomoreexerciseafterclass.
1,Asashopassistant,howtosellthings?
Whatwillyourcostomersaytoyou?
2,Showthethingsontheteacher’sdesk.
4,Look,Samcomestotheshoptoo.Whathewillsy.Pleasehelphimtocompletehisdialogue.
1、把歌曲唱给你的爸爸妈妈听，尝试创编新的歌曲。
2、和你的同伴用英语表演购物。
板书设计
Unit7Howmuch?
IcansingIcancount
Thepictureoftheshopkeeper
IcantalkIcanread
1,Readtherule
2,Readthewordsontheplane.
Guesswhat’sinhisshop.
Read:blueT-shirtredsocksblueskirtyellowshoes
Claphandsandreadaftertheteacher.
2,Listentothesong.
3,Singthesongtogether.
Readtherules
5,Workinpairs.
6,Singthenewsongtogether.
2,Let’strytocountfromtwentytofifty.
20-30twostudentscounttogetheronebyone.31-50twogroupscounttogether.
Sayouttherules.SeePPT11
Howmuchisit?/Howmucharethey?
It’s---yuan
5,PPT17Readtherulesandtalk.
Learn:rivermensummerlive
3,Readafterthetape
4,Readingroups.
5,Readthewords,givefivelivelove
6,SaymorewordspronouceV
7,TickingtimePPT21
Handsup.
Hi.
Goodmorning.
CanIhelpyou?
Whatwouldyoulike?
It’s---yuan.
They’re---yuan.
Goodbye.
I’dlike….
These…areverynice.
This…iscool.
Howmucharethey?
Howmuchisit?
Hereyouare.
Workinpairs.SeePPT24
3,Showthedialogue.
Completethedialogue.
JAB88.cOM
精选阅读
沪教牛津版1A：Unit3 My abilities Period One
Teaching contents: Lets act ( Page 12 )
Teaching aims:
知识目标：Locate specific information in response to simple instructions.
能力目标：Use modeled phrases to communicate with other learners.
情感目标：To be discipline in the classroom.
Difficult and key points: Using imperatives to give simple instructions.
Teaching aids: Cassette player, tape, etc.
Teaching procedure:
Procedure
Methods
Purpose
Warming-up
Sing a song
Daily talk
歌曲能使学生集中注意力
Revision
Listen and act:
Listen to the commands and do some actions in a quick response.
e.g: Stand up, please.
Give me
Show me
复习旧知，培养学生的听力。同时为新课作准备
Presentation
1. Give students a hint, ask Open your book. Who can act? Raise your hand.
Elicit: Raise your hand.
Say: Raise your hand.
2. Do the action and give the instructions:
Put it down.
Repeat and act: Put it down.
Give the hint and say: Show me your
book.
Repeat and act: Show me your book.
通过用动作暗示，使学生理解
伴随动作出现新课内容，再鼓励学生边说边做，连接音与义。
Consolidation
Listen and act
Ask individuals to listen and act
Play the cassette tape
Let some students to act according to the commands.
Divide the class into groups of four, act the commands.
One student gives commands, the others do the actions.
6. Play a match:
Who is the quickest to respond?
Act according to the teachers commands . The quickest student to act will be the winner.
综合呈现所学内容，培养学生听力
通过竞赛形式，充分调动学生积极性，进一步训练听力
课后随笔
成功与经验
板书设计
思考与对策
Unit2Goodmorning(Period1)教案设计
Unit2Goodmorning(Period1)教案设计
Teachingaims:
1.Sscanlisten,speak,readandunderstandthenewwords“morning””afternoon”
2.Sscanlisten,speak,readandusethenewsentencepatterns:”Goodmorning.”“Goodafternoon.”
3.Putthemoraleducationinthelanguagestudy.
Thekeypointsanddifficultpoints:
1.Toknowthenewwords:”morning”,“afternoon”.
2.Toknowthenewsentencepatterns:”Goodmorning.”“Goodafternoon.”
Teachingaids:PPT,pictures,tape.
Teachingprocedures:
Step1:Warmupleadin
1.Greetings
T:Classbegins!
Ss:Standup.
T:Hello,boysandgirls.
Ss:Hello,MissYang.
2.Singasong:Hello
3.Review
T:Hello,ImMissYang.Whocansay“Hello"tome?
S1:Hello,Im...S2:Hello,I’m...
T:Now,Iknowsomeofyou.Doyourememberher?
Ss:YangLing.
(ReviewLiuTao,WangBing,SuHaiinthesameway)
Step2Presentation
1.T:Now,Whatcanyouseeinthispicture?
Ss:太阳，房子。
T:Great!Thisisasun,andthisisahouse,maybeisaschool.
T:Now,let’sseewhathappens.
Ss:太阳动了!
T：Yes,thesunrunsuptothetopofthehouse.Itrepresents“morning”
(Teach:morning)
Readitaftertheteacher/Readitonebyone(Giveasticker)
T:“Morning“meansfrom6:00amto12:00am.
Readitaftertheteacher/Readitonebyone(Giveasticker)
(Teach:Goodmorning)
注意：Payattentiontothedifferencebetweenmorningandgoodmorning.
2.Sayachant
Morning,morning,goodmorning.
YangLing,YangLing,goodmorning.
3.T:Look!Thesunisrunningdown.Thisphenomenonwecansay:“afternoon”
(Teach:afternoon)
Readitaftertheteacher/Readitonebyone(Giveasticker)
T:“afternoon“meansfrom12:00pmto6:00pm.
(Teach:Goodafternoon)
Readitaftertheteacher/Readitonebyone(Giveasticker)
4.Sayachant
Afternoon,afternoon,goodafternoon.
SuHai,SuHai,goodafternoon.
5.T：Now,watchcartoonandanswertwoquestions:
Q1:Whoaretheyinthiscartoon?
Q2:Whatdidyouhear?
6.Showthesentences:1)Goodmorning,YangLing.
2)Goodmorning,WangBing.
3)Goodafternoon,SuHai.
4)Goodafternoon,YangLing.
7.Showtwopicturesandreadtogether
8.Actout(Twopicture)
Step3:Consolidation
1.Playagame(Isaygoodmorning,yousaygoodafternoon.)
2.Lookatthescreencarefully,andanswerthequestion:What’smissing?
3.Lookthepictureandreadthewordsquickly.
Step4:Homework
1.ReadthenewwordsandP10threetimes
2.Greetyourparentsandyourclassmates
Blackboarddesign:
Unit2Goodmorning
GoodmorningSuHai
GoodafternoonWangBing
morningYangLing
afternoonLiuTao
Unit3MenandWomenDifferentRolesinSociety教案
Unit3MenandWomenDifferentRolesinSociety教案
一.教学内容：
Unit3（II）
语法讲解：
直接引语和间接引语
引述或转述别人的话称为“引语”。直接引用别人的原话，两边用引号标出，叫做直接引语；用自己的语言转述别人的话，不需要引号叫做间接引语，实际上间接引语大都是宾语从句（其中由祈使句转换的间接引语除外，其转换后是不定式）。那么直接引语为陈述句、一般疑问句、特殊疑问句和祈使句，转换为间接引语时，句子的结构、人称、时态、时间状语和地点状语等都要有变化，如何变化呢?
1.人称的转变
（1）直接引语中的第一人称，一般转换为第三人称，如：
Hesaid，“Iamverysorry.”→Hesaidthathewasverysorry.
（2）直接引语中的第二人称，如果原话是针对转述人说的，转换为第一人称，如：
“Youshouldbemorecarefulnexttime,”myfathertoldme.→
MyfathertoldmethatIshouldbemorecarefulthenexttime.
（3）直接引语中的第二人称，如果原话是针对第三人称说的，转换成第三人称。如：
Shesaidtoherson,“Illcheckyourhomeworktonight.”→
Shesaidtohersonthatshewouldcheckhishomeworkthatnight.
（4）人称的转换包括人称代词、物主代词和名词性物主代词等，如：
Heaskedme,“Willyougotothestationwithmetomeetafriendofminethisafternoon?”→
HeaskedmewhetherIwouldgotothestationwithhimtomeetafriendofhisthatafternoon.
总之，人称的转换不是固定的，具体情况，具体对待，要符合逻辑。
2.时态的转换
直接引语改为间接引语时，主句中的谓语动词如果是过去时，从句（即间接引语部分）的谓语动词在时态方面要作相应的变化，变成过去时范畴的各种时态（实际也是宾语从句的时态要求），变化如下：
直接引语间接引语直接引语间接引语
一般现在时一般过去时一般过去时过去完成时
现在进行时过去进行时过去完成时过去完成时
现在完成时过去完成时过去进行时过去进行时
一般将来时过去将来时
例如：
“Iamverygladtovisityourschool”,shesaid.→
Shesaidshewasverygladtovisitourschool.
Tomsaid,“Wearelisteningtothepopmusic.”→
Tomsaidthattheywerelisteningtothepopmusic.
Motherasked,“HaveyoufinishedyourhomeworkbeforeyouwatchTV?”→
MotheraskedmewhetherIhadfinishedmyhomeworkbeforeIwatchedTV.
Heaskedtheconductor,“WhereshallIgetofftochangetoaNo.3bus?”→
HeaskedtheconductorwherehewouldgetofftochangetoaNo.3bus.
“Whydidsherefusetogothere?”theteacherasked.→
Theteacheraskedwhyshehadrefusedtogothere.
Motheraskedme,“HadyoufinishedyourhomeworkbeforeyouwatchedTV?”→
MotheraskedmewhetherIhadfinishedmyhomeworkbeforeIwatchedTV.
Tomsaid,“Wewerehavingafootballmatchthistimeyesterday.”→
Tomsaidthattheywerehavingafootballmatchthattimethedaybefore.
Hesaid，“Ihaventheardfrommyparentsthesedays.”→
Hesaidthathehadntheardfromhisparentsthosedays.
3.直接引语变成间接引语时，从句时态无须改变的情况
（1）当主句的谓语动词是一般现在时的时候，如：
Healwayssays,“Iamtiredout.”→Healwayssaysthatheistiredout.
（2）当主句的谓语动词是将来时的时候，如：
Hewillsay,“I’lltrymybesttohelpyou.”→Hewillsaythathewilltryhisbesttohelpme.
（3）当直接引语部分带有具体的过去时间状语时，如：
Hesaid,“Iwenttocollegein1994.”→Hetoldusthathewenttocollegein1994.
（4）当直接引语中有以when,while引导的从句，表示过去的时间时，如：
Hesaid，“WhenIwasachild,Iusuallyplayedfootballafterschool.”→
Hesaidthatwhenhewasachild,heusuallyplayedfootballafterschool.
（5）当直接引语是客观真理或自然现象时，如：
Ourteachersaidtous,“Lighttravelsfasterthansound.”→
Ourteachertoldusthatlighttravelsfasterthansound.
（6）当引语是谚语、格言时，如：
Hesaid，“Practicemakesperfect.”→Hesaidthatpracticemakesperfect.
（7）当直接引语中有情态动词should,would,could,hadbetter,wouldrather,might,must,oughtto,usedto,need时，如：
例如：
Thedoctorsaid,“Youdbetterdrinkplentyofwater.”→
ThedoctorsaidIdbetterdrinkplentyofwater.
Hesaid,“Shemustbeateacher.”→Hesaidthatshemustbeateacher.
Hesaid,“Sheoughttohavearrivedherofficebynow.”→
Hesaidthatsheoughttohavearrivedherofficebythen.
Theteachersaid,“Youneednthandinyourcompositionstoday.”→
Theteachersaidweneednt/didntneedto/didnthavetohandinourcompositions.
Sheasked,“MustItakethemedicine?”→Sheaskedifshehadtotakethemedicine.
［注］：此处用hadto代替must更好
（8）此外转述中的变化要因实际情况而定，不能机械照搬，如果当地转述，here不必改为there,动词come不必改为go，如果当天转述yesterday,tomorrow,thisafternoon等均不必改变。如：
Teacher:Youmayhavetheballgamethisafternoon.
Student:Whatdidtheteachersay,Monitor?
Monitor:Hesaidwemighthavetheballgamethisafternoon.
4.时间状语、地点状语及某些对比性的指示代词和动词变化
（1）时间状语：
直接引语间接引语直接引语间接引语
nowthentomorrowthenext（following）day
todaythatdaynextweekthenext（following）week（month,year）
yesterdaythedaybeforetwodaysagotwodaysbefore
lastweek（month,year）theweek（month,year）beforethisweekthatweek（month,year）
（2）指示代词：these变成those
（3）地点状语：here变成there
Shesaid,“Iwontcomehereanymore.”→Shesaidthatshewouldn’tgothereanymore.
（4）动词：come变成go，bring变成take
5.直接引语变成间接引语，句子结构的变化
（1）陈述句。用连词that引导，that在口语中常省略。主句的谓语动词可用直接引语中的said,也可用told来代替，注意，可以说saidthat,saidtosb.that,toldsb.that，不可直接说toldthat,如：
Hesaid,“IhavebeentotheGreatWall.”→HesaidtousthathehadbeentotheGreatWall.
Hesaid,“IllgiveyouanexaminationnextMonday.”→
HetoldusthathewouldgiveusanexaminationthenextMonday.（不可说toldthat）
此外主句中的谓语还常有：
repeat,whisper,answer,reply,explain,announce,declare,think等，又如：
Hesaid，“Imlatebecauseoftheheavytraffic.”→Heexplainedtousthathewaslatebecauseoftheheavytraffic.
如果间接引语是由that引导的两个或两个以上的并列从句，第一个连词可以省略，以后的连词一般不省略，以免混乱。
Thedoctorsaid,“Youarenotseriouslyill,Youwillbebettersoon.”→
Thedoctorsaid（that）IwasnotseriouslyillandthatIwouldbebettersoon.
（2）直接引语为一般疑问句，（也称是否疑问句，）间接引语用连词whether或if引导，原主句中谓语动词said要改为asked（me/him/us等），语序是陈述句的语序，这一点非常重要。
Hesaid,“Doyouhaveanydifficultywithpronunciation?”→
Heasked（me）whether/ifIhadanydifficultywithmypronunciation.
Hesaid,“YouareinterestedinEnglish,arentyou?”→
HeaskedwhetherIwasinterestedinEnglish.
（3）直接引语为选择疑问句，间接引语用whether…or…表达，而不用if…or…，也不用either…or…。如：
Heasked,“DoyouspeakEnglishorFrench?”→
HeaskedmewhetherIspokeEnglishorFrench.
Iasked,“Willyoutakebusortaketrain?”→
Iaskedhimwhetherhewouldtakebusortaketrain.
（4）直接引语为特殊疑问句，改成间接引语时，原来的疑问词作为间接引语的连词，主句的谓语动词用ask（sb.）来表达，语序改为陈述句语序。如：
Heasked，“Whatsyourname?”→Heasked（me）whatmynamewas.
Heaskedus,“Howmanycarfactorieshavebeenbuiltinyourcountry?”→
Heaskedushowmanycarfactorieshadbeenbuiltinourcountry.
