3B Unit（精选13篇）
3B Unit 篇1
一、 教学内容
《九年义务教育六年制小学教科书.牛津小学英语》3b第一单元第四课时
二、 教学目标
1、 能熟练掌握本单元所学的字母、单词和短语。
2、 能较熟练地在情景中运用本单元所学的礼貌用语和日常交际用语。
3、 继续欣赏字母歌曲abc
三、 教学重点
1、 能综合运用本单元学过的单词、短语以及日常交际用语
四、难点
1、 能正确理解、运用介词in, on。
五、 课前准备
1、 教具准备 课前准备 本课的文具玩具图片和实物若干。 情景图片,磁带,录音机 ，教学挂图。
六、 教学过程
step1. free talk:
1. 听 abc song
2.a game" what's missing?"
游戏规则：教师出示本单元单词图片若干，快速抽去一张并问“what's missing?"学生抢答少了哪张。
step2. revision
1、a game
"guessing game " 猜单词游戏：
游戏规则：教师出示单词图片的一部分，让学生猜测是什么。
运用句型“what's this/ that in english? it's a..."
2、出示含有介词词组的投影片，如：a knife , on the book
同桌对话练习：
a:excuse me, what's that on the book?
b: it's a knife
a: thank you./ oh, i see.
多组操练
3、t: （出示情景图片，一个房间，内有各种物品）
s： 认真看图， 看清楚位置关系。
t： come here , . what's this in english?
s: it's a ..
t: thank you.
, what's that on the ...?
s : it's a .../
t: oh, i see.
make dialogue like this , can you?
s: 两人一组编对话。
上讲台表演对话。
step3 a short break
learn a song
1、让学生欣赏或跟学市教研室编写的《易捷儿童韵律英语》3a或3b上的歌谣及歌曲。 必要时，教师可对其中的歌词作适当的解释。
2、 跟唱，并配以动作。
3B Unit 篇2
一、 教学内容
《义务教育课程标准实验教科书・牛津小学英语》6b第四单元，第二教时（look match and say）
二、 教学目标
1、 复习巩固形容词tall short young old heavy fat thin big small long strong及其比较级taller shorter younger older heavier fatter thinner bigger smaller longer stronger的用法。
2、 复习部分副词及其比较级early earlier late later far farther。
3、 复习巩固句型…taller than…. is… taller than…?
三、 教学重点
1、 复习巩固形容词tall short young old heavy fat thin big small long strong及其比较级taller shorter younger older heavier fatter thinner bigger smaller longer stronger的用法。
2、 复习巩固句型…taller than…. is… taller than…?
四、 教学难点
1、 形容词比较级的用法。
2、 …taller than…. is… taller than…?的熟练运用。
五、 教学准备
1、 教具准备：课件
2、 板书准备：unit 4 review and check
六、 教学过程
a：review
1. every day english
2. t: let’s sing a song< i wish i was taller>.
3. free talk
t: how old are you?
s: i am thirteen.
t: are you as older as ?
s: no, i am older than .
t: is older than you?
s: yes, he is.
4. 分小组练习
5. 学生总结形容词比较级规则。
b: look match and say.
1. 出示第一幅图
（1） t: look! helen and her partner are having a chat!
（2） 教师指导学生看图
who can you see in the picture?
can you say sth. about them?
（3） work in pairs
（4） 学生完成第一幅图。
（5） 学生朗读对话。
2. 同法学生完成2、3、4、幅图。
3. t：work in pairs with your partner then act the dialogues.
学生任选一幅图表演。
4.学生自己改编对话进行表演。
c.practice
1.让学生自己做自己的简历卡片。
name: age: height: weight:
2.出示两张学生的简历卡片
出示课件完成填空。
3.play a game
学生自由找人进行比较，并用所学句型进行记录。比比看谁记得最多。
4.总结句型规则。
d：homework
1.预习b部分内容。2.完成评价手册。
3B Unit 篇3
aims and requests:
words: eleven twelve a school breakfast lunch supper
sentences: what time is it?
it’s half past-----.
it’s ------ o’clock.
it’s time for------.
teaching materials:
taperecorder. a clock. a watch. some cards.
difficult and points:
it’s half past-----.
it’s time for------.
teaching proceeding:
1. greetings.
2. sing a song < morning song>
3. a. look the watch and say: “oh, it’s seven o’clock. it’s time for breakfast.”
t do the action of having breakfast and the students guess what’s the meaning.
teach the new words “breakfast”
b. t take the clock and hang up the blackboard. and ask the students: “look, what time is it?”
s answer (it’s twelve o’çlock) and t praised.
learn the words: eleven and twelve.
c: t show the clock and ask the student: what time is it?
s answer.
t teach the students: “what time is it?
it’s ------.
it’s time for breakfast/ lunch/ supper.
d. practice the sentence in pairs.
e. watch the cartoon. <.nancy’s family’s morning.>
after watch. t ask: “in this short video, what time is it?
s answer.
t ask : “what’s the nancy said?”
s: “ it’s six o’clock. it’s time for breakfast.
t ask : “what’s the parents said?”
s: “ it’s seven o’clock. it’s time for school.
f. do a game.
four students as a group. they make a circle. one is mum and the other three is her children.
mum point the clock and ask: “ baby, what time is it?”
children raise their hands and answer: “it’ ------.” it’s time for ------.
do the game one by one. which is the first, it’s the best one.
g. act this game in front of the front.
h. listen to the tape and read after it.
4. summary
in this class, everyone did a good job, i’m satisfied with your work.. i hope you can use the knowledge in the ordinary life. thank you, i love you.
5. homework.
do a schedule time about your family. you will be explain it in the next class.
design
unit 4 what time?
what time is it?
it’s ------ oçlock.
it’s time for
breakfast
lunch
supper
3B Unit 篇4
lesson plan people who help usthe 1st period of oxford 1b unit 4learning objectives:1. learn to use postman / fireman / policeman / milkman / driver to identify people’s occupation.2. learn to describe people.3. know thanks giving and be willing to help others.difficulty: the usage of the article aaids: media, exercise paper and word cards procedurecontentsmethodspurposesi.pre-task ii while-task rhymes : five little monkeys look at you and me wordsmilkman driver policeman, postman fireman all of the words patternshe is a … he is a …he is … he is a …he is …he has got …he can … ss: say and act screen: the elephant elmert: introduce elmer and tell a story about himscreen: elmer needs milkss: make a rhyme. milk, milk, i love you. milkman, milkman, come, come quickly. screen: elmer gets on the school busss: say hello to the driver screen: elmer sees a policeman and a postman on the road. sa: act as a policeman and a postman screen: elmer is in the school.ss: act out the story school is fun. movie: on firess: say something about the fireman. ss: mime the wordspicture game: which word is missing?ss: read the wordsscreen: guessing gamess: read the word and act outscreen: different situationsss: say which one must come herescreen: different job, different help. sa: actt: say he is a …ss: guesspassing gamegroup work: what are they? ss: listen to the song on p21 then try to say what he is and how he is.screen: about a policemansa: describess: readscreen: about a milkmansa: add the sentences screen: about s postman and a drivert: ask some questionsgroup work: describe one of the postman and the driver 用儿歌进行热身，使学生进入英语学习的状态。 7个单词不同的引入方法让学生的精神始终处于兴奋状态。不同的操练方式也让学生兴趣浓厚。 guessing game 是较常用操练的方式，可激励学生，发挥学生主动性，让他们主动地运用语言。 由单词到句子再到语段，实现了知识材料的逐步积累、知识难度的逐步加深。iii post-task information gap movie: elmer puts off the fire pair work screen: if you can, just do it.put your shoulder to the wheel.
鼎力相助。two heads are better than one.
一个好汉三个帮。there is kindness to be found everywhere.
人间处处有温情。 最后的交际性操练的游戏让学生主动使用语言，通过问答的方式及新鲜有趣的图片来刺激了学生的主观能动性。 中英文谚语的出示便于学生理解，也提升了课堂教学的立意。iv. assignment1. words on p19: listen, read and spell2. patterns on p20: listen and read3. song about more jobs: enjoy (on the internet of yifu primary school) 教学反思：这节课借助sonia提出的主题people who help us, 教授职业名词 fireman/ policeman/ postman/ milkman/ driver，学生能运用he is a …描述人物的职业，同时学过的句型 he is … / he has got …/ he can …等，较详细地介绍人物。我们设定的情感目标是让学生了解职业特征，激发他们的感恩之情，培养助人为乐的好品质。实践下来，效果不错。在教学过程中，有以下亮点：ø pre-task preparation: 用节奏明快的儿歌five little monkeys 活跃课堂气氛；用以前学过的自编儿歌look at you and me 复习描述人物的单词。ø while-task procedure: 用故事描述的方法引出新授单词，引人入胜；通过不同的操练方式让学生体验职业特点，理解职业价值；运用多种器官活动帮助记忆。ø post-task activity: 用出人意料的故事结尾帮助学生理解“以我所能，助人为乐” 的现实意义。ø assignment: 利用校园网为学生习得课外知识搭建平台。 有待改进之处：² 媒体制作的精美程度。² 单词呈现的自然顺畅。
3B Unit 篇5
teaching materials:
《义务教育课程标准实验教科书・牛津小学英语5b》第六单元第三课时（ part h, part e ）
teaching aims:
1.orders:
put your feet together.
put your hands on your head.
move your legs to the left.
jump up and down.
bend your knees.
do handstands.
do push ups.
do some exercise.
touch…with….
2.sing a song: do some exercise with me.
teaching emphases and difficulties:
1.orders:
move…to…
touch…with…
do handstands/push ups.
2.sing a song: do some exercise with me.
teaching preparations:
1.blackboard show:
unit 6 at a pe lessongive orders:
jump up and down.
move your legs to the left.
/m v/
bend your knees.