Unit3Whereismycar?教案
Unit3Whereismycar?教案
一、教材分析：
第三单元以“Whereismycar?”这一话题为纲，主要学习了句型：Whereis…?Isit…?为功能句型展开的的教学活动。学习了介词in,on,under的用法。本部分的教学功能为通过活泼、幽默、风趣的小故事，使学生在A、B两部分学习的基础上，为学习能力较强的学生提供语言拓展内容，已达到分层次教学的目的。将本节课的定位为故事阅读课。
二、学情分析。
三年级的孩子刚刚开始学习英语，没有太多的语言积累，但是本单元的话题是学生比较熟悉和感兴趣的，且接近学生的生活，学生喜爱并且善于模仿、表演，但是他们有意注意的时间较短，经历容易分散。所以在教学过程中老师应注重营造愉悦、欢快的学习氛围，运用多种游戏、活动增强学生参与的广度和深度，使他们在亲身体验中进行有效学习，保持他们学习的欲望和兴趣，让他们在玩中体验、玩中创造，同时在教学中注意潜移默化地渗透阅读课的教学策略和学习方法，培养他们热爱生活、乐于合作的情感教育。
三、教学目标
(一)知识目标：
1.能够全面参与本课时主要单词：in,on,under,behind并能达到听、说、认读。能理解单词hideandseek的含义。
2.能听懂、会说句型Let’splayhideandseek….
(二)能力目标：
1.能在图片和情境的帮助下理解故事，并能用正确的语音语调朗读故事。
2.根据故事的情景进行角色表演；
3.能在语境中初步运用主句型来交流信息。
（三）情感态度、文化意义、学习策略
1．培养学生热爱生活、快乐生活、善于合作的意识。
2.能够建立单词音、义、行之间的联系，整体学习单词。
四、教学重点
1.理解故事意义，并能用正确的语音语调朗读故事；
2.能灵活运用主句型来交流信息。
五、教学难点：
1.培养学生利用音标直拼单词的能力。
2.在语篇中运用单词，并能表演故事。
六、教具准备：
1.相应的单词卡片和头饰。
2.课件、录音带
七、评价：
采取多种形式的过程性评价。
八、教学过程：
Step1.Warm–up
课前热身，观看Hideandseek动画片
T:Hello,boysandgirls.Doyoulikewatchingcartoons?
S:Yesorno?
T:So,beforeourclass,Let’swatchacartoon.It’saboutPeppapigandherlittlebrother.Theyareplayingagame.Afterwatchingthecartoonyoushouldtellmethenameofthecartoon.
(设计意图：观看动画片粉红猪小妹，将学生带入到英语学习的氛围中来，给他们在课前就创造一个轻松愉快的学习氛围。而且，此动画的主题正好是Hideandseek.此话题和本节课教授内容主题紧扣。而且此游戏也是学生喜欢玩的游戏，都不陌生。让学生在观看动画的过程中，感受Hideandseek的意思。)
Step2.Pre-reading
1.承上，引出Hideandseek并教授。
T:Wow!Aninterestingstory!Justnowyouwatchedthecartoon.Canyoutellmethenameofthecartoon?Whocantellme?
T:Yes,hideandseek.Doyouknowthemeaningofhideandseek?YoucanspeakinChinese.Ss:捉迷藏。
T：Wow!Great!Yougotit.
(设计意图：运用生动有趣的动画片，吸引学生的注意力和兴趣，同时通过动画片，让学生根据内容，猜词测意。)
2.教读生词：hideseekhideandseek的连读
①Howtoreadthisword?HidehidehideFollowmeplease./h/-/ai/-/d/hide(手指数音节读)
②Howtoreadthisword?seekseekseekFollowmeplease./s/-/i:/-/k/seek(手指数音节读)
（设计意图：运用模仿学习法，让学生感受自然拼读法的魅力。培养学生见词能读，听音能写的能力）
③Hideandseek的连读。
Howtoreadtogether?Weshouldreadjustlikethis:Hideandseek!Pleasereadjustlikethis!
Wow!Youreadsowell!Givemeafive!
（设计意图：培养学生重读、连读、弱读的能力。感受英语语言抑扬顿挫的优美。）
Step3.In-reading
1.Hideandseekisaninterestinggame.Doyoulikethisgame?
Asweallknownthateverygamehasitsownrules.So,canyousaysomerulesabouthideandseek?YoucanspeakinChinese!Wow!Youknowsomuch!Isumitupintothreesteps:
Step1:Youmustfindoutonepersontobetheonetoseekforothers.Step2:Otherpeoplemustfindagoodplacetohidethemselveswell.
Step3:Iftheseekerfindthepeople,hewillbethewinner.Andifhecan’tfind,hewilllosethegame.Andtheywillchange.
2.OurfriendsZipandZoomareplayinghideandseek,too.Look!
(设计意图：本故事是一个游戏，所以在学习故事以前，学生应该先知道游戏规则，才能在学习的过程中，知道到了哪一步是什么样的环境，明确什么样的语境下用什么样的语言。)
3.1）Step1：Preparation
（1）.快速浏览课文，找出游戏中，谁在藏，谁在找？（2）．ZipandZoomareplayinghideandseek.WhatdoesZipsaywhensheinvitesZoomtoplaythisgame?Listencarefully.WhatdoesZipsay?Oh!Yougotit!Great!Canyoutrytoreadthesentences?Whattoneshouldweread?Likethisorlikethis?（设计意图：英语是一门语言，而且是一门外语，如果没有听力的输入，我们是没法输出地道的口语的，也就无从交际了。所以，给学生问题后，让学生带着问题去听，找到答案。记得一位专家说过：学习英语的首要就是：让学生先闭口听，再开口说。）2）.
Step2：Hide（1）T:Andinthisstep,it’stimetohide.WhatdoesZoomsaywhenZipishiding?Pleaseopenyourbooksandreadthestoryandtrytofindourtheanswer.T:Haveyougottheanswer?(呈现答案教读:ready.)readyreadyAreyouready?(找学生读)T:Howtoreadthisone(Yes)?Whattoneshouldweread?Why?（为什么这个yes要读出这种音调？）(设计意图：学习语言的目的是为交际。计较必须有一定的语境，有说话人的心情和感情在里面，所以此处注重学生语音语调的培养与指导，一个简单的“yes”,到底该读出什么样的语音语调？才能反映出Zip当时的心情？)T：let’slistencarefully!T:Canyoutrytoimitate?（设计意图：在上一步老师循循善诱，学生理解的基础上，再听一遍录音，看看是不是如学生所说的语音语调？让学生通过模仿地道的语音语调，提高口语水平。）⑶
Step3：seekT:Inthisstep,ZoomwillseekforZip.WheredoesZoomseek?Whatdoeshesay?
教读讲解:behind.What’sthemeaning?Look!Thefrogis…thebox.
Step4.Post-reading1.Let’senjoythestory.2.Let’slistenandimitate.Pleasepayattentiontothepronunciationandintonation.
3.Well,boysandgirls,doyouknowhowtoreadastory?Whenwereadastory,weshouldpayattentiontothefivepoints.
(设计意图：对学生阅读方法和学习策略进行指导)
4.PleasereadbyyourselfPayattentiontothevoice,intonation,speed,strongandweakforms,andtheliaison.Youshouldreaditcorrectly,fluentlyandaffectionately.
5.Pleasereadthestoryinpairs.Thenwe’llactitout.Pleasereadinpairsandpayattentiontotheintonationandreaditaffectionately.Threeminuteslater,Iwillaskyoutoperformit.
6.Let’splay.Well,boysandgirls.Isthisgameinteresting?Doyouwanttoplaythisgame?Look!Thefourwordsareverynaughty,theywanttoplaygamewithyou.Canyouchallengeyourself?Now,Iwillgiveyouamodal.
7.Sumup:Whatyouhavelearntinthisclass?Happytimeflies.Canyoutellmewhathaveyoulearnttoday?ChinesemaymeOK!8.Homework.
⑴Tellthisstorytoyourfriends.
⑵ChooseastorythatyoulikeandmakeasmallEnglishbook.
Unit7ToYourGoodHealth教案
Unit7ToYourGoodHealth教案
（Comprehensionfocus）
Teachingaims:
Thisunitisabouthealth.Itdealswithallthecomponentsofhealthylife.Itincludesthetextfromapresentationaboutfitness,asongabouthealthandthreearticlesaboutvarioushealthtopics.Throughthecourseofthisunit,studentswilllearnthevocabularyinvolvedintalkingabouthealth:thepartsofthebody,exercise,andnutrition.Studentswillsharetheirideasabouthealth,fitness,andnutrition.
1.Tolearnforinformation.
2.Todevelopspeakingabilitybydiscussingandfinallypresentingtheirideasaboutlivingahealthylife.
3.Tomasterthewordsandphrasesinvolvedintalkingabouthealth.
4.Grammar:
Usingtheform“v.+ing”asparticiplesorgerunds.
ReviewingthefourkindsofsentencesinEnglish.
Importantanddifficultpoints:
1.Getstudentstounderstandwhatfitnessmeans.
2.Makestudentslearntheusageofthemasterywordsandphrsaes
3.Helpstudentstoreviewtheusesof“verb+ing”form,especiallyastheparticiples.
Teachingprocedures:
Section1:NewWordsandIdeas
WhatDoesFitnessMean?
Periodone
Step1.Pre-reading
Introducethetitle“ToYourGoodHealth?”withbooksclosed.Brainstormwiththeclassmanywordsaspossiblethatarerelatedtohealth.
Ask:1.Doyoufeelhealthy?
2.Howdoyouknowwhetheryou’rehealthyornot?
3.Whatdoesitmeantobehealthy?
ShowtheSssomepicturesandhelpthemtoanswer:
—Whatdoesfitnessmean?
—Fitnessisawordthatdescribeshowwellyourbodyisabletohandlephysicalactivities.
Writethewords“Fitness”asthethemeontheBb.Thendrawthefollowingoutlineontheboard.Asapre-readingactivity,havetheclasspredictwhattheoutlineofUnit7mightlooklike.Makesurebooksareclosed.
1.Whatdoyouneedtobefit?
2.Thefiveareasoffitness.
3.Importantinformation?
4.Whatmyheartlookslike?
Step2.Carefulreading
1.ShowthefollowingquestionsonebyoneontheBb.
Whatdoyouneedtobefit?
Whenyourbodyisphysicallyfit,youwillbeableto:
(1)dophysicalthingsforalongertime
(2)doharderphysicalactivitiesmoreeasily
(3)learnbetter
(4)sleepbetter
(5)digestanduseyourfoodbetter
(6)feelbetterandhavemoreenergy
(7)havemorefun
2.Speakoutthefiveareasoffotness.
Ifyouarereally“fit”,youwill:
(1)beabletotwistandturnthepartsofyourbodyinmanydifferentways.
(2)beabletorunandplayandworkoverlongerperiodsoftime,yourheartand
lungswillbeusedtoworkinghardforlongperiodsoftime.
(3)havestrongmusclesthatcanliftheavierthings.
(4)beabletorun,walk,orswimfaster.
(5)findthateverythinginyourbodywillworktogetherbetter.
3.Whatistheimportantinformation?
(1)Theheartisamusclewhichpumpsbloodthroughbloodvesselstoallthe
cellsinourbodies.Ourheartsbeatcontinuallyeveryday.
(2)Bloodfeedsandremoveswastefromthecells
(3)Tokeepourheartshealthy,weneedtodoenjoyablephysical
(4)Activitiesandeathealthyfoodseveryday.
4.Whatdoesyourheartlooklike?
(1)Myheartisaboutasbigasmyfist.
(2)Myheartbeatsabout90timesperminute.(atrest)
(3)Myheartislocatedinmychest,slightlytotheleftofthecentre.
(4)Arteriesarethebloodvesselsthatcarrybloodfromtheleftsideofmyhearttotherestofmybody.
5.Veinsarethebloodvesselsthatcarrybloodfrommybodytotherightsideofmyheart.
Detailedreading(trueorfaulsequestions):
(1)Yourbodyisasimplenetworkofsystem.
(2)Themoreyouuseyourbody,theworseitworks.
(3)Beingfithelpsyoutostayalertandfocusedonyourlessons.
(4)Yourbodyhasafewwaystousethefoodthatyoueat.
(5)Physicalexerciseactslikeastimulantwhichgivesyouenergy.
(6)Ifyouarereallyfit,youwillbeabletotwistandturnthepartofyourbody.
(7)Bloodfeedsandabsorbswastefromthecells.
(8)Myheartislocatedinmychest,slightlytotherightofthecenter.
(9)Veinsarethebloodvesselsthatcarrybloodfrommybodytotherightsideofmyheart.
Fillintheblanks.
Dannygavea_______________aboutwhat_________mean.Everydayyouuseyour____todo_________things.Yourbodyisa____________________ofSystems.The_____youuseyourbody,the_______itworks.Whenyourbodyis__________fit,youwillbeabletodoalotofthings:____________things;________better;________better;________________________________betterandhave_____________andhavemore______.Ifyouarefit,youareworkoverlongerperiodoftime,havestrong______,runwalkor______fasterandfindthateverythinginyourbodywillwork________better.Theheartbloodarteriesandveinsplaydifferent_______inourlife.Tokeepourheartshealthy,weneedto__________________activitiesandeat________foodeveryday.
Step3.After-reading
Discussion:
Doyouoftenhavesuchlifeexperiences?Forexample,youcantdophysicalthingsforalongtime;youwontfallasleepatnighteasilyandalwaysfeeltiredafterwakingupthenextday,inclassyouareoftenabsentmindedinsteadoffocusingyourattentiononyourlessons.Inthatcase,pleasediscussthefollowingquestionswithyourpartners:
1.Whatarethecausesofthesephenomena?
2.Howcanyoudealwiththeproblem?
3.Howimportantisgoodhealthtoyou?
Step4.Homework
1.Readthewholetext.
2.Trytorecitethewholetext.
Periodtwo
Step1.Languagepoints
Infact,themoreyouuseyourbody,thebetteritworks.
the＋比较级，the＋比较级，意思为“越……越……”。
[例]______youpraisehim,______heworks.
A.More;theharderB.Themore;theharder
C.Themore;harderD.More;harder
(答案为B)
Step2.Meaningthroughpractice
1.Dividetheclassintogroups.Giveeachgroupalargepieceofpapertodrawthehumanbodyandwritethewordsanthebodyparts.Asthestudentsareworking,providethefollowingwordontheboard:heart,lungs,kidney,brain,stomach,liver,artery,veins,andbones.
2.Explainthatovercanbeaprepositionoraprefixthatcanbeaddedtoverds,adjectivesornouns.Theprefixcanmean:1.excessive2.outer,extra3.like“over”invarioussenses.
Discussthemeaningofeachprefix.Havethestudentswriteasentenceforeachword.
Explainthatunderisalsoapropositionorprefixmeaning:1.below,beneath2.lowerinstatus3.incomplete
Herearemoreexample:underclothes,underdog,undergraduate,underclass.
4.ListentothetapeanddotheEx.
5.Let’stalk:SentenceStressandRhythm.
6.Reviewthefollowingvocabularybeforereadingthedialogue:emphasize,de-emphasize,
Step3.Writing
Writeaninvitationtoadinnerpartywithamenu.Usethesampleshowninthetextasamodel.