/b nd/
put your feet together.
your hands on your head.
touch … with…
try to follow the orders.
2.small blackboard:
do some exercise with mebe healthy:
/h l / turn left. bend down. jump.
do push ups. do handstands.
/p /
3.tape recorder.
teacher’s steps:
a. free talk and revision:
1.t: good morning.
ss: good morning.
t: hello.how are you?
s1: fine, thank you. and you?
t: not bad. thank you.
s2, do you like suzhou?
s2: yes, i like the city very much.
t: s3,what do you usually do on sundays?
s3: i usually…
t: s1.s2 and s3 stand in a line.
now listen carefully. turn right. lift up your left leg. touch your knees with your hands 3 times.
very good. thank you.
2.s choose someone to give orders.
b. presentation:
1.new orders:
1)ss read and learn the orders on the blackboard in groups.
2)ss read them out in groups. t corrects.
3)read the orders together/one by one/in teams.
4)guess their meanings according to the verbs.
attention: the chinese meaning of “move”(移动).
emphasis: touch … with…means: 用……碰……
(touch=碰, with=用)
5)t says chinese, ss say in english.
6)t gives orders, ss follow them. then s gives orders, others try to follow them.
7)t acts, ss say the orders in english.
8)ss act and give orders freely.
2.sing a song:
1)show the small blackboard.
2)read the words on the small blackboard. clap and read.
3)listen to the song.
4)sing after the tape.
5)sing the song together.
6)ss sing and act.
3.game: give orders:
1)t gives orders. ss follow them together.
2)ss read the orders in groups. then one gives orders, others try to follow them.
4.part e:
1)listen to the tape.
2)act according to the tape.
3)ss act, others make up dialogues according to their action.
4)read the dialogues.
5.sing a song:
c. homework:
1.sing the song after the tape 3 times.
2.write the orders 4 times.
3.read the text after the tape 5 times.
3B Unit 篇6
1. 问路 2. 来自澳大利亚 3. 住在中国 4. 在南京渡假 in in 5. 不认识路 6. 怎样到达那儿 7. 在那儿 8. 在上海街 not the to shanghai 9. 打挠了，你能告诉我去博物馆的路吗？/我怎样才能到达博物馆？/博物馆在哪里？ , you the the ?/ i the ?/ the ?10. 让我想想。 11. 沿着街走，然后在第三个转弯口向右转？ . the , and the . 12. 在你的左边 13. 你不会弄错的。 14. 离这儿有多远？大约一公里以外。 it. is it ? a .15. 那是很长的一段路。 16. 为了更快地到达那儿 17. 乘5路车 a . 518. 要过几个站头？ 只有两个。 19. 在电影院前面 20. 每五分钟有一班车 are there? . in of the a bus 21. 在中山路 22. 在第三个站头下车 zhongshan the 23. 为我的朋友们买些礼物 24. 取回我的钱包 25. 正确的地点 my the unit 31. 问路 2. 来自澳大利亚 3. 住在中国 4. 在南京渡假 in in 5. 不认识路 6. 怎样到达那儿 7. 在那儿 8. 在上海街 not the to shanghai 9. 打挠了，你能告诉我去博物馆的路吗？/我怎样才能到达博物馆？/博物馆在哪里？ , you the the ?/ i the ?/ the ?10. 让我想想。 11. 沿着街走，然后在第三个转弯口向右转？ . the , and the . 12. 在你的左边 13. 你不会弄错的。 14. 离这儿有多远？大约一公里以外。 it. is it ? a .15. 那是很长的一段路。 16. 为了更快地到达那儿 17. 乘5路车 a . 518. 要过几个站头？ 只有两个。 19. 在电影院前面 20. 每五分钟有一班车 are there? . in of the a bus 21. 在中山路 22. 在第三个站头下车 zhongshan the 23. 为我的朋友们买些礼物 24. 取回我的钱包 25. 正确的地点 my the
3B Unit 篇7
课题
unit 1 who is younger?
课型
新授
课时
1 教学 目标 1、words and expressions:tall, light, young, old, heavy ( four skills)； 2、 drills: who is ……？（比较级）； 3、 语法知识：形容词的比较级。重点 难点1、drills: who is ……？（比较级）； 2、语法知识：形容词的比较级。课前 准备 1、录音与磁带； 2、挂图； 3、一些可以用来比较长短、大小、轻重等的物品。
师生互动教学过程
教学环节教师活动学生活动 revisions b presentations 1.greetings:welcome back to school. are you glad to see each other? who is on duty? are you all here? did you have a good time at the spring festival? what did you do at the spring festival? 2.free talk: what did you do at the spring festival? 3.ask s1 and s2:how old are you? two students answer. then i say: is older. is younger. 1.ask : who is younger?出示课题。 2.teach:old, older; young and younger 3.practise: who is older or younger, a or b, your mother or your father, your mother or me etc? 4. ask students:how tall are you? 5. ask : who is taller or shorter? 6. teach: tall , taller ; short, shorter. 7. 利用实物或挂图，同法教学：long, longer; strong, stronger; big, bigger; small, smaller;fat, fatter; thin, thinner; heavy, heavier; light, lighter. 1.listen to the tape and repeat. 2. 利用实物或挂图，说：old, older; young, younger; tall ,taller; long, longer; short,shorter; strong, tronger;etc. 3.quess:old or older? light or lighter? etc. 4. 利用实物或挂图，ask and answer: who is……？which is ……？ 5.讲解形容词的比较级，并分析归纳其构成方法 ： 1）一般情况下直接加 er 2）重读辅音节结尾的双写最后一个辅音字母加 er 3）以辅音字母加y 结尾的，变 y为i 再加er 4）有些词为不规则的形容词，另当别论。板 书 设 计 unit one who’s younger? part b 1.old older 2.young younger 3.short shorter 4.thin thinner 5.long longer 6.fat fatter 7.heavy heavier 8.strong stronger 9.light lighter 10.tall taller 11.big bigger 12.small smaller
课题
unit 1 who is younger?
课型
新授
课时
2
教学内容
pat c and e
教学
目标
1.words: than , centimetre ; 2.drills: who’s taller than david? ; gan shan is taller than david.(四会) whose school bag is heavier , yours or mine?(三会)。
重点
难点 1.能用句型 who’s taller than david? ; gan shan ix taller than david. whose school bag is heavier , yours or mine?等含有形容词比较级的句型进行交际； 2.理解并能正确的运用 形容词的比较级。
课前
准备 1、录音与磁带； 2、挂图； 3、一些可以用来比较长短、大小、轻重等的物品。
师生互动教学过程
教学环节教师活动学生活动
a revisions 1.利用实物挂图等在句型中复习12组单词； 2.在复习中自然导出句型：……than……. 3.teach ‘than’
b presentations 1.ask some students to stand up.who’s taller than ? 2.pair work: who’s taller than……? 3.who’s taller ,your father or your mother? 用older, younger, shorter, stronger, fatter, thinner,等进行练习；
c practise 1.利用学生的实物进行问答： whose ruler is longer, yours or mine? 2.group work:whose is ……? 3.free talk:whose is……? 1..say: ’s ……is …….than b. 2.say: shang hai is bigger than nanjing. changjiang is longer than huanghe. a elephant is bigger than a bear. a panda is fatter than a horse.
d read and act 1.let’s play football. who will be the goalkeeper? why? 2.引导学生交流。 3.教学运用： i’m as tall as you. 学习单词： centimeter 4.让学生用i’m as young as you. he is as strong as .etc.进行交流； 5.浏览图后的判断题 6.学生自读并完成本项目 7.模仿表演。六 板书设计: unit one who’s younger? than , centimetre who’s taller than david? ; gan shan is taller than david. whose school bag is heavier , yours or mine? yours , i think. 七 作业设计: 1. part c ask and answer; 2. part e read and act; 3. 调查你同学的年龄、身高、体重，自制成表 name age height weight 八 教学反思: 上节课已经进行了句型的渗透，形容词的比较级陈述句型，本节课通过巩固学生已经90%掌握；本节课句型，学生回答教好，但要求根据图片或实际情况进行提问，有些学生1与2两种句式混淆：who’s taller than , david or gao shan?错的同学比较多。学生写的情况可能更不理想。
unit 1 who is younger? (第三教时)3.5 mon. 3
一 教学内容：part d , e and h二 教学目标： 1.能用i’m as tall as you. su hai’s aunt is younger than su hai’s mother等日常交际用语进行交际； 2.会唱歌曲i wish i was taller. 3.进一步的理解与掌握形容词的比较级以及相关句型的运用 4.能根据所听对话完成相关的练习三 教学重点和难点： 1.能用等日常交际用语进行交际 2.会唱歌曲i wish i was taller. 3.进一步的理解与掌握形容词的比较级以及相关句型的运用四 课前准备： 1.录音与磁带 2.挂图与“金太阳”光盘 3.一些可以用来比较长短、大小、轻重等的物品。五 教学过程教学环教师活动学生活动
a revisions 1.free talk 2.who is older? who’s taller than…….? whose bag is heavier,……or…….? ask and answer. part c ask answer 3.出示自己调查的表格情况，进行问答 用形容词的比较级进行说话练习
b play a game listen and guess. 1.展示自己的表格后， 说：my friend’s older than b.he is shorter than c. he is heavier than c. who is my friend? 2.group work.