Usethemappingstrategytohelpthestudentsorganizetheirideas.Illustrateontheboardacirclewithlinesgoingoutfromthecircle.Thecirclerepresentshowtodevelopahealthlifestyle.Eachlinewillrepresentacomponentofahealthylifestyle.Ingroupshavethestudentsidentifythecomponents.Forexample:diet,physical,mental,social/emotional.
Studentswillmakeachartthathasthecomponentslistedoneachsideofthecolumns.Undereachcomponentlisttheunhealthyandhealthyhabitsofparents,classmates,etc.
Dividetheclassintogroups.Studentswillsharetheirlistofunhealthyandhealthyhabits.Asagroup,thestudentsmakea“Do”and“Don’t”chart.Remindthestudentstousemodalsinthisactivitybecausetheyaregivingadviceastowhatareunhealthyandhealthyhabits.Forexample：“Youshouldrideyourbicycleeveryday”“Youshouldnotsmoke.”
Step4.Grammar:现在分词
现在分词表示“主动和进行”，分词可以有自己的状语、宾语或逻辑主语等。
1.分词作状语分词在句子中作状语，可以表示时间、条件、原因、结果、让步、伴随等。分词做状语时，它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。
Hearingthenews,theyalljumpedwithjoy.Usingwhatyouknowofwordstemsandwordformations,youcanmakeaguessatthemeaningofanewword.
Thestudentswentoutoftheclassroom,laughingandtalking.Accompaniedbyhisfriend,hewenttotherailwaystation.Givenbetterattention,theplantscouldgrowbetter.
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.
分词在句子中作状语，使用何种分词，要取决于分词与句子主语的关系：主谓关系用现在分词，动宾或被动关系用过去分词。
Taughtbymistakesandsetbacks,wehavebecomewiserandhandledouraffairsbetter.(wearetaught/teachus).InspiredbytheInternational,theworkingpeopleofallcountrieshavebeenfightingfortheirfinalliberation.(theworkingpeoplewereinspired/inspiretheworkingpeople)____theearthtobeflat,manyfearedthatColumbuswouldfallofftheedge.
A.havingbelievedB.BelievingC.BelievedD.Beingbelieved
本句意思为：相信地球是平的，许多人担心哥伦布会从边上掉下去。许多人与相信之间是主谓关系，及分词与主语之间为主谓关系。因此，应用现在分词，答案为B。
Nomatterhowfrequently____,theworksofBeethovenalwaysattractlargeaudiences.
A.performingB.performedC.tobeperformedD.beingperformed
本句中贝多芬的作品被反复表演，可见分词与句子的主语之间是被动关系，应该用过去分词，故答案为B。
____asitwasatsuchatime,hisworkattractedmuchattention.
A.BeingpublishedB.PublishedC.PublishingD.Tobepublished
本句中as引导的是让步状语从句，意思为：他的作品尽管在被这样的时候出版，还是引起了关注，可见分词与句子的主语之间是被动关系，应该用过去分词，故答案为B.
2.“while(when,once,until,if,though等连词)＋分词”结构现在分词或过去分词作状语时，有时可以在分词前加while，when,once,although,until,if等连词。
Whenleavingtheairport,shewavedagainandagaintous.Whilewaitingforthetrain,Ihadalongtalkwithmysisteraboutherwork..
Oncerecovered,hethrewhimselfsintoshisworkandmadeeveryefforttodoitwell.
Althoughworkingveryhard,hefailedtopassthefinalexam.Iftranslatedwordbyword,thepassagewillbedifficulttounderstand.
3.分词作定语分词作定语时，单个的分词通常放在被修饰的名词之前，分词短语一般置于所修饰的中心词后面。现在分词修饰的是发出该动作的名词(即与名词有主谓关系)，过去分词修饰承受该动作的名词(即与名词是动宾关系)。
Wewillgoonwithourexperimentassoonaswegettheaddedfund.
Thisisreallyanexhaustingdaytoallofus!
Wecanseethepartofthemoonlightedbysunlight.
Afteranightspentinexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.
Moreandmoredevelopingcountriesestablishedstrategicpartnershipwithdevelopedcountries.
TheyoungsittingbetweenmysisterandmybrotherismycousinJack..
Asearlyas1649Ohiomadeadecisionthatfree,tax-supportedschoolsmustbeestablishedineverytown____50householdsormore.
A.shavingsB.tohaveC.tohavehadD.shavingshadTown
后面由分词做定语，而且town本身有50或以上人家，故town与分词间为主谓关系，应该用现在分词，答案为A。
4.分词作宾语补足语现在分词在see,watch,hear,observe,notice,feel,find,glimpse,glance等感官动词和lookat,listento等短语动词以及have,keep,get,catch,leave,set,start,send等使役动词后面与名词或代词构成复合宾语，作宾语补语的成分。
5.分词作表语分词作表语通常看作形容词来用。现在分词表示主语的性质，而且主语多为物；过去分词表示主语的感受或状态，主语多为人。
Stip5.Reading
1.Usingthesameillustratedoutlineasusedinthefirstreading,havethestudentsreadthetextandfillintheoutlinewiththefourideasandbriefdescriptionofeachideainthistext.
2.Discussthetitle.Isthereanyrelationshipbetweenappetiteandemotion?
3.Askthestudentssomequestions:
○1“Whatisanemotioneater?”
○2Doyouknowanybodywhoisanemotioneater?
○3Dothepost-readingactivities.
4.Studentsneedtoprepareashortsummaryofthetexttoanswerthequestion,“whatisthetextabout?”
Havethestudentsreadthestoryandin4sentencesidentifythemainideaofthestoryansweringthe5Whquestions:Who,Where,When,WhatandWhy.
3BUnit7Onthefarm教案
在上课时老师为了能够精准的讲出一道题的解决步骤。老师需要提前做好准备，让学生能够快速的明白这个知识点。这样我们可以在上课时根据不同的情况做出一定的调整，那怎样写才能有一份高质量教案呢？以下是小编为大家收集的“3BUnit7Onthefarm教案”，欢迎您参考，希望对您有所助益。
3BUnit7Onthefarm教案
一、教学简解：
作为教师，应该做一个课堂的“守望者”，守望学生的兴趣。本套教材是依据我国基础教育阶段英语课程改革精神和英语课程标准二级目标要求编写，主要表现为：对英语有持续兴趣和爱好，能用简单英语交流。本单元通过参观农场引出“Arethese?those.....?Yes,theyare.No,theyaren’t.”来询问物品的对话。以故事教学为出发点，让学生在跟主人公Mike游玩的同时，体会到学习知识的乐趣，培养学生英语学习的浓厚兴趣。
二、目标预设：
英语学习就像一场奇妙的旅行，在本节课的开头教师复习单词及归类，chant朗读的热身，引出本节课的部分新单词，把学生带入真实的语音情境。Storytime在情景对话中加入一个真实的故事场景----主人公在参观农场，目的是使情景真实、完整，从而培养学生阅读能力。在师生互动中，激发维持学生学习英语的兴趣，形成优秀的自信意志，保持良好的英语学习动力。教师运用实物投影，多媒体等直观手段为学生提供生动的语言交际情境，采用整体--局部--整体的教学方法，开展形式多样的互动活动，重点训练学生听说技能，以提高学生用英语互相交流的能力。
三、教学重、难点：
1.教会学生掌握动物、水果类的四会单词：cow,duck,chicken,apple,pear,.
2.熟练运用日常交际用语：Arethese?those.....?Yes,theyare.No,theyaren’t.
3.熟练运用日常用语：Whatarethese/those?Theyare.....
四、设计理念：
三年级的学生经过将近两年的学习，已经具有初步的听、说、读、写技能，正因为如此学生的学习能力也处于十分重要的起步阶段，但整体还是具有好奇、好动、爱表现的个性特点。本课的教学中虽然句型比较单一，但新授的单词却很多。为了让单词教学也充满趣味，我设计了“听歌曲，学单词”的活动，本堂课的句型主要是“Arethese?those.....?Yes,theyare.No,theyaren’t.”对于单复数的运用对于三年级的学生来说，实则是一个大的考验，要能灵活运用也是一个难点。虽说有着一定的难度，但我设计了游戏环节，希望学生在玩的过程中学习新知识。
五、设计思路：
1.以生活化的方式导入新课，营造真实语音情境。
2.采用“整体——部分——整体“的思路，由易及难，深入了解课文内容。
3.身处学生视角，注重语言发展，看图听录音，完整感知全文。
4.听音模仿，在学生初步掌握和理解对话基础上，可分组活动，分角色表演，做一些拓展练习。
六、教学过程：
Step1想一想，说一说，请你归类把家还（Pre-taskpreparation）
1.T:(Greetings)Goodmorning,boysandgirls.
Ss:Goodmorning,MissShen.
2.T:(freetalk)Hello.Nicetomeetyou.
S:Nicetomeetyou,too.
T:Let’splayagame---“Isay,yousay”(Pleaseputthenewwordsinthecorrectplace)
T:Anotherchallengeforyou---“Magiceyes”
What’sthis/that?
S:It’sadoll.
T:Whatarethese/those?
S:Theyarebooks.
3.Let’ssayachant.Pleasereaditfollowthemusic.(Readingroupsandseewhichgroupisthebest!)
4.Anotherchantforyou.Beforereading,youshouldguess“whoamI?”(播放动物的叫声让学生猜哪种小动物)
Thenyoucanfilltheblanksandfinishthelittlerhyme.
T:You’vedoneagoodjob!
Step2听一听，唱一唱，跟着Mike游农场（While-presentation）
1.T:Look!OladMacDonaldiscoming!Listen,whatishespeaking?
“Welcometomyfarm”
S:Welcometomyfarm.(Readseveraltimes)
T:Doyouknowwhatcanyoufindonthefarm?(teach“onthefarm”）
Let’ssingasongandfindtheanswers!
Studentssingthesongafterthevideo!
T:Soyoucantellmetheanswers:Whatcanyouseeonthefarm?
S:Icanseeadog.
S:Icanseeacat.
S:Icanseeachicken.
T:Wherearethey？
S:Theyareonthefarm.
2.T:Let’splayagamenow.“Guessingtime”
What’sinthebag?(教师提示范围及单复数，让学生猜一猜包里的东西)
S:Isthis/thata....?
T:Yes,itis./No,itisn’t.
S:Arethese/those......?
T:Yes,theyare./No,theyare......
3.T:Look!Whoarethey?
S:TheyareMike,LiuTaoandLiuTao’sgrandpa.
T:Pleaseguesswhataretheytalkingabout?
S:Mike,thisismygrandpa.
Nicetomeetyou,grandpa.
Nicetomeetyou,Mike.
4.T:NowIhavesomequestionsforyou.Pleasewatchacartooncarefullyandtrytogivetheanswers.
Q1Wherearethey?
Q2Whosefarmisit?
Q3WhatcanMikeseeonthefarm?
Playthecartoonandstudentswatchittogether.
5.Nowit’stimeforreading!
Youcanreaditafterthetapeandpayattentiontothepronunciation.
ThenpleasereadafterMissShen.
6.Pleasereaditingroups.
7.Invitesome“littereaders”toread.Theothersshouldfollowthem.
8.Invitesomegroupstrytoact.
Step3想一想，练一练，农场园里固新知（Consolidation）
T：Thereisanexerciseforyou.
Studentstrytofinishtheeverciseonthepaper.
选词完成对话。
welcome,apples,nice,farm,pears，friend
Grandpa,thisismyf__________,Mike.
Hello,Mike.
W__________tomyf___________.
N________tomeetyou.
Whatarethese?
Theyarea____________.
Arethesea__________,too?
No.Theyarep___________.
Step5读一读，说一说，快快乐乐把家还（Homework）
1.Read“storytime”fivetimes.
2.Makeanewdialoguewithyourfriends.
Step6板书设计（Board-writing）
Unit7Onthefarm
Whatarethese/those?
Theyare______________.
Arethese______________?Yes,theyare.
Arethose______________?No,theyare_________.
3AUnit7It’snice教案
课题：Unit7It’snice.
第一课时
教学目标：1、能听懂、会说Lookathis/my/hershirt/newblouse/jacket/sweater
It’ssmart/pretty/nice.Hownice!（能根据听到的词语识别或指认图片或实物）
2、能区别smart和pretty、his和her。
重点与难点：TheSscanunderstandandsaythecommunionparlance“Lookathis/my/hershirt/blouse/jacket/sweater”、“It’ssmart/pretty/nice”or“Hownice!”课前准备录音机、磁带、挂图、图片、衣服实物。板块
教师活动
学生活动
目标及达成情况
Step1Freetalk
andmotivation.