c sing a song 1 放录音，让学生感受歌曲的旋律 2 读歌词，了解歌词大意 3 随录音哼唱 4 边唱边做动作， 5 分组练习
d listen and write 1、小组活动，讨论图片内容，巩固本单元的词汇及语言表达，也为听力大基础 2、听法指导，先看题目，在听的过程中抓关键词； 3、放录音 4、听完以后先口头回答问题： is the photo new? who’s older ,su hai’s mother or her aunt? who’s the man in black? is su hai’s father younger than her uncle? how many people are there in the photo? 5、学生独立完成填空练习。 6、检查。六 板书设计: unit one who’s younger? i’m as tall as you. su hai’s aunt is younger than su hai’s mother part h: sing a song i wish iwas taller. 七 作业设计: 1、学唱歌曲 2、同学之间开展小组练习： who is my friend? 3、预习课文，听录音5遍。 、完成联系册相关练习。八 教学反思: 本节课主要的目的使训练学生听录音，提取有用信息，并能用完成填空的方式重构这些信息的能力。在这节课中，我引导学生先做一些group work，讨论图片内容，以进一步巩固本单元的词汇及语音表达，也为听力打基础。
unit 1 who is younger? (第四教时)3.6 tue. 4
一 教学内容：part a二 教学目标： 1.words: chat, twin , minute, child, also and cute 2.drills: i’m taller than su yang. su yang’s twenty minutes younger than su hai.三 教学重点和难点： 能够根据所学内容，联系生活实际，将所学的语言项目运用于交际。四 课前准备： 1.录音与磁带； 2.挂图与“金太阳”光盘。五 教学过程教学环节教师活动学生活动
a revisions 1、free talk; 2、出示实物比较长短、大小，并用句子进行描述 3、唱英文歌曲 4、汇报小组游戏情况
b presentations and practise 1、出示jack的人物头像，向学生做如下介绍：look, do you remember this cute little boy? 引导学生学习生词cute; yes , he is jack. he is ben’s cousin .he’s only five years old.转向一名学生，问how old are you?. oh, you are eleven.so you are six years older than him. and you’re taller than him, too. 2、利用“金太阳”光盘，介绍对话背景：this was the last day of the vacation.su hai wanted to have a walk. look, she met jack.he’s a cute little boy. he’ s younger than ben and he’s shorter.su hai was very glad to see him.they sat down under a big tree and had a chat. 引导学生学习生词chat. let’s listen . 3、学习引文部分； 4、整体听课文录音，学生理解对话内容 5、分段概括： 第一段：jack, this is su hai……hello, su hai(greetings)，用引导朗读的方法引导学生学习，启发学生想象课文中的人物，还可以怎样问候？ 第二段：su hai has a twin sister……i want to meet her one day.这是课文的重点段落，先与学生自由交谈，在情景中学习生词： twin, minute, child, also; oh su hai is taller than su yang. who’s taller? who’s younger? who’s shorter? 运用语言进行描述； 第三段：do you have any brothers or sisters,jack?…….so you’ve got a brother.让学生模仿本段内容进行描述 6、听录音跟读课文，采用多种形式朗读 7、用自己的话复述课文 8、就自己的家庭成员进行描述。 9、完成课后相关练习。六 板书设计: unit one who’s younger? part a: chat i’m taller than su yang. twin su yang’s twenty minutes younger than me. minute child also cute 七 作业设计: 1、听课文，读背课文 2、小组开展活动 3、模仿课文，编写对话 4、复习第一单元 5、完成联系册相关练习 八 教学反思: 本节课主要是教授课文内容，在学习课文内容之后，教师可以采用多种形式朗读，并在长句的朗读及语气上做相应的指导。接着，教师可以引导学生用给动画配音的方式，进一步熟悉、掌握课文内容。还可以引导学生用自己的话复述课文的内容。
unit 1 who is younger? (第五教时)3.7 wed. 5
一 教学内容：part f and g二 教学目标： 1、 检查课文学习情况，并进行延伸 2、 全面复习第一单元 3、 掌握字母组合 or 在单词中的发音三 教学重点和难点： 1、全面复习第一单元 2、字母组合or 在单词中的发音四 课前准备： 1、录音与磁带 2、班级真实情况调查表 3、单词与音标卡片五 教学过程教学环节教师活动学生活动
a revisions 1、齐唱歌曲i wish i was tall. 2、听写：tall, light, young, old,(写出它们的比较级) child,（写出它的复数形式） also（写出它的进意词） chat（组一个词）, who’s taller than david? gao shan is taller than david. whose school bag is heavier? mine is heavier. 3、检查课文掌握情况； 4、表演自编对话 5、检查练习册情况，订正作业。
b play a game 1.展示自己的表格后， 说：my friend’s older than b.he is shorter than c. he is heavier than c. who is my friend? 2.group work. 3.先准备好的、按班级真实情况的表格进行拓展性游戏 4.自读书上f部分
c listen and repeat 1、出示单词卡片 2、请读音比较好的学生朗读， 3、读单词体会，找出共同的发音 4、跟读录音 5、指导朗读句型 6、展开竞赛，看谁读的又快又准 7、归纳整理其他例词 如：worker 8、鼓励学生用其它例词进行造句六 板书设计: unit one who’s younger? tall, light, young, old…heavy i’m as tall as you. su yang’s (twenty minutes ) younger than su hai. whose school bag is heavier, yours or mine? who’s taller than david? gao shan is taller than david. part g:listen and repeat word workbook world worm the children are writing words about worms in the underground world in their workbooks七 作业设计: 1、复习第一单元，准备测验 2、进一步整理自编对话； 3、完成练习册所有练习 4、预习unit two 八 教学反思: 本节课主要是让学生做书上f部分的一个游戏。在做游戏前，教师要引导学生做好充分的准备工作，制作好表格，以保证活动的顺利进行。在活动时做好将学生所想要别人猜测的人物名字暗暗写在一张小纸条上，以使游戏更有可信度。
unit 1 who is younger? (第六教时)3.8 thu. 6
一 教学内容： 完成拓展每课练上本单元的练习题。八 教学反思: 本节课因为所教内容比较简单，学生从浅层来看，单词的读音已经基本掌握，但更深一步要求：正确地运用形容词的比较级 进行说句子，许多同学还不能正确掌握，需要进一步练习。
3B Unit 篇8
(19) unit 4 an english friend (第一教时) apr.2
一 教学内容 b look, read and learn; c look and say; d work in pairs二 教学目标1 四会单词及词组：usually, fast, high, carefully,beautifully, loudly,quietly， speak loudly, run fast, dance beautifully, jump high, walk carefully, sit quietly2 四会句型：does …? yes, … does. no, … doesn’t. what does … usually do…? he/ she usually ….三 教学重点和难点1 四会及三会单词及词组的掌握。2 能熟练运用本课所学的词组及句型。四 课前准备教具准备：图片，画图，录音机和磁带五 教学过程教学环节教师活动学生活动a free talk1 do you like …?yes, i do. / no, i don’t.brevision1 play a game: listen and actwave your arms, shake your bodies,stand up, sit down, touch your hair, open your mouth, close your eyes,show me your hands,touch your foot2 指导学生边跟读边做出相应的动作。一个学生说，其余学生做出相应的动作。c presentationand practise1 （接着前面的游戏）:run fast, jump high, sit quietly, walk quietly, dance beautifully, speak loudly2 who can run fast?teach: run fastdoes he/she run fast?3 who can jump high?teach: jump high4 同法教授:speak loudly, dance beautifully, walk carefully, sit quietly学生做出相应的动作。i can run fast.(做动作)跟读，个别读yes,he/she does. no, he/she doesn’t.i can jump high.(边做动作并比赛)其余同学: he/she jumps high.跟读，个别读 ，边读边做动作。跟读，个别读 ，边读边做动作。dlook, read and learn1 放录音2 领读3 指导跟读跟读集体朗读两遍elook and say1 （出图片）：what’s mike doing?does he jump high?2 指导学生看图3 指导指导he’s jumping.yes, he does.同桌操练进行说话练习作扩充练习fwork in pairs1 指导,teach :usually2 指导同桌操练两人一组练说，然后将句子写在书上六 板书设计speak loudly run fast does …?dance beautifully jump high yes, … does./ no, … doesn’t.walk carefully sit quietly what does … usually do…?七 作业设计1朗读并抄写四会单词和词组。2 运用所学的词组和句型自由交谈。八 课后反思教授这些词组时，我采用listen and act游戏来进行巩固，如我说jump high，学生跳起，尽量跳得很高。在学习句型时，我利用图片来引出，如what’s mike doing? he’s jumping. does he jump high? yes, he does.在学生仔细看图后，指导他们用does(name)…? yes, …does. / no, …doesn’t.等句型进行说话练习。
(20) unit 4 an english friend (第二教时) apr.3
一 教学内容 a read and say二 教学目标1 能正确地理解、掌握对话内容，并能朗读、初步表演对话。2 四会单词：an e-mail, english, busy, a town, age, usually, well3 能正确地运用对话中的日常交际用语和词组：i’m busy. we’re the same age.4 四会句型：does he/she …? yes, he/she does. no, he/she doesn’t. what does he/she usually do…? he/she usually ….三 教学重点和难点能正确地理解、掌握对话内容，并能朗读、初步表演对话。四 课前准备教具准备：教学挂图，录音机，磁带，单词卡片五 教学过程教学环节教师活动学生活动a free talkhello,…. nice to see you.how are you?how old are you?nice to see you.fine./not so good….i’m eleven.brevision1 play a game: listen and actspeak loudly, run fast, jump fast,dance beautifully, walk carefully,sit quietly, walk fast, …2 does he/she speak loudly/…?3 指导4 what do you usually do on sundays? what does he/she usually do on sundays?5 指导学生边跟读边做动作。yes, he/she does.no, he/she doesn’t.自由模仿练说i usually ….he/she usually….