Step2Presentationandpractice.Step3 Playagame. Greetings:Goodmorning/afternoon/Howareyou Showapuppet. TheTintroducesthepuppettotheSs. T:Hello,boysandgirls,ThisisPeter,NowI’mPeter,Nicetomeetyou,boysandgirls. Let’slearntothenewunit,ok? Learntosay:Look,thisismyshirt/blouse/jacket/sweater. Showtheshirt. T:Boysandgirls.Lookatshirtandlistentomecarefully.Thisisashirt.Say“ashirt”T:Lookatmeandlistentome,please,Look,thisismyshirt.Whoiswearingashirt?Pleasestandupandsay“Look,thisismyshirt.” Learntosay: Look,thisismyblouse/jacket/sweater. Thesamemethod.? T:ThisisSunTing’sjacket,Youcansay“Look,thisisherjacket”. Guesswhoseshirtisthis? T:Youcansay:“Look,thisishisshirt” TheTshowsthepuppet. T:PeterandIaretalking,whatarewetalkingabout?Listen,listen,listen,listentomecarefully. TheTshowstwopencil-boxes. Playagame. Sing“Coloursong”Goodmorning/afternoon Ss:Nicetomeetyou,Peter. Sp:Ok. ReadaftertheT.Look,thisismyshirt. LearntosayLook,thisisher/his…TheTshowssomeclothes.Guess.Whosejacketisthis(Agirl’sjacket.)（Aboy’sshirt?) S1:ThisisZhangShuo’sshirt. Practiceinpairs.Learntosay:Lookat…It’ssmart/pretty/nice.TheSsrepeat. ReadaftertheT. Passinggame.(passclothesandsayit) Guess(whoseisthisshirt) Listentothetapeandrepeat. 1、Readthedialogueafterthetaoe. 2、Makeanewdialogue. 第二课时 板块 教师活动 学生活动 目标及达成情况 第三课时 板块 教师活动 学生活动 目标及达成情况 LookattheT’smouthandguess.(ashirt/dress…)4.ListentothetapeandtrytoimitateSa:Lookathisjacket.Sb:It’ssmart/pretty/nice复习所学的日常交际用语。学生练习与交流。Step3Dotheworkbook S—S 2)Howmanyclothesarethereinthepicture? S1:Look,thisismyskirt. 第四课时 板块 教师活动 学生活动 目标及达成情况 Step4DrawandguessStep5Homework:Greetings.Singasong《Hello!Howareyou?》Sayarhyme《Theyareallverygood》Showthecards(clothes) S1:Look,thisisabrownjacket. TravelJournal教案 PartOne:TeachingDesign(第一部分：教学设计) II.Pre-reading III.Reading Period3:AsamplelessonplanforUsingLanguage II.Reading II.AdiagramofJOURNEYDOWNTHEMEKON Whytotravel Theirpreparations TheMekongRiver III.Retellingthetextinabout200words. 作为大家敬仰的人民教师，要对每一堂课认真负责。为了不消耗上课时间，就需要有一份完整的教学计划。这样可以有效的提高课堂的教学效率，你们有没有写过一份完整的教学计划?请您阅读小编辑为您编辑整理的《Unit3Isthisyourpencil?教案分析》，仅供参考，希望可以帮助到您。 Unit3Isthisyourpencil?教案分析 教学内容： 众所周知，一位优秀的老师离不开一份优质的教案。老师需要提前做好准备，让学生能够快速的明白这个知识点。才能有计划、有步骤、有质量的完成教学任务，那怎样写才能有一份高质量教案呢？下面是由小编为大家整理的“Unit7Wouldyoulikeapie?教案分析”，仅供参考，欢迎大家来阅读。 Unit7Wouldyoulikeapie?教案分析 一、教学目标 在上课时老师为了能够精准的讲出一道题的解决步骤。所以老师在写教案时要不断修改才能产出一份最优质的教案。让同学听的快乐，老师自己也讲的轻松。那么老师怎样写才会喜欢听课呢？下面是小编为大家整理的“Unit3Goodmorning!”,仅供参考，希望能为您提供参考！ 陕旅版小学三年级英语上册Unit3Goodmorning!教学设计 第一课时 教学内容PartA:Letstalk 教学过程一、课程导入(LeadingIn) 第二课时 教学准备1、教师准备： 教学过程一、课程导入(LeadingIn) 板书设计Unit3(Let’slearn) 第三课时 教学过程一、课程导入(LeadingIn) 2.完整跟读本单元所有字母和单词，并熟练掌握。 第四课时 教学过程 课题：Unit3Thisismyfather 第一课时 2.TheSscanunderstandandsaythecommunionparlance:Hi/Hello,thisismyfather/mother/brother/sister. 重点与难点：amango,apineapple,awatermelon及其复数.课前准备录音机和磁带，学生准备带家人的照片。 板块 教师活动 学生活动 教学目标及达成情况 1.Singsongsandact:《Hello》、《Hi,Nancy》 2.Greetings:Hi/Hello,I’m… Goodmorning/Goodafternoon. Nicetomeetyou,… Nicetomeetyou,too 3.reviewtheletters. 4.Freetalk: Hello!Goodmorning!ThisisYangLing/…/myfather.引入本课新授部分。 1.Learntosay:Thisismyfather. Showthefamilyphoto. Todaywe’regoingtolearnanewdialogue.Lookatthisphotoofmyfamily.Letmeintroducesomethingaboutit.Thisismyfather, (师反复重复：father,Thisismyfather)Whatdoes“father”mean?Doyouknow? “Father”means“爸爸”“myfather”means“我的爸爸”Singthesongs. Goodmorning/Goodafternoon. Nicetomeetyou,… Nicetomeetyou,too Writetheletters. Readaftertheteacher. Lookatthephoto. Myfather. ReadaftertheT，thenplayagame:JT:father.JSs:Dad. JT:Dad.JSs:father.SingasongStep3.Consolidation.Step4homeworkShowmeyourfamilyphoto,pleaseintroduceyourfathertome,Youshouldsay:Miss…,thisismyfather. Learntosay:Thisismymother/brother/sister.Thesamemethodandthenplayagame. “Familysong.”把四个单词father,mother,brother,sister编成歌曲，让学生在歌中熟悉四种称呼。 .Check. showthefruits. what’sthis? whatarethese? doyoulikemangoes? 1.TheTshowsthewallpicture. T:Howmanypeoplearethereinthepicture? T:Whoarethey? T:MrBlackisNancy’sfather,NancywantstointroduceherfathertoMrGreen,Whataretheytalkingabout?Who’dliketoactoutthedialogue?Byusingthemasks..Miss…,thisismyfather. Practiceandcheck. saythewordaloud,buttheSssayitlow.IftheTsayitlow,theSssayitaloud. singthesong. Lookatthephotoandintroducethefamilytothedeskmates It’samango. Learnthemango. Mangoes. Yes,Ido. Learntheotherwordsbythesamemethod. Ss:Three. Ss:Nancy,MrGreen,MrBlack. 生组成三人学习小组，先讨论交流，表演一番后评论。Listentothetapeandrepeat.Threestudentsagroup,talkaboutthispicture.Threestudentsagroupmakethedialogue. Listentothetape,justlistenandnexttime,repeatit. 跟读录音磁带，用英语向朋友介绍自己的家人。说明：1、重点突出板块设计；2、备课时重点突出教学设计（包括教师与学生活动设计）3、教学反思在“活动目标及达成情况”栏填写。课题：Unit3Thisismyfather 第二课时 2.Tounderstandwhat’sthedifferencebetweensingularformorpluralform. 重点与难点：Tounderstandandsaythewords:bananas,peachs,pears,apples, oranges 课前准备录音机和磁带，水果图片， 板块 教师活动 学生活动 教学目标及达成情况 Step1.Warm-up. Step2Presentationandpractice.. Step3. Consolidation. Playagame. Step3Homework 1.Sing“GoodmorningAndhowareyou?” 2.Greetings.(同位之间练习，自由锁链反应)。 3.Introduce. 4.reviewtheletters. 5.Pleaseintroduceyourfamilymemberstoyourdeskmate. Learntosaythenewword:bananas. Showthefruit.(bananas) Look,Ihavesomebananas,pleaseshowmeyourbananasandsaybananas. Showmeyourbananaandsay“abanana”. Lookandsaytheotherwords. （Thesamemethod.） 2.“碰地雷”。游戏方法：教师在这八个单词之一下面贴一枚“地雷”图，师领读八个单词，生跟读，利用学生的触觉、嗅觉让学生来巩固，但碰到“地雷”时就不能跟读了，否则将遭受“地雷轰炸”。 Teachtheletters. Let’splayagame,ok?Therearesomefruitsinmybag,I wantonestudenttocometotheblackboard,touchandguess,Ifyou’reright,I’llgiveyousomefruit.Listentothetapeandrepeat. Dotheworkbook:BListenanddraw. Spellthesimplewords. : Readthelearntwordsthreetimesandreadtheseaftertape. Sing“GoodmorningAndhowareyou?” Hello/Hi,…Goodmorning/Goodafternoon. Nicetomeetyou,…Nicetomeetyou,too. Practiceinpairs. bananas. Somebananas. Ihaveabanana. say“abanana”. Practice. Passthebananasandsay“bananas”onebyone. Showabananaandsay:“thisisabanana”. Letthestudentstomakethephrases. Eg:havesomeapples. Payattentionstothe“an”. Learntheletters. S1:apples? Ss:Yes.(orno) Doyoulikeapples? Onlylisten.Twice:Listenandrepeat. Trytospellthewords. Readthelearntwordsthreetimesandreadtheseaftertape.说明：1、重点突出板块设计；2、备课时重点突出教学设计（包括教师与学生活动设计）3、教学反思在“活动目标及达成情况”栏填写。课题：Unit3Thisismyfather 第三课时 板块 教师活动 学生活动 教学目标及达成情况 Greetings.Listenandsingasong《familysong》。Freetalk围绕两人初次见面的所需问候语.Guess:What’sinmybasket?(猜水果篮里有什么？)利用感官。Showthemasks.(MrBlack,MrsBlack,MrGreen,MissLi).Pleasesay:“Goodmorning/afternoontothem.”生来分别扮演这四个角色，分成四个小组，进行互动式练习。Showthewallpictures.(cLookandsay)Questions:a.Howmanypeoplearethereinthepicture?b.Whoarethey?c.Whataretheytalkingabout?e.g(1)MrGreen:Goodmorning,MrBlack.Greetings.Listenandsingasong《familysong》。Freetalk.Guessandreview. Listenandimitate.听音模仿练习。TheSspracticebyusing“Goodmorning/afternoon…Nicetomeetyou,…Nicetomeetyou,too.”Lookatthepictures.1.Discuss.2.Practice(2)MrsBlack:Goodafternoon/Nicetomeetyou,…Step3Dotheworkbook.Step4ConsolidationStep5 Homework:MrBlack:Goodmorning,MrGreen.Canyoumakeadialoguelikethese.Trytoact. 1.Page7:Unit3Thisismyfather.AListenandrespond.Hi,I’m…(2)Goodafternoon.(3)Nicetomeetyou,too.(4)Nicetomeetyou,MrsBlack.纠正好答案之后，学生可以自由进行练习，以巩固所学，扩充知识面。Listentothetapeandrepeat(PartA,PartB)ListentothetapeandreadafteritthreetimesaboutALearntosayandBLookandLearn.MrsLi:Goodafternoon/Nicetomeetyou,too.(3)Helen:Hi,LiTao,Thisismybrother,Mike.LiTai:Nicetomeetyou,Mike.Mike:Nicetomeetyou,too.Listentothetapeandlookatthepictures.e.g(1)Missxu:Hi,I’mMissxuS1:Hi,I’m…Turntothenextpage:BListenandnumber.先给予一定时间让学生自己熟悉人物名称，让他们练一练，说一说.ListentothetapeandreadafteritthreetimesaboutALearntosayandBLookandLearn.说明：1、重点突出板块设计；2、备课时重点突出教学设计（包括教师与学生活动设计）3、教学反思在“活动目标及达成情况”栏填写。课题：Unit3Thisismyfather 第四课时 2.Sayarhyme.3.Reviewtheletters.重点与难点：1.Goonlearningthenewwordsandthenewsentences. 2.Tounderstandandsayarhyme:“Theyareallverygood.” 课前准备 板块 教师活动 学生活动 教学目标及达成 Step2Presentation.. Greetings. Singsongs:《Hello》，《Nancy》，《Familysongs》 Freetalk：围绕将别人介绍出去之类的交际进行交流。 Showthemasks. T:Whataretheirnames?Doyouknow?Pleaseintroducethemselvestome. T:Whowanttomakeadialogue?(Byusingmasks)给予鼓励。 Showthepictures(fruits)采用小组竞赛。 Game1:说单词，师在黑板上一边贴水果图，生一边抢说。师随意快速贴出水果图，生必须迅速做出反应，既正确又快速Greetings. Singsongs S1:Hi,MissYao,Thisis… S2:Goodmorning/afternoon,Thisis… Sa:Hi,I’m…Sb:Hi,I’m…Sc:Nicetomeetyou,…Sd:Nicttomeetyou,too. Game2:指单词，教师一边说单词，几名学生在板前指认水果图。Step3Works: Step4ENDING.者为赢，积累得分，高分为胜。） Listenandjudge. Listentothetapeandlookatthepictures.Ifitisright,youmustwrite: “”,butnot“×”.最好先利用实例来说明！ Check. Sayarhyme. Accordingtothetextthenmatch. AMrGreenisNancy’s BMrsBlackisNancy’s CMrBlackisNancy’s DDavidisNancy’s ENancyisDavid’s FHelenisNancy’s 播放歌曲《Goodbye》 Homework: Listentothetapeandlearnthesong《Goodbye》.Playagame. Showthepictures. S1:Whatcanyou see? S2:Icanseeabanana/somebananas. Practiceinpairs. Listentothetape,justlisten ReadaftertheT. Practiceinpairs. father brother. friend(朋友) teacher（老师） sister mother. singthesong.说明：1、重点突出板块设计；2、备课时重点突出教学设计（包括教师与学生活动设计）3、教学反思在“活动目标及达成情况”栏填写。 众所周知，一位优秀的老师离不开一份优质的教案。老师需要做好课前准备，编写一份教案。这样可以有效的提高课堂的教学效率，那你们知道有哪些优秀的小学教案吗？小编收集整理了一些“Unit7Isitapear”，希望对您的工作和生活有所帮助。 课时计划 二 1.“Isita(pear)?Yes,itis.No,itisn’t.” 三Talkaboutthestory. 四Practicetoread. Ssanswer:Yesorno.(2times)Tteachesthemthecompleteanswers.(Yes,itis.No,itisn’t.) Unit7Isitapear? 教学反思 整个故事以水果为主题，学生很乐于参与学习活动，学习效果很好。 作业： 能识读单词peach,pineapple,kiwifruit等水果名称。进一步了解一般疑问句及答语Isita(pear)?Yes,itis. 情感目标：在活动中积极与他人合作 Step1Revision Step2Presentation. 五SummaryStep3Listentothis Step5Summary 文章来源：//m.jab88.com/j/53258.html
Step4Listenandsing.
Step5Homework:
Step2Presentationandpractice.Greetings.Goodmorning/afternoon.Howareyou?Revision.a.T(指着自己的衬衫)：Lookatmyblouse.T:Thankyou.Now,boysandgirls.Showthepuppetyourprettyclothes.c.T(指着一学生的衣服)： Lookathis/herblouse/shirt…d.TheTshowstwoclothes.
T:Look,thisismyblouse.That’sherblouse.
1.TheTshowsacoat.
T:Look,thisismycoat,coat,mycoat.
Puppet:Oh,coat,yourcoat.That’syourcoat.
2.T:Oh,yourcoat,that’syourcoat.3.T(指着一男生的Ｔ－Goodmorning/afternoon.Howareyou?Singasong《Coloursong》:Whoiswearingyellow/green/…today?举起布偶：Oh,it’spretty.b.(学生一个一个说)：Lookatmyblouse/shirt/jacket/sweater.Puppet:Oh,hownice.It’ssmart/pretty/niceSs:Oh,hownice.It’ssmart/pretty/nice…TheSsfollowtheT
TheSsfollowthepuppet:Coat,yourcoat.That’syourcoat.TheSsshowtheircoatstotheTandsay:Look,thisismycoat.复习日常交际用语。学习adress,askirt,aT-shirt,acoat.
Step3.Consolidation
Step4Homework:shirt):LookathisT-shirt.
Puppet:Oh,hisT-shirt.It’ssmart.
4.Lookandsaytheotherwords.
Thesamemethod.1.Listentothetape.BLookandlearn.2.Workbook.A.Listenfindandcircle.
B.Listenfindandcolour
Listentothetapeandrepeat.DESIGN:BLookandlearn1、Listentothetape,readafterthetape.2、Makeanewdialoguewiththeparteners..Practiceinpairs.Listentothetape.BLookandlearn.Workbook.A.Listenfindandcircle.
B.Listenfindandcolour
听录音跟读课文。说明：1、重点突出板块设计；2、备课时重点突出教学设计（包括教师与学生活动设计）3、教学反思在“活动目标及达成情况”栏填写。课题：Unit7It’snice.
Step2Presentationandpractice.1.Greetings:Lookathis/her,Look,thisis…That’s…2.Playagame.
3.Let’stalkinEnglish.
T:Pleaseshowmeyourprettyclothesandsay“Lookatmy…”
Ss(一个一个说)：Lookatmyshirt/coat/sweater/…
T:It’ssmart/pretty/nice/…
Exchange.Showthewallpictures.a.(1)Isthereajacketoracoatinthepicture?(2)Whoseisthisjacket?(3)What‘sthemonkeysaying?b.Discuss.
c.Practice
Makeadialoguelikethis:2.Singasong:《Hello!Howareyou?》
Step4Consolidation.
Step5HomeworkT—SGroupwork.d.Check.Showanotherpictures.
a.Lookatthepicture.
Q:1)Howmanypeoplearethereinthepicture?