模仿练说cpresentation and practise1（出示教学挂图）wang bing and gao shao are in the computer room.look, is wang bing surfing the internet? no, he is busy. he’s writing an e-mail to his english friend,tom.teach: surf , internet, an e-mailbusy, surf the internet2 where does his friend live? no,he lives in a small town near london.teach: london , town跟读，个别读，集体朗读he lives in london.跟读，个别读，集体朗读dread and say1放录音2 根据录音回答问题：what is wang bing doing?where does tom live?what subjects does tom study at school?does tom study chinese?what does tom usually do on sundays?does tom play well?xk b1 .c om3 放录音4 示范读5 巡视指导6 指导听录音he is writing an e-mail to his english friend.he lives in a small town near london.he studies english, maths, science and art.no, he doesn’t.he usually plays football.yes, he does.he swims well,too.跟读两遍跟读自由读表演六 板书设计what is wang bing doing? e-mailwhere does tom live? busyhow old is tom? surfwhat subjects does tom study at school? londondoes tom study chinese? townwhat does tom usually do on sundays? agedoes tom play well?七 作业设计1 朗读并表演对话 2 根据所学的对话内容自编或改编小对话。八 课后反思本段对话发生于电脑室。对话中出现了主语为第三人称单数的一般疑问句和特殊疑问句及其答语。我通过出示幻灯片，引出词语an e-mail, surf the internet,busy,london.同时让学生听录音，了解整段对话的内容，并通过问答的形式进一步熟悉课文内容。指导学生进行多种形式的朗读，达到比较熟练的程度。
(21) unit 4an english friend (第三教时) apr.4
一 教学内容 e look and read ; f listen and act二 教学目标1 进一步掌握好本单元有关副词的词组。2 进一步掌握好本单元a部分的课文内容及其重点句型。3 进一步掌握好句型：does …? yes,…does. no, … doesn’t. what does … usually do …? he/she usually….三 教学重点和难点1 进一步掌握好本单元有关副词的词组。2 进一步掌握好本单元a部分的课文内容及其重点句型。3 进一步掌握好句型：does …? yes,…does. no, … doesn’t. what does … usually do …? he/she usually…四 课前准备教具准备：图片，教学挂图，录音机，磁带五 教学过程教学环节教师活动学生活动a free talkdo you like …?does she/he like…?what do you usually do on sundays?what does he/she usually do on sundays?yes, i do. no, i don’t.yes,he/she does.no,he/she doesn’t.i usually …he/she usually ….brevision1 play a game: listen and act 发令2 指导3 指导4 指导边跟读边做相应的动作齐读课文、分角色朗读表演学生做扩展表演elook and read1 巡视2 领读3 指导学生自己朗读e部分内容。跟读两遍齐读flisten and act1 讲解图意并指导做游戏六 板书设计does …? what does … usually do …?yes, … does./no, … doesn’t. he/she usually ….七 作业设计1 朗读并抄写四会单词、词汇和句型。2 用句型what does … usually do …?进行笔头交流，调查同桌或其他同学在平时干些什么事情。八 课后反思e部分旨在通过看看读读的形式帮助学生复习巩固主语为第三人称单数时动词的用法。我通过让学生看图，用第一人称叙述图上内容，然后再用第三人称转述图上的内容，并且让他们说出两句话的不同之处，以此区分。
(22) unit 4an english friend (第四教时) apr.5
一 教学内容 g listen and repeat; h say a rhyme二 教学目标1 能听读、辨认元音字母u在单词中的读音。2 会诵读歌谣: a letter for me三 教学重点和难点能听读、辨认元音字母u在单词中的读音。四 课前准备教具准备：单词卡片，图片，录音机和磁带。五 教学过程教学环节教师活动学生活动a free talkhello.who can jump high?does he/she jump high?what do you usually do …?what does he/she usually do …?hello.i can jump high.yes,he/she does.no,he/she doesn’t.i usually ….he/she usually….brevision1 巡视指导2巡视指导3巡视指导4巡视指导齐读a部分课文背诵a部分内容齐读b部分词组并背诵。齐读e部分内容clisten and repeat1 出示单词卡片bus, jump, puppet, run2巡视指导3 出示句子：the puppet jumps and runs around on the bus.4 领读5 指导齐读单词并找出字母u在单词中的发音。举例其它的单词自己轻声朗读跟读齐读dsay a rhyme1 放录音2 放录音3 领读4 指导5 评价听录音跟读跟读齐读比赛读六 板书设计bus jump puppet run ……the puppet jumps and runs in the bus.七 作业设计1 完成练习册本单元的练习。2 朗读歌谣给父母听。八 课后反思教学f部分时，让学生听教学光盘里四个单词的发音，让学生边听边体会，找出共同因素，再听录音跟读，随后让学生说出其他含有字母u并发相同音的单词，让学生读读练练。为学生做单词辨音题打好基础。
(23) unit 4 an english friend (第五教时) apr.9
一 教学内容1 默写本单元的单词、词组。2 默写本单元的课文。3 讲解练习册上本单元的听力及练习。
(24) unit 4 an english friend (第六教时) apr.10
一 教学内容1 进行本单元的单元测试（每课练拓展练习册上）
3B Unit 篇9
unit 1
第一课时一 、教学内容unit 1 a: read and say.