5．T:Who’dliketomakeadialoguewithme?
e.gT:YouareNancy.I’manothergirl.Youcansay:Look,thisismyskirt,Isay:That’smyblouse.
Thesamemethod..
Page23CListenandjudge.
Listentothetapeandlookatthepictures,thenmark.Ifit’strue,pleasedrawasmilingface.Ifit’sfalse,pleasedrawacryingface.
1.Listentothetape(PartAPartB)2.ReadafterthetapeSingasong:《Goodbye》:ReadUnir7PartAandB.
S2:That’smyblouse.
b.Lookattheotherpicturesandmakedialogues.
Key:
1.J2.J3.L4.J
Listentothetape(PartAPartB)ReadafterthetapeListentothetapeandrepeat.学生做练习册。听录音朗读。说明：1、重点突出板块设计；2、备课时重点突出教学设计（包括教师与学生活动设计）3、教学反思在“活动目标及达成情况”栏填写。课题：Unit7It’snice.
Step3.Singasong
Q:a.What’sthis?
b.Whatcolourisit?
e.ga、abrownjacketb、 awhiteskirt…《Coloursong》1.Listentothetape.2.Action..1.T:LookattheblackboardandguesswhatIamdrawing.
2.Practiceinpairs.
Listentothetapeandrepeat.Singasong《Hello!Howareyou?》Sayarhyme《Theyareallverygood
S2:It’ssmart/pretty/nice(Hownice!)PracticeListentothetapeandnumber.KEY.2．SingafterthetapePracticeinpairs.复习所学的日常交际用语。学生练习与交流。学唱歌曲《Coloursong》说明：1、重点突出板块设计；2、备课时重点突出教学设计（包括教师与学生活动设计）3、教学反思在“活动目标及达成情况”栏填写。Unit 3 Travel Journal教案2
Unit3TravelJournal
Period1:Asamplelessonplanforreading
(JOURNEYDOWNTHEMEKONG)
Aims
Totalkabouttraveling
Toreadabouttraveling
Procedures
I.Warmingup
1.Warmingupbydiscussing
Goodmorning,class.Doyouliketraveling?Whydoyouliketraveling?Andwhynot?Wherehaveyoueverbeenbefore?Howdidyougetthere?Ifyouaregivenachancetotravelaroundtheworld,whatkindoftransportationswillyouuseandwhy?Nowlookatthefollowingpicturesanddiscussitinpairs.
NameofthetransportationsMeansoftransportationReasons
bycar(inacar)
bybike
byplane(byair)
bytrain(onatrain)
bybus(onabus)
byship(bywaterorbyboat)
inahotballoon
bymotorbike(onamotorbike)
byjeep
bytruck
inaplate
2.Warmingupbylookingandspeaking
Nowboysandgirls,whatdoyouneedtotakewithyouifyouarepreparingforabiketripalongtheChangjiangRiver?Lookatthepicturesandtellthewholeclasswhichobjectyouthinkisthemostusefulandwhichoneistheleastuseful.Giveareasonwhyyouthinkso.
3.Warmingupbyaskingandanswering
NowsupposeyouliveinQinghai.YouplantospendaholidaywithafriendsomewhereinSoutheastAsia.Youhavebeengivenachancetochoosethreeplacestovisit.Pleasefindouttheone-wayfaretogettherefordifferentkindsoftransportation.Perhapsyoumaynotknowtheexactfare,butyoucanguesshowmuchthefareis.Pleasehaveashortdiscussionwithyourpartnersandthendecidewheretogo.
Ok,nowI’dlikeyoutoaskyourpartnerthefollowingquestions.
1.Imagingandsharing
Doyouliketravelingalongariver,agreatriver?Whatroledoesariverplayinpeople’slife?Inotherwords,howdopeoplewholivealongariveruseit?
Thesuggestedanswers:
Peoplecandrinkthewaterinariverorwashtheirclothes.
Peoplecanswiminariverinsummer.
Peoplecanusearivertoirrigatetheirfields.
Peoplecanusearivertoproduceelectricity.
Peoplecantravelalongariver.
2.Talkingandsharing
Asweallknow,therearealotofriversintheworldandalsotherearemanygreatrivers.Nowlookatthechart.Intheleftcolumnarenamesofsomegreatrivers.Intherightcolumnarelocationswheretheriverslie.Pleasematchthem.
matchanswer
NamesofRiverLocationNamesofRiverLocation
MekongIndiaMekongChina，SEAsia
RhineFranceRhineGermany
GangesRussiaGangesIndia
SeineEnglandSeineFrance
NileCentralAfricaNileEgypt
ThamesGermanyThamesEngland
CongoBrazilCongoCentralAfrica
NigerChina,SEAsiaNigerWestAfrica
VolgaUSVolgaRussia
DanubeEgyptDanubeCentralEurope
AmazonWestAfricaAmazonBrazil
MississippiCentralEuropeMississippiUS
1.Readingaloudtotherecording
DoyouknowwhatcountriestheMekongRiverflowsthrough?NowlookatthemapoftheMekongRiverandpointoutthecountriesitflowsthrough.
(China,Laos,Thailand,Cambodia,BurmaVietnam)
Ok,todaywe’regoingtoreadapassageaboutJOURNEYDOWNTHEMEKONG.PleaselistenandreadaloudabouttherecordingofthetextJOURNEYDOWNTHEMEKONG.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.
2.Readingandunderlining
Nowpleasereadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.
CollocationsfromJOURNEYDOWNTHEMEKONG
dreamabout,takeagreatbiketrip,graduatefrom,gotthechancetodosth.,cyclealongtheriver,goforlongbikerides,mountainbike,persuadesb.todosth.,growup,getsb.interestedinsth.,bestubborn,knowthebestwayofgettingtoplaces,thesourceoftheriver,careabout,givesb.adeterminedlook,changeone’smind,atanaltitudeof,seemtodo,theairbehardtobreathe,aninterestingexperience,makeuponesmind,givein,alargeatlaswithgoodmaps,keepdoingsth.,atfirst,passthrough,besurprisedtodosth.,halfof,atlast,theSouthChinaSea
3.Readingaloudandunderstanding
Nextwearegoingtoreadaloudthetextandthenanswersomequestions.
1)WhoareWangKunandWangWei?(Theyarebrotherandsister,andbotharecollegestudents.)
2)Whatwastheirdream?(Theirdreamwastotakeagreatbiketrip.)
3)WhoareDaoWeiandYuHang?(TheyareWangKun’scousinswhoareatacollegeinKunming.)
4)WhereisthesourceoftheMekongRiverandwhichseadoesitenter?(ThesourceoftheriverisinQinghaiProvinceanditenterstheSouthChinaSea.)
5)WhatcanyouseewhenyoutravelalongtheMekong?(Youcanseeglacier,rapids,hill,valleys,waterfallsandplains.)
6)IsitadifficultjourneytocyclealongtheMekong?Why?(Yes.Thejourneybeginsatanaltitudeofmorethan5,000meters,whereitishardtobreatheandverycold.)
4.Discussing
Wehavegotthegeneralmeaningofthepassage,andweknowWangWeiandWangKunhavesomesimilaranddifferentattitudesaboutthetrip.Youmayhaveashortdiscussionwithyourpartnersandthenfillinthechart.
SimilarattitudesaboutthetripDifferentattitudesaboutthetrip
BothWangWeiandWangKunthinks:
1).takingthistripisadreamthatcomestrue.
2).thattheywillenjoythistripalot.
3).theyshouldseealotoftheMekong.
4).thatmostoftheMekongwillbefoundinSoutheastAsia.WangWeibelieves:
1).theymuststartinQinghaiwheretheriverbegins/seealloftheMekong.
2).thattheydon’tneedtopreparemuch.
WangKunbelieves:
1).itistoocoldandhightostartinQinghai.
2).thatusinganatlasisveryimportant.
IV.Closingdown
Closingdownbyansweringquestions
Whatshouldyoudobeforetraveling?(Beforetraveling,weshouldmakegoodpreparations,thatis,tomakeaplan,decidetheplacetovisitandgetenoughinformationabouttheplace.Withfullpreparationswe’llhaveagoodtimeduringthetrip.)
Whatwillyourfamilyandyourfiendssaywhenyouleavehometotravel?(Whenweleavehome,myfamilyandmyfriendswillsay,“Haveagoodtrip./Haveagoodjourney./Haveagoodtime.”)
Closingdownbytranslating
Inthelastfewminutesyouareaskedtotranslatesomedifficultysentencesinthepassage.
Assignment
Revisethecontentsofthepassage
CompletethepassageonPage56inWorkbook
Doexercise2onpage57inyouexercisebooks.
Period2:AsamplelessonplanforLearningaboutLanguage
(ThePresentContinuousTenseforfutureaction)
Aims
TolearnaboutthePresentContinuousTense
Todiscoverandusesomeusefulwordsandexpressions
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Helloeveryone.Afterreadingthepassage,wehavegottoknowtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage20tofindthecorrectwordsandexpressionsfromthepassagetofinishthesentences.Youaregiventwominutestofinishthemanddiscusswithyourpartners.Twominuteslater,checkinpairsandthencheckwiththewholeclass.
II.Learningaboutlanguage
1.Readingandfinding
Good,youhavemasteredthesewordsandexpressions.Let’sturntopage17andlookatthequestionsinWarmingup4.Underlinetheverbsinthequestions,andpayattentiontotheverbformsanddosomeexplanationsbyyourselves.
2.LearningGrammar
Wecanseethattheverbsareallusedinthe“-ing”form.Theyare“thepresentcontinuoustense”,buttheyexpressfutureactionsorplans.ThePresentContinuousTensemaybeusedtodenoteanactionthatcanbepre-plannedorprearrangedinsteadofthefutureindefiniteincolloquialEnglish.Butpleasenotethat,notallverbscanbeusedinthe“-ing”formtoexpressfutureactions.Suchverbsascome,go,leave,fly,walk,ride,drive,stay,meet,die,see,have,arriveetc.aremainlyusedinthe“-ing”formtoexpressfutureactions.
3.DoingexercisesNo.2and3onpage21
Nowturntopage21anddoexercise2.InthedialogueanewspaperreporterisinterviewingWangWeiaboutherplansforthetripalongtheMekongRiver.However,theyarenotsureaboutsomeoftheverbtenses.Canyouhelpthemcompletetheirconversation?
Let’scontinuetodoexercise3.Doyouhaveanyplansforthefutureyourselves?Ifyouhaveany,pleaseusethePresentContinuousTensetoexpressyourfutureactions.Giveasmuchinformationasyoucan.
III.Readyusedmaterialsforthepresentcontinuoustenseforfutureactionsorplans
be+v.-ing与表示将来的时间连用，表示不久的将来，含义是“预定要做”。（这种结构中常用动作动词或去向动词：go,come,leave,start,arrive,travel,fly等，不适用于状态动词）
I’mleavingforBeijingthisFriday.
Myfriendscameoverlastnight,andtheyarecomingoverthisevening,too.
WearegoingtoLaoshanthisMayDayholiday.
WehadanEnglishclassthismorning,andwearehavinganotherEnglishclasstomorrow.
Wetooksixsubjectslastterm,andwearetakingsevensubjectsnextterm.
IhavearrivedinBeijing.I’mvisitingtheGreatWalltomorrowmorning.
Afterclassweareplayingfootballontheplayground.
WeareflyingtoShanghainextFriday.
IV.Closingdown
Closingdownbymakingadialogue
ToendtheperiodyouaregoingtomakeadialogueinpairstotellthewholeclassyourplanonthisSunday.
Closingdownbywriting
Supposeyouareplanningaholidaytrip.Writeashortpassageaboutyourplan.Youmustpaygreatattentiontothetense.Thefollowingquestionscanhelpyou.
Whereareyougoingforyourholiday?Whoareyougoingwith?
Howareyougettingthere?Whatareyoudoingthere?
Whereareyoustaying?Whataretakingwithyou?
Whenareyoureturning?
(ANIGHTINTHEMOUNTAINS)
Aims
ToreadthepassageANIGHTINTHEMOUNTAINS
Tousethelanguagebyreading,listening,speakingandwriting
Procedures
I.WarmingupbytalkingaboutTibet
HaveyoueverbeentoTibet?DoyouwanttotravelinTibet?CanyoutellmesomethingaboutTibet?
TibetliesontheQinghai-TibetPlateauofthesouthwestborderofChina.Theaverageheightofthewholeregionismorethan4,000metersabovesealevel,forwhichTibetisknownas“RoofoftheWorld”.ThehighestpeakofTibet,alsothehighestinHimalayasandinthewholeworld,isEverestPeak,whichisashighas8,846.27metersabovesealevel.
AlthoughapartofChina,Tibethasauniquecultureofallitsown.ItismainlyinhabitedbyTibetans,aminoritynationalityofoldandmysteriouspeople.TouristattractionsincludethePotalaPalaceinLhasa,JokhangTemple,andanumberofBuddhistsacredplaces.
Tibet(XiZanginChinese)istothesouthofXinJiangUygurAutonomousRegionandQingHaiProvince,tothewestofSichuan,tothenorthwestofYunnanandtothenorthofIndiaandNepal.Itspopulationof2.3millionpeoplecomefromavarietyofethnicgroupsincludingTibetan,Han,MonbaandLhota.ItscapitalcityisLhasa.
NorthwestTibet,mainlyQingHaiplateau,ishometoavarietyofunusualanduniqueanimals.AcrossthenorthernexpanseofTibet,youcanseevastgrasslandswherehorses,yakandsheeproamfreely.Theworldslowestvalley,theGrandYarlun-tzanpoRiverValleyliesineastTibet.
Itisfreezingcoldinmosttimeoftheyear.MosttouristscometovisitTibetonlyinthewarmestseasons,June,July,AugustandearlySeptember.
1.Readingandunderlining
Nowlet’sgoonwithJourneyDownTheMekongwithWangWeiandWangKun.TheyareinTibetnow.PleaseturntoPage22.Readthepassagequicklyandunderlinealltheusefulexpressionsandcollocationsinit.Copythemtoyournotebookafterclassashomework.
CollocationsfromJOURNEYDOWNTHEMEKONG(II)
although,ridebicycles,infrontof,asusual,needtodosth.,toclimbthemountainroadwashard,begreatfun,reachavalley,muchwarmer,change…into,T-shirts,shorts,intheearlyevening,stoptodosth.,makecamp,putup,aftersupper,gotosleep,stayawake,atmidnight,becomeclear,so…that,thesoundofthefire,travelsofar,joinsb.,hardlywaittosee,changeone’sattitude.
2.Readingandtranslating
NextyouaregoingtoreadthetextJOURNEYDOWNTHEMEKONGandtranslateitintoChinese.
3.Speaking
Readthepassageagainandfindtheanswerstothequestions:
1)HowdoesWangKunfeelaboutthetrip?(Heisstartingtolikethetrip.)
2)Whatdoyouthinkhaschangedhisattitude?(seeingthebeautifulland)
3)IsitnaturalforWangKunnottofeellonely?(Yes.BecausethesceneWangKunsawisbeautiful.Theskywasclearandthestarswerebright.Alsotheircousinsarewaitingforhim.)
4)Wouldyoufeelthesamewayinthissituation?Whyorwhynot?(Youmayhavedifferentopinionsaboutthis.Justspeakitoutandletusshareyouridea,willyou?)
ImaginethatthedialoguehappensthenextmorningbeforeWangKunandWangWeileavetheircamp.Writeashortdialoguebetweenthemwithyourpartner.
Wei:YoulooksotiredKun:Yes,Istayeduplatelastnight.
Wei:Really?Whatdidyoudo?Kun:Iwatchedtheclearskyandthebrightstars.
Wei:That’snice.Theymustbepretty.Kun:Yes,theywere.
III.Listening
Let’sgoonwithJourneyDownTheMekongRiver(part3)withWangWei.Turntopage23anddothelisteningtext.Beforelisteningtothetape,pleasereadthewordsfast,thentickthewordsyouhearonthetape.AfterthatI’llplaythetapeforthesecondtimeandthenfinishthechart.Youshouldlookthroughthechartandfindoutthelisteningpoints.Thefollowingquestionscanhelpyouunderstandthelisteningtext.
Whereisthegirlfrom?
WhatdopeopleinLaosusetheriverfor?
WhydopeopleinLaoscalltheriver“theseaofLaos”?
WhatistherivercalledinTibetandVietnam?
WhatotherbeautifulsightsalongtheMekongRiverinLaos?
IV.Guidedwriting
1.Readingandunderlining
Inthisunit,wehavereadthefirsttwopartsofatraveljournalandhavelistenedtothethirdpartofthetraveljournal.Whatisthedifferencebetweenajournalandadiary?Let’readthepassageonpage23andfindoutthedifferencebetweenthetwo.Underlinealltheusefulexpressionsandcollocationsinit.Copytheminyournotebookafterclassashomework.
CollocationsfromReadingandWriting
putone’sthoughtsintoadiary,traveljourney,thedifferencebetween,foronthing…foranother,recordone’sexperiences,soonafter,befamiliarto,makealistof,compare…with,agreeto.
Readthepassagequicklyandthenfillintheinformationonthechart.
AdiaryAtraveljournal
1).Personal;
2).Totrytorecordhowthewritersfeelverysoonafterthingshappen1).Isn’taspersonalasadiary
2).Torecordthewritersexperiences,ideasandafterthoughtaboutwhattheyhaveseen
3).Iswrittenforalotofreaders
4).It’stopicsincludespeople,things,andeventslessfamiliartoreaders.
2Writingaletter
Nowlet’sdoawritingpractice.ImaginethatyouareafriendofWangWei.Writeashortlettertoherandaskhertodescribe:howshefeels,whatsheisdoing,andsomeplaceyouwanttoknowabout.Thenwishherwellonherjourneybyusingatleasttwooftheseexpressions:
Haveanice/goodtime.Haveanice/goodtrip.Takecare.
Goodluckonyourjourney.Say“Hello”to….Writetome.
Givemybest/lovewishesto….Havefun.
Youcanrefertothefollowingsteps.
Inpairschoosethedetailsfromthejourneythataremostinteresting.Thinkofwhatelseyouwouldliketoknowaboutthejourney.Writetheseideasdownasquestions.
Nowchoosetwoorthreeofthebestquestionsforyourletter.Eachquestionshouldhaveanothersentenceexplainingwhyyouwanttoknowthisinformation.
Puttheminanorderthatmakessense.
BeginyourletterasshowninthetextbookandaddyourquestionsforWangWei.Yourwritingshouldnotbemorethanoneparagraph.
Finishyourletterasshowninthetextbook.
Asamplewriting:
Hi,bravelittleWei,
HowIworryaboutyouandWangKun!Doyouhaveagoodtimenow?Ihopeso.Whatareyoudoingnow?AreyoustillinLaos?Canyoutellmesomethingaboutpeople’slifethere?WhenareyouleavingforCambodia?Whenyougetthere,tellmeabouttheBuddhisttemplesthere.Pleasesendsomephotoswithyournextletter!Well,Haveagoodtripanddon’tforgettowritetome!GivemybestwishestoWangKun.Goodluckonyourjourney.
Takecare!
Yours,
WangLin
V.Furtherapplying
1.Findinginformation
GotothelibrarytoreadorgetonlinetosearchinordertofindsomeplacesofinterestinChinaandintheworld.Takenotesofyourfindingsandtelltheclasswhichplaceyouwanttovisitmostnextperiod.
2.Writingaletter
SupposeyouwanttotraveltoYunnanProvince,writealettertooneofyourfriendsinYunnanandaskhim/herwhatpreparationsyoushouldmakeandwhichplacesareworthvisiting.
VI.ClosingDown
Summingup
Wehavelearnedthewholeunit.Let’slookatthechartonPage24.Trytofillinit.
PartTwo:TeachingResources(第二部分：教学资源)
Section1:AtextstructureanalysisofJOURNEYDOWNTHEMEKONG
I.Typeofwritingandsummaryoftheidea
TypeofwritingThisisatraveljournal
MainideaofthepassageWangKunandWangWei’sdreamoftakingagreatbiketrip,theirdifferentattitudes,WangWei’sdetermination,WangWeiandWangKun’spreparationsforthetrip.
Topicsentenceof1stparagraphItwasmysisterwhofirsthadtheideatocyclealongtheMekongRiver.
Topicsentenceof2ndparagraphAlthoughshedidn’tknowthebestwayofgettingtoplaces,sheinsistedthatwefindthesourceoftheriverandbeginourjourneythere.
Topicsentenceof3rdparagraphWefoundalargeatlaswithgoodmapsthatshowedthedetailsoftheworldgeography.
bothofthemboughtexpensivebikes.
gottheircousinsinterestedintraveling
wenttothelibraryandfoundalargeatlaswithgoodmapsthatshowdetailsoftheMekongRiver.
1.ItbeginsataglacieronaTibetanmountainwhichisatanaltitudeofmorethan5000meters.
2.Itissmallandthewateriscleanandcoldatfirst.Thenitmovesquicklyandpassesthroughdeepvalley.
3.HalfofitisinChinaanditiscalledLancangRiverinChina.
4.AsitentersSoutheastAsia,ittravelsslowlythroughhillsandlowvalleys,andtheplainswherericegrow.
1.Retellthestoryinthethirdperson.
2.Refertotheinformationinthechartabove.
Onepossibleversion
WangKunandhissisterWangWeidreamedabouttakingagreatbiketripeversincetheirmiddleschooldays.Aftergraduatedfromcollege,theygotachancetodoit.ItwasWangWeiwhofirsthadtheideastocyclealongtheMekongRiverfromitssource.Theybothboughtexpensivemountainbikes.TheyalsogottheircousinsDaoWeiandYuHangtogowhowereinterestedincycling,too.
WangWeiwasastubborngirl.Althoughshedidn’tknowthebestwayofgettingtoplaces,sheinsistedthattheyshouldfindthesourceoftheriverandbegantheirjourneythere.WhensheheardthesourceoftheMekongRiverwasinQinghai,shewouldn’tchangehermind.Shewasevenexcitedwhensheknewthattheirjourneywouldbeginatanaltitudeofmorethan5000meters.Shealsothoughtthatitwouldbeaninterestingexperience.
Beforethetrip,theywenttothelibrary,wheretheyfoundalargeatlaswithgoodmaps.Fromtheatlas,theylearntmoreinformationabouttheMekongRiver.
Section2:BackgroundinformationonTRAVELJOURNEY
I.Howtoplanyourtravelwisely
Travelingcanbeafunwaytogainlifeexperiences,especiallyduringSpringBreak—aweek-longschoolvacationintheUnitedStates.
Butwhatifyou’reastudentanddon’thaveenoughmoneyforatrip?Don’tworry.Herearesomeusefultips.
Save:Thisprobablyisthemostimportantpreparationfortraveling.Cutexpenses(开支)tofattenyourwalletsoyou’llhavemorechoicesaboutwheretogoandhowtogetthere.
Planahead:Don’twaituntilthelastminutetoplanyourtrip.Ticketsmaycostmorewhenboughtatshortnotice(短期内).Givingyourselfseveralmonthstogetreadycanmeansecurity(安全)andsavings.
Dohomework:Nomatterwhereyougo,researchtheplacesyouwillvisit.Decidewhattosee.Travelbookswillprovideinformationonthecheapesthotelsandrestaurants.
Plansensibly(合理的):Writedownhowmuchyouexpecttospendforfoodandhotels.Sticktoyourplanoryoumaynothaveenoughmoneytocovereverything.
Travelingroups:Findsomeonewhoisinterestedinvisitingthesameplaces.Bytravelingwithothers,youcansharecostsandexperiences.
Workasyougo:Needmoremoneytosupportyourtrip?Lookforworkintheplacesyouvisit.
Gooffthebeatenpath:Touristcitiesmaybeexpensive.Youmaywanttorethinkaboutyourtripandgotoaless-knownarea.Smallertownscanhavemanyinterestingactivitiesandsights.
Packnecessarythings:Themostimportantthingstotakearenotalwaysclothes.Remembertotakealongmedicineincaseyougetsickandsnacksincaseyoucannotfindacheaprestaurant.
UsetheInternet:TheNetcanhelpyoutosavemoney.Therearesomeusefulwebsitessuchasand.
Byplanningsensibly,evenstudentscanenjoytheirtravel.Yourtravelexperienceswillberememberedforalifetime.
II.世界著名游览胜地英文名
1.Asia亚洲
MountFuji,Japan日本富士山
TajMahal,India印度泰姬陵
AngkorWat,Cambodia柬埔寨吴哥窟
Bali,Indonesia印度尼西亚巴厘岛
Borobudur,Indonesia印度尼西亚波罗浮屠
Sentosa,Singapore新加坡圣淘沙
Babylon,Iraq伊拉克巴比伦遗迹
2.Africa非洲
SuezCanal,Egypt埃及苏伊士运河
AswanHighDam,Egypt埃及阿斯旺水坝
Pyramids,Egypt埃及金字塔
TheNile,Egypt埃及尼罗河
NairobiNationalPark,Kenya肯尼亚内罗毕国家公园
CapeofGoodHope,SouthAfrica南非好望角
SaharaDesert撒哈拉大沙漠
3.Oceania大洋洲
GreatBarrierReef,Australia澳大利亚大堡礁
SydneyOperaHouse,Australia澳大利亚悉尼歌剧院
AyersRock,Australia澳大利亚艾尔斯巨石
MountCook,NewZealand新西兰库克山
4.Europe欧洲
MosqueofSt,SophiainIstanbul(Constantinople),Turkey土耳其圣索非亚教堂
NotreDamedeParis,France法国巴黎圣母院
EffielTower,France法国艾菲尔铁塔
ArchofTriumph,France法国凯旋门
ElyseePalace,France法国爱丽舍宫
Louvre,France法国卢浮宫
KolnerDom,Koln,Germany德国科隆大教堂
LeaningTowerofPisa,Italy意大利比萨斜塔
ColosseuminRome,Italy意大利古罗马圆形剧场
Parthenon,Greece希腊巴台农神庙
RedSquareinMoscow,Russia俄罗斯莫斯科红场
BigBeninLondon,England英国伦敦大本钟
BuckinghamPalace,England英国白金汉宫
HydePark,England英国海德公园
LondonTowerBridge,England英国伦敦塔桥
WestminsterAbbey,England英国威斯敏斯特大教堂
TheMediterranean地中海
5.America美洲
NiagaraFalls,USA美国尼亚加拉大瀑布
Honolulu,Hawaii,USA美国夏威夷檀香山
PanamaCanal巴拿马运河
YellowstoneNationalPark,USA美国黄石国家公园
MetropolitanMuseumofArt,NewYorkCity,USA美国纽约大都会艺术博物馆
StatueofLiberty,NewYorkCity,USA美国纽约自由女神像
TimesSquare,NewYorkCity,USA美国纽约时代广场
TheWhiteHouse,WashingtonDC.,USA美国华盛顿白宫
WorldTradeCenter,NewYorkCity,USA美国纽约世界贸易中心
CentralPark,NewYorkCity,USA美国纽约中央公园
Hollywood,California,USA美国加利佛尼亚好莱坞
Disneyland,California,USA加利佛尼亚迪斯尼乐园
LasVegas,Nevada,USA美国内华达拉斯威加斯
Section3:Wordsandexpressions
I.Wordsforreading
faren.1.moneychargedforajourney(bybus,ship,taxi,etc.)费用:taxi/bus/airfare单程票价,asingle/one-wayfare,HowmuchistheairfaretoNewYork?到纽约的票价是多少钱？2.passengerinahiredvehicle（出租车辆的）乘客:Thetaxidriverhadonlysixfaresallday.那计程车司机一天只载了六位乘客。
cf.finally,intheend,atlast
finally:lastly；inconclusion最后，终于。强调活动过程的终结“最后”，“末了”。一是在列举事物或论点时引出最后一项内容，二是用在句中动词前面表示“等了很久……”
intheend表示经过许多变化、困难和捉摸不定的情况之后，某事才发生。
atlast也可用来表示“等候或耽误了很久之后才……”，而且语气很强烈：Thecarwouldn’tstart,sofinallywedecidedtogoonfoot.Fourpolicemenrodepastontheirmotorbikes,thencamethetelevisionbroadcastingcar,andfinallythemarathonrunners.Wewaitedandwaited,andthetrainfinallyarrived.Hefinishedhislongboringspeechatlast.Whocantellwhatwillhappentotheearthintheend?
persuadevt.1.convince（sb.）(ofthetruthofsth.,thatsth.Istrueetc.)说服，劝说2.cause(sb.)byreasoning(todosth.)借说理使(某人)(作某事);劝persuadesb.todosth.=persuadesb.intodoingsth.说服某人做某事persuadesb.nottodosth.=persuadesb.outofsth./doingsth.说服某人别做persuadesb.ofsth=persuadesb.+that从句使某人相信
cf.persuade,advise
persuade强调说服，劝说的结果；advise=trytopersuade表示劝说的动作，不强调结果:Ipersuadedmyfathertobuy/intobuyinganewTVset.我说动我爸爸买了一台新电视。We’vepersuadedthemanageroutoftheimpracticalplan.我们已经劝经理停止他不切合实际的计划。Theoldmanpersuadedusnottowalk/outofwalkingthroughthethickforestalone.这位老人劝我们别独自穿越茂密的丛林。Ihadtriedtopersuade/advisedhimnottostayuplate,buthestilldidn’tgotobeduntilmidnight.我劝他不要熬到太晚，但是他仍旧到午夜才去睡觉。Hetriedtopersuademeofhishonesty.=Hetriedtopersuademethathewashonest.他设法使我相信他是诚实的。
insistv.1.(withon,upon)urgewithemphasis,againstoppositionordisbelief;declareemphatically坚持,强调:insiston/uponsth./doingsth.坚决做，坚持做,insiston/uponone’sdoing坚持要某人做:Heinsistedonhiscorrectness.他坚持自己是对的。Sheinsistedon/upontalkingtothemanager.她坚决要和经理谈谈。Iinsistonyourbeingthere.我坚持要你在那里。2.insistthat坚持，坚决主张（所跟的宾语从句使用虚拟语气：主语+shoulddo,其中should可以省略）。insistthat坚持一种说法，看法或事实（所跟的宾语从句用陈述语气及相应的时态）:Iinsistedthatheshouldcomewithus(insistedonhiscomingwithus.)我坚持要他与我们同去。Theladyinsistedthatshehaddonenothingwrongandthatsheshouldbetreatedproperly.这位女士坚持说她没有做错事并认为应该得到恰当的待遇。
determinev.determinedadj.determinationn.
determinevt/vi1.bethefactthatdecides;(指事实)决定,determine+n.决定，确定:Thesizeofyourfeetdeterminesthesizeofyourshoes.Let’sdetermineadatefortheclassmeeting.咱们来定一下开班会的日期吧。2.(withonorupon)decide(sb.’sfuture);makeupone’smind(todosth.),settle;决定（某人的未来）；下决心（做某事）；解决;determineon/upon(doing)sth=makeupone’smindtodosth.下决心;determinetodosth.;determine+从句;determine+疑问词+todo;bedeterminedtodosth.决心做:Hedeterminedongoingtocollage.=Hewasdeterminedtogotocollage.他决心上大学。Wedeterminedonanearlystart.(determinedtostartearly.)我们决定早开始。HefirmlydeterminedtolearnGreek.他下决心读希腊文。Haveyoudeterminedwhereyouaregoingtospendyourholidays?=Haveyoudeterminedwheretospendyourholidays?你已决定将到何处度假吗？3.causetodecide:使决定；determinesb.todosth.使某人决定/下决心做：Whatdeterminedyoutoaccepttheoffer?什么原因使你接受此项提议？Thenewsdeterminedhimagainstfurtherdelay.此消息使他决定不再拖延。
cf.careabout,carefor/caretodo,carefor(sb.)
careabout=beworried,concernedorinterested忧虑；关心；惦念：Don’tyoucareaboutanybody?你难道谁也不关心吗？Idon’tcare(about)whathappenstohim.我才不管他的事呢。
carefor/caretodo=bewillingoragree(todosth);wishorlike(todosth)愿意或同意（做谋事）；希望或喜欢（做谋事），用于否定句或疑问句，尤与would连用Wouldyoucareforadrink?你想要杯喝的吗？Wouldyoucaretogoforawalk?你想出去走走吗？
carefor(sb)=a)likeorlovesb喜欢或爱某人；b)lookaftersb/takecareofsb/beresponsibleforsb照看某人；照顾某人；对某人负责:Hecaresherdeeply他深深地爱着她。Whowillcareforyourchildrenifyouareout?如果你外出了，谁来照顾你的孩子？
cf.through,across穿过
across:fromsidetosideof:含义与on有关,表示动作是在某一物体的表面进行的,“横跨,横穿”表面。
through:(ofplaces)fromendtoendorsidetosideof;enteringatoneside,ononesurface,etc.,andcomingoutattheother:含义与in有关,表示动作是在某一物体的空间里进行。
Iwalkedacrossthesquaretothemuseum.我们走过广场，来到博物馆。
Wewalkedthroughtheforest.我们穿过森林。
Sheswamacrosstheriver.她游过了河。
Theriverflowsthroughthecityfromwesttoeast.这条河从西到东流过这座城市。
II.Wordsforusinglanguage
cf.sofar,as/sofaras
sofar（表距离）这/那么远；（表时间）迄今为止（常与完成式连用）：Wetraveledsofarlastyear;theydidn’tgoso/asfaraswedid.我们去年走了那么远，他们没有走那么远。Ithasrainedeverydaysofarthismonth.到目前为止，这个月几乎每天都下雨。
asfaras和……一样远（否定句中也用sofaras）；as/sofarasIknow/see据我所知/看来：AsfarasIknow,theylivedinthesameneighborhood据我所知，他们住在同一个小区。
recordv.setdowninwritingforreference;preserveforuse,bywritingorinotherways(eg.onthemagnetictapeofatape-recorder):记录，记载，录音：Thisvolumerecordsthehistoryofthecity.这部书记录了该城市的历史。Thewirelessprogramwasrecorded.无线电广播是由录音制成的。n.makearecord录制唱片；setarecord创记录；breakarecord打破记录；keeparecord保持记录；keeparecordof把……记录下来
cf.befamiliarto,befamiliarwith
befamiliartosb.为某人所熟悉：I’mfamiliarwiththestreetsofthecity.我对这座城市的街道很熟悉。
befamiliarwithsth.对某事熟悉：Thecityisfamiliartome.这座城市对我来说很熟悉。Unit3Isthisyourpencil?教案分析
Cartoontime,Funtime
教学目标：
1.能听懂、会说、会读日常用语和句型：Thisisn’tmypencil.Isthis/thatyourpencil?Yes,itis.No,itisn’t.
2.能听懂、会说、会读写词汇:schoolbag,pen,pencil,crayon,ruler,rubber,pencilcase,lunchbox.
3.能初步听懂、会说、会运用句型where’s…?
4.能读懂动画中的幽默之处。
教学重难点：
1.能初步听懂、会说、会运用句型where’s…?
2.能读懂动画中的幽默之处。
教学准备：
PPT,单词卡片
教学过程：
Step1.Warmingup
Greetingandfreetalk
T:Goodmorning,class.
Ss:Goodmorning,MissLi.
T:Nicetoseeyou.
Ss:Nicetoseeyou,too.
T:What’sthis/that?(手指着学生的文具）
S:It’sapen,pencil,crayon,ruler,rubber,pencilcase...
T:Isthisyour/his/her...?
S:Yesitis/No,itisn’t.
Step2Revision
1.Gametime
a.Guesstime
T:Look,Ihaveanewschoolbag.Pleaseguess,What’sinit?请一位内容掌握的较好的同学到前面掏，让同学们猜他摸到的，回答正确的小组加分。
Ss:Isthatapen,...?
S1:No,itisn’t.
Ss:Isthata...?
S1:Yes,itis.
事先把个别学生的文具也放进书包里，猜正确后，进行插入式问答。
T:Thisisn’tmypencilcase.Isthisyour...?
S2:Yes,itis./No,itisn’t.
T:Hereyouare.
S2:Thankyou.
b.Magiceyes
T:Now,let’splayanothergame.-magiceyes.（快速闪现图片）
S:pen,pencil...
c.Spelltime
呈现所有文具在一起的图片和相应的词汇，练习拼读。
2.Reviewstorytime
T:Mike’sfriendsareveryhelpful.TheylookforhispencilforMike.Let’sreadthestorytime.
1）readafterthetape
2）actout
T:YangLingisverynice.Ihopeeveryonecanbehelpfultoyourclassmates.
Step3While-reading
T:Look!What’sthisinEnglish?
呈现图片-午餐盒
a.Watchthecartoonandanswerthequestion.
S:It’salunchbox.
教授lunchbox
b.Watchthecartoonagainandanswerthequestions.
1)What’sthemeaningof“Where”?
A.什么B.哪里C为什么
2)Where’sSam’slunchbox?
A.It’soverthere.B.It’shere.
3)What’sinSam’slunchbox?
A.piesB.BobbyC.cakes
4)WillBobbyeatcake?
A.YesB.No
T:Bobbydoesn’twantthecake.Why?
S:...
c.Watchthecartoonagainandrepeatthesentences:
d.Showtime
Step4Consolidation
Funtime
T:Let’splayagameinagroup.Astudentcloseshis/hereyesandguess.OpenyourbooksonPage20.
Step5Homework
1.Recitestorytime
2.Readcartoontime
3.Recitenewwordsandwrite
练习设计：
板书设计：
Unit3Isthisyourpencil?
Isthis/that...?luchbox
Yes,itisWhere’s...?
No,itisn’t.It’soverthere.
Unit7Wouldyoulikeapie?教案分析
1.通过师生、生生交流，学生能初步了解Nicetomeetyou.的用法，并听懂、会说、会读asweet,acake,apie,ahotdog。
2.通过看课文动画和听录音，能根据老师所设计的问题，在对话材料中获取所需信息，了解对话中征询对方意见Wouldyoulike…?Whatabout…?及其答语Yes,please./No,thankyou.
3.能正确理解并朗读对话内容，在教师的引导和帮助下尝试模仿、表演对话。
4.能在创设的情境中，初步运用本课所学的日常交际用语征询对方意见。
二、教学重、难点
1.通过看课文动画和听录音，能根据老师所设计的问题，在对话材料中获取所需信息，了解对话中征询对方意见Wouldyoulike…?Whatabout…?及其答语Yes,please./No,thankyou.
2.能正确理解并朗读对话内容，在教师的引导和帮助下尝试模仿、表演对话。
3.能在创设的情境中，初步运用本课所学的日常交际用语征询对方意见。
三、教学准备：课件、光盘、相关食物卡片等。
四、课前自主预习
1.通过自主阅读，知道故事中的所有人物。
2.看图，知道故事中食品的单词并能根据录音尝试跟读。
3.试着找出征询对方意见的语句。
五、教学过程
（Warmingup:）
EnjoyanEnglishsong.
（课前播放一首与本节课目标语言相关的英文歌曲，将学生引入英语课堂氛围。)
Step1.Greetings.
T:I’myournewEnglishteachertoday.I’mMissLin.It’stimeforclass.Classbegins.
S:Standup.
T:Goodmorning,class.
Ss:Goodmorning,MissLin.
T:Sitdown,please.
Step2Guess——Whoismygoodfriend?
T:I’mnewhere.SoIdon’tknowyou.Nowcanyouintroduceyourselfandyourfriendstome.Youcanusethesesentences.
S:...
T:Oh,Iknowsomeofyouandyourfriends.Youhavemanyfriends.Ihavemanyfriends,too.Look,theyarecoming.Canyouguess?Whoismygoodfriend?
(PPTshowsmanycartooncharacters:LanYangyang?Dingdang?Jerry？
T:Oh,you’reveryclever.MygoodfriendisDora!
T:CanyousayanythingtoDora?
引出新句型：Nicetomeetyou.（指导朗读）
T:Here’satipforyou.Whocanreadit?
Atip:Nicetomeetyou.很高兴认识你。其答语为Nicetomeetyou,too.认识你也很高兴。这是与人初次见面时的常用语。
T:Doraisaprettygirlandshehasamagicbag.Trytosay:“Nicetomeetyou,Dora!”againandagain.Dorawillcomehereandshareyousomething.
生重复且大声:Nicetomeetyou,Dora!
T(扮演朵拉)：Nicetomeetyou,too.
Step3Leadin
1.T:NowDora’smagicbagishere.
What’sinthemagicbag?Whatcanyousee?
Ss:It’sahotdogasweetacakeapie.（板书）
T:Ihavesomepies.Wouldyoulikeapie?
Ss:Yes,please.(引导学生回答)
T:Here’satipforyou.Ifyouwouldliketosharesomethingwithyourfriends,youcansay“Wouldyoulikeaansome...?”
T:Wouldyoulike..?
Ss:...(readtogether)
T:Ifyouwouldlikesomething,youcananswer:”Yes,please.”Ifyouwouldnotlikesomething,youcananswer:”No,thankyou.”
T:Yes,please.No,thankyou.
Ss:...(readonebyone)
2.T:SotodaywearegoingtolearnUnit7Wouldyoulikeapie?(板书)
Ss:...(readtogetherreadgroupbygroup)
Step4Learnthestructures
1.T:Comeon,boysandgirls.WhatwouldDoralike?Let’saskhertogether.
Ss:Dora,Dora.Wouldyoulikeasweet?
Dora:No,thankyou.
T:Oh,Dorawouldnotlikeasweet.Thistimeyoucansay:Whatabout...?(板书)
Ss:...(readindifferentways)
2.T:Dorawouldlikeapie.Whataboutyou?Nowpleaseworkinpairs.
A:Wouldyoulike...?
B:No,thankyou.
A:Whatabout...?
B:Yes,please.
A:Hereyouare.
B:Thankyou.
Step5Learn“Storytime”
1.T:NowDorahasapie.Sheishappy.Sheisgoingtothepark.Let’sgotogether!
T:Wow,Look!Theparkissobigandbeautiful.
2.Lookandsay
T:Wherearethey?Whatdotheyhave?Whoistheirnewfriend?
T:Yes,Theyarehavingapicnicinthepark.
S:Theyhavesomepiesapplescakes...
T:Wow,Hownice!
S:Helenisthenewfriend.
T:Great!
3.Listenandanswer
T:Helenistheirnewfriend.HowdotheygreetHelen?
S:Nicetomeetyou.
4.Watchandfind
T:WhowantstosharethefoodwithHelen.Andhowdotheyofferthefood?Pleasewatchandfind.
WhosharesfoodwithHelen?
SuHaiandYangLing.
5.Readandunderline
Howdotheyofferthefood?
Wouldyoulikeapie?
Whataboutacake?
6.T:SuHaiandYangLingshareapieandacakewithHelen.WhatwouldHelenlikeatlast?Apieoracake?
Ss:Acake.
7.Sayachant.
T（过渡）：SuHai,YangLing,LiuTaoandWangBinghaveanewfriend,Helen.Theyareveryhappy.Theywanttosayachant.
Pie,pie,wouldyoulikeapie?
No,no,no,thankyou.
Cake,cake,whataboutacake?
Yes,yes,yes,please.
8.T:Nowareyouhappy?let’sgotothehappyreadingtime.
T:Itcomestoyourshowtime.I’llgiveyouoneminutetoprepare.
Ss:...
Step6Summarytime
1.Today,weknowtwonewfriends.She’s________.She’sMike’s________.She’s________.She’sMissLin’s________.
2.Howtogreetthenewfriend?
3.Howtosharefoodwithothers?
4.Ifyouwouldlike,whatcanyousay?
5.Ifyouwouldn’tlike,whatcanyousay?
RememberSharingishappy.
Step7Dora’spicnic
T:Dorathinksthepicnicisfunny.Soshewantstothepicnictoo.Let’ssharethefoodwithDora.Thesesentencesareforyou.
Step8Homework
1.ReadStorytimeafterthetapethreetimes.
（跟录音朗读课文三遍）)
2.TrytoreciteStorytime.
（试着背诵课文）
3.Trytomakeanewdialogue.
（试着编一个新对话）Unit3Goodmorning!
主备人张春燕授课人授课时间
Letsplay
Readandnumber
Lookandsay
教学目标1．能听懂、会说Goodmorning／afternoon／evening／night!并能在日常生活中灵活运用。
2．能在每天的不同时段正确使用相应的问候语。
重难点1.能灵活运用本课所学的四种不同时间的问候语。
2.在教师引导下独立完成本课的所有练习。
教学准备1．教师准备：
(l)一个大钟表。
(2)Letstalk部分的人物头饰。
(3)P19Lookandsay部分的一些场景图。
2．学生准备：
(1)手工制作的钟表。
(2)自己喜爱的玩具小动物一个。
1．课前问答
教师戴上Letstalk部分的人物头饰，和学生做如下课前热身问答，复习之前所学的问候语：
T:Hello,boysandgirls!ImMr.Zhao.（教师戴上Mr.Zhao的人物头饰）
Ss:Hello,Mr.Zhao!
T：Howareyoutoday?
Ss:Imfine.Thankyou.Andyou?
T．ImOK.
2．新课导入
（1）教师承接上一环节，拿出课前准备的大钟表，并借助简笔画，画一个刚刚升起的太阳，并将钟表调至上午7点，教师也可以在黑板上写7:00a.m．,和学生打招呼：
T：Its7:00a.m.Goodmorning,boysandgirls!（教师假装伸着懒腰）
Ss:Goodmorning，…！
（2）教师在黑板上画一个快要落山的太阳，并将钟表调至下午4点，也可用板书4：00p.m．表示，然后和学生打招呼：
T:Goodafternoon,boysandgirls!
Ss:Goodafternoon,．！
（教师根据实际情况，要求学生重复并跟读几遍。）
（3）教师将钟表调至下午6:30，用简笔画画出午后黄昏的场景，并标注上6:30p.m．然后和学生打招呼：
T:Its6:30p.m.Goodevening,boys!
Boys:Goodevening，…！‘
T:Goodevening,prettygirls!
Girls:Goodevening，…！
（4）教师最后将钟表调至晚上9：30，用筒笔画画月亮和一些星星，并标注上9:30p.m．然后假装打哈欠和孩子们挥手：
T:Its9:30p.m.Imverytired.Goodnight,boysandgirls!
Ss:Goodnight，…！
二、课程展示活动和过程
（配教材Letstalk部分的图片，展示本节课要学习的对话）
1．课文新授
（1）教师播放Letstalk部分的录音，要求学生边听边用手指指着课文。
（2）教师逐句播放录音，要求学生指图跟读，教师要鼓励学生多模仿磁带中地道的语音语调，比比看谁模仿得最像。
2．趣味练习
(1)击鼓传花
教师安排学生坐好后，播放节奏轻快的音乐，音乐响起时学生按龙摆尾的顺序传玩具小熊，当音乐停止时，手拿玩具的同学和他（她）的同桌将站起来，根据教师所给出的时间做对话练习，如教师给出时间7:00a．m．两名学生就要快速地做相应对话：
S1：Goodmorning，S2！
S2:Goodmorning，SI!
三、操练活动的设计与实施建议(PracticeActivities)
1．Letsplay
（1）本部分由教师拨动钟表时间，和学生进行问答练习。
（2）教师在做完几组示范后，请学生来当小老师和全班学生进行问答。
2．Readandnumber
（1）教师为学生讲解本部分的习作要求，即：按照从早到晚的时间为所给的图片和问候语标上正确的序号。
（2）教师组织安排学生独立完成该部分，然后带领学生核对答案。
3．Lookandsay
（1）教师组织学生齐读本部分内容后，让学生分小组编排表演。
（2）请若干小组到讲台前进行表演。
（3）教师给出一些类似的场景图，让学生看图说话。
教学小贴士
英语里的a.m和p.m
AM——aftermidnightPM——priortomidnight二次备课
作业布置1.自己听几遍课本上Let’stalk的录音，并逐句跟读，模仿语音语调。
2.和同伴在不同的时间段练习英语问候语。
板书设计Unit3Goodmorning!
Let’stalk
1.Goodmorning!(早上好！)2.Goodafternoon!(下午好！)
3.Goodevening!(晚上好！)4.Goodnight!(晚安！)
课后反思
主备人张春燕授课人
授课时间
教学内容PartB：
1.Letslearn部分的字母Oo,Pp，Qq及词汇orange,pear,question
2.Playagame
3.Listenanddraw
教学目标1．能正确认读、书写字母Oo,Pp,Qq，并通过相关词汇了解这些字母的基本读音规则。
2．能听、说、读、写单词orange,pear,question，并能在日常会话中熟练运用。
重难点1.熟练掌握本课Let’slearn.所学字母和单词的拼读和拼写。
2.完成PartB的练习题。
(1)Aa-Qq的字母大小写卡片各一套。
(2)orange，pear，question的教学卡片。
(3)大钟表一个。
2、学生准备一本英语课堂练习本。
1．课前问答
教师随意拨动大钟表的时间，然后和学生进行课前热身问候，以复习所学的知识、活跃课堂气氛，让学生轻松自然地走进英语课堂.
2．新课导入
教师承接上一环节，拿出所学过的字母，和学生儆如下问答练习，导人新课内容：
T:Goodmorning.boysandgirls.MynameisDd.
Ss:Goodmorning,Dd.
T:Whatsyourname?
Ss:Mynameis...
T:Nicetomeetyou.
Ss:Nicetomeetyou,too.
T：Goodevening,ImOo.
Ss:Goodevening,Oo.
T：Ooisin"orange"．Orange（升调），orange（降调）．（引导学生跟读）
Ss:Orange（升调），orange（降调）．
二、课程展示活动和过程的设计建议(Presen.tation)
（配教材Letslearn部分的图片，并展示该部分相应的字母、词汇）
1．字母、词汇教学
（1）教师首先拿出一个橘子，教授单词orange，要求学生跟读。
T:Look,boysandgirls!Whatsthis?
Ss:Orange.（教师引导学生回答）
T:O,O,O,／O／,／3／,／3／,orange.
（2）教授字母Oo的读音及书写笔顺。
Oo的书写由一笔完成，但很多学生容易将方向写反，教师在教授过程中一定要强调Oo的正确笔顺是从上到下，从左到右的逆时针方向书写。其余单词、字母的教学可以参考orange和字母Oo的教学方法。
（3）在字母教学中，在教授Qq的正确书写笔顺时，教师要特别强调它们的位置。小写q由一笔完成，还有q的小弯勾。
（4）在教授完所有的字母和词汇后，教师组织安排学生拿出英语课堂练习本进行字母、词汇的书写练习，教师随堂检查，发现问题要及时纠正。
2．趣味操练
（1）大小声
教师和学生一起完成该游戏。游戏的规则可由教师自行规定，可以教师、学生同大同小声，即教师大声说字母学生大声读出相应单词的方式，也可以用“遇大则小”，即教师大声说字母学生小声说单词的方式，反之亦然。
三、操练活动的设计与实施
1．Playagame
（1）教师带领学生将所学的Aa-Qq的字母大小写、笔顺以及相关词汇进行一个总复习。
（2）教师利用句型Aaisin“apple"．引导学生复习字母所对应的四会词汇教师将大小写字母Aa~Qq的卡片，任意发给班里的一些学生。教师发令随意说一组字母一拿相关字母的同学站起来做相应的练习。
2．Listenanddraw
（1）教师讲解本部分的习作要求，即：听录音并在画框中画画。
（2）教师播放三遍录音，学生独立完成该部分习作。
（3）教师随堂检查，并更正相关错误。二次备课
作业布置1.在作业本上正确书写字母Oo,Pp,Qq以及单词orange,pear,question
各两行。
2.认真听Let’slearn的录音，并跟读几遍。
OoPpQq
orange(橘子)pear(梨)question(问题)
课后反思
主备人张春燕授课人授课时间
教学内容PartBLetsleam部分的字母Rr,Ss，Tt及词汇rabbit，sun，tiger
PartCListenandticktheletters
Readandcolortheletters
Listenandnumber
教学目标1．能正确认读、书写字母Rr，Ss,Tt，并通过相关词汇了解这些字母的基本读音规则。
2．能听、说、读、写单词rabbit,sun,tiger并能在日常会话中灵活运用。
重点难点1.熟练掌握字母Rr,Ss,Tt的读音规则。
2.在教师指导下完成PartC部分的练习题。
教学准备1．教师准备：
(1)Aa~Tt的字母卡片各一套。
(2)orange,pear,question,rabbit,sun,tiger的单词卡片。
2．学生准备：
(l)水彩笔。
(2)英语课堂练习本。
1．课前问答
教师展示上节课所学Letslearn部分的字母(Oo,Pp,Qq)和单词卡片(orange,pear,question)，并借助卡片进行会话，引导学生将上节课所学的内容进行复习，也作为课前的热身问答.
2．新课导人
教师承接上一环节，拿出课前准备好的兔子、老虎玩具，引入本节课的新授内容：
T:Goodafternoon,everyone!
Ss:Goodafternoon，…
T：MynameisRabbit．
二、课程展示活动和过程
（配教材Letsleam部分的图片，展示该部分相应的字母、词汇）
1．字母、词汇教学
（1）教师首先拿着课前准备好的小兔子玩具，教授字母和单词，R，r，r，／r／，／r／，／r／，rabbit（升调），rabbit（升调），rabbit（降调），教授强调大写R由两笔构成，先写左边一竖，该竖要稍微向右倾斜，然后剩下的笔画需要一笔完成；小写r正确的写法应为一笔完成。
2．趣味操练
（1）Point,standupandsay!
首先，教师将Letslearn部分的6张单词卡片贴在黑板上，现在就拿orange来举例，当教师用教杆揩向其余5幅图时，学生都集体重复orange，但是当教师指向真正图片orange时，学生要迅速站起来并大声喊出单词orange。在这个游戏环节中学生注意力高度集中，也很兴奋，对培养学生对英语的兴趣很有作用。
三、操练活动的设计与实施建议(PracticeActivities)
1．Listenandticktheletters
（1）教师讲解本部分的习作要求，即：根据听力内容，勾出相应的字母。
（2）教师播放两遍录音，学生自主完成后，教师带领学生核对答案。
（1）教师讲解本部分习作要求，即：根据听力内容，为以下图片标序号c
（2）教师播放两遍录音，学生自主完成后，教师带领学生核对答案。二次备课
作业布置1.将本课所学的字母和单词在作业本上规范的书写两行。
板书设计Unit3(Let’slearn)
RrSsTt
rabbitsuntiger
(兔子)(太阳)(老虎)
课后反思
主备人
张春燕授课人授课时间
教学内容PartBReadastory
PartCReadandmatch
教学目标1．能听懂、理解Readastory部分情节简单的小故事，并且能流利地跟读录音，要求模仿正确、语音语调自然。
2．学生能两人一组表演本故事。
重难点1.熟练掌握本课Readastory,并能够与同伴表演故事。
2.整体复习回顾本单元所有字母、词汇和句子，并全面掌握。
教学准备教师准备：
(1)Readastory部分小猫和小鱼的头饰。
(3)玩具小鱼一条。
(4)钟表一个。
一、课程导入（LeadingIn）
1．新课导人
教师请一名女学生戴上小鱼的头饰，并和该生做如下对话：
T：Goodmorning.ImCat.Whatsyourname?（将钟表调至早8点）
SI:Goodmorning.ImFish.
T：Goodafternoon,MissFish．（将钟表调至下午2点）
SI:Goodafternoon,Cat.
T：Goodbye，myFish!
（将钟表调至下午7点，教师做出要吃掉小鱼的动作）
S1:Oh，no!（小鱼做出非常委屈害怕的表情）
二、课程展示活动和过程
（配教材Readastory部分的图片，展示该部分的对话）
1．听、说、跟读故事
（1）教师播放录音，要求学生不要翻开书，听两遍故事录音。
（2）请学生翻开书，教师播放录音，学生用手指指图做跟读练习，这里教师要强调学生多模仿磁带上的语音语调。
2．我来表演！
(1)教师组织安排学生戴上人物头饰表演本单元的小故事。
(2)请学生加入各自的语言表演故事，对表演出色、语言丰富流畅的小组，教师要特别提出表扬。
三、操练活动的设计与实施
Readandmatch
1．教师向学生讲解本部分的习作要求，即：读句子，连线组对话。
2：教师带领学生通读该部分所有的句子。
3．请学生自主完成该部分的连线。
4．教师带领学生核对答案。二次备课
作业布置1.完整听Unit3的所有录音，并认真跟读几遍。
2.做本单元《配套练习与检测》上的所有练习题。
板书设计Readastory
good(好的)morning(早晨；上午)mom(妈妈)
afternoon(下午)Mr.(先生)evening(傍晚；晚上)
dad(爸爸)
课后反思Unit3Thisismyfather教案表格式
Unit7Isitapear
第7单元第1课时
教学内容Unit7Isitapear?lesson1
教学
目标1.知识技能目标：
1）能用What’sthis/that?询问某物是什么？并回答It’sa(pear).
2）能识读单词banana,nut,pear,strawberry,lemon.
3）了解一般疑问句及答语Isita(pear)?Yes,itis./No,itisn’t.
4）能有感情的跟录音读故事。
2.情感目标：能主动表达自己的情绪变化。
重点能用What’sthis/that?询问某物是什么？并回答It’sa(pear).
能有感情的跟录音读故事。
难点Isita(pear)?Yes,itis./No,itisn’t.
课前准备 教师课本，录音机，挂图，实物。课型new
学生课本，授课日期
教学环节 教学过程复备
一Revision
Presentation.
Revision
SssaythechantAnappleforyou
Tholdsupsomepicturesoffruitandasks
“What’sthis/that?”
3.Sslookcarefullyandanswer“It’sa(pear)
(banana,nut,pear,strawberry,lemon.)”
ThenSscometotheBDtobeT.
Presentation.
1)Onestudentcomestothefrontandchoosesa
kindoffruit.
Tclosesherowneyesandguess,“Isita…?
2)TandSschangetherole:Tchoosesacard,Ssask
Isita…?TwritesthesentencesontheBD.
3)Ssreadthesentences
三Talkaboutthestory.
1Havethechildrenopentheirbooksatpages2and3,
askthesequestionsaboutthepictures:
Picture1:WhereareMockyandlulu?
Picture2:Whohasastallthere?
Picture3:DoesLuluknowthefruit?Why?DoesLululike
thebanana?Why?(yum)
Picture4:Whatdoesshetastenext?
Picture5:Whatisthelittleredfruit?”
Picture6:WhatdoesLulutrynow?
Picture7:AsktheSstrytoreadthesentences
Picture8:Doesshelikeit?”
2Listentothestory
Tplaysthetape,Ssrepeat.
四Practicetoread.
1T---LuluSs---Mocky
2Pairwork
3Ssshow
五Summary
What’sthis/that?Isita(pear)?
It’sa(pear).Yes,itis./No,itisn’t.
书面作业：
实践作业：Readthestory.
课时计划
第7单元第2课时
教学内容Unit7Isitapear?2
教学
目标知识技能目标：
Yes,itis./No,itisn’t.
熟练运用：What’sthis?What’sthat?
重点能识读peach,pineapple,kiwifruit单词等水果名称
难点正确说出水果名称kiwifruit,strawberry.
课前准备 教师课本，录音机，挂图，实物。课型new
学生课本，授课日期
教学环节 教学过程复备
一Revision
二
Presentation.
Tholdsupsomefruitthathavelearnedandask
“What’sthis/that?”
Sslookcarefullyandanswer“It’sa(pear).”
Onepartasks,theotherpartanswers.
2.Tshowssomewordsandsentences,Ssread.
1.Newwords
1)Tshowspictures,“What’sthis?”Ssguess:It’sa…
(pineapple,kiwifruit,peach)
2)Ssreadthewords
2.Tplaysthetape,Sslistenandnumber.Ssfollow.
Pairwork.
三Listentothis
四Games
T:MockyisaskingyousomeQs,canyouanswerthem?
1Ssreadtheinformationbythemselves.
2Tplaysthetape,Sslistenandcheck
Step4Games
1Sstalkaboutthepicturesofpage5(What’sthis?Isita…?Checktheiranswers
2Pairwork
1)Asaysafruit,Bdrawsapictureofthefruit.
2)BshowsthepicturetoAandasksB:What’sthis?
3)Usingtheirsmallwordcards,Achoosesoneandputitback,Basks:Isita…?
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