二 、教学目标 1、 理解，掌握对话内容，用正确的语音语调朗读对话，初步表演对话。
2、 正确运用日常交际用语welcome to our school. who’s that boy? i’m new here.
3、 能正确的听、说、读 单词 boy, woman, teacher, student, nurse
三、 教学重点 能正确理解对话内容，朗读对话，初步表演对话
四、 教学难点 流畅地朗读对话， 并能在理解对话内容的基础上表演对话
五、 课前准备 1、 人物图片 mike ( student ), miss li( teacher ) miss king ( nurse)
gao shan (student )
人物头饰 ben
2、 单词卡片 student, teacher, woman, teacher ,boy
六、 教学过程（一） free talk
1、 hello, nice to meet you.
2 、how are you ? / how are you this morning?
3 、are you happy today?
4 、welcome back to school.
5、 good morning. glad to meet you. welcome back to school.
（二） presentation and practice: ask and answer
1、good morning, boys and girls . glad to meet you . welcome back to school. 出示 welcome back to school. 理解并领读。
2、i have many pictures here .i like them very much. do you like them?
出示所有的图片
3、根据出示的照片复习单词 boy , girl，man, woman
4、do you know these boys and girls? (出示mike , gao shan, nancy
david, helen 的照片） ：
(1) who’s this boy? (who’s that boy?)
he’s _______. he’s a student. (学习新单词student )
(2) who’s this girl? (who’s that girl?)
she’s _________. she’s a student.
5、do you know these men and women?( 出示 miss li, miss gao
miss king , mr green, mrs green 的照片）
(1)who’s this man? ( who’s that man?)
he’s _________. he’s a teacher.(学习新单词teacher)
(2) who’s this woman?(who’s that woman)
she’s __________. she’s a nurse. （学习新单词nurse?）
（三） play a game (通过游戏复习并学习新的日常交际用语)
1、闭上眼睛猜一猜：
(1) a: who’s that ______?
b: he’s(she’s) ________.
a: he’s (she’s) a _________.
b: you’re right. ( you’re wrong)
(2) a: excuse me. are you _______?
b:: no, i’m not.
a: are you _________?
b: yes , i am.
2、让一学生戴上ben 的头饰让另一学生猜
t: who’s this boy?
s: he’s ________.
t: no, you’re wrong.
s: are you ________?
b: no, i’m not.
s: are you _________?
b: no, i’m ben.
（四） work in pairs
1、 ben与老师对话:
a: hello, i’m ben. i’m new here.
b: hello, i’m miss li. nice to meet you.
welcome to our school.
学习： i’m new here.
welcome to our school.
2、 学生与ben 对话
（五） 朗读课文
1、 听录音，跟读。
2、分段分角色朗读。
（六） act the dialogue
创设情境老师与学生的对话，然后学生与学生对话，model:
a: hello, i’m ben. i’m new here.
b: hello, i’m __________. nice to meet you. welcome to our school.
a: thank you. who’s that woman?
b: she’s miss ______. she’s our english teacher.
a: who’s that boy?
b: he’s _________ . he’s a student. (he’s my classmate.)
a: oh, time to go to class. let’s go to the classroom.
b: ok. let’s go.
1、 老师与学生示范
2 、同桌准备
3、 同桌表演
（七）homework
1、 听录音朗读对话。
2、 根据课文内容自编小对话，下节课表演。
3、 听录音，欣赏歌曲 who’s that girl?
第二课时一 教学内容unit1 b: look , read and learn;
c: ask and answer.
二、 教学目标1、 能正确地听、说、读、写词汇 a student, a teacher, a doctor , a nurse, a boy
a girl, a man, a woman, new
2、 能听、说、读、写句型who’s that_______? he’s / she’s _______. he’s/she’s a__.
三、 教学重点词汇和句型的听、说、读、写。
四、教学难点能正确地听、说、读、写词汇
五、 课前准备1、 人物教学图片及单词卡片：a student, a teacher, a doctor, a nurse, a boy. a girl,
a man, a woman
2 录音机和磁带
六、 教学过程（一 ）sing a song ：who’s that girl?
（二 ）review
1、 同桌到讲台表演准备好的对话
2、 同桌看图ask and answer: who’s that ______? he’s/she’s____?
（ 三）presentation and practice
1、教单词boy, girl, man, woman的拼读
(1) 在同桌ask and answer 时，老师把 boy, girl, man , woman 四幅图贴在黑板上，然后把这四个单词卡片打乱贴在黑板上，通过play a game 学习以上四个单词的拼写。请学生上讲台：
师问：who’s this boy?
生答： he’s _________. he’s a ________.
师问：can you spell boy?
学生找出单词卡片正确拼读 : yes, b-o-y, boy. 老师给正确的学生一红花。
(2) 用同样的方法教girl, man, woman 的拼读
2、教单词 doctor 和student, teacher, doctor, nurse的拼读
(1) 出示doctor，teacher, student, nurse 图片，让学生找出老师所说单词的图。
老师首先报：doctor. 这个单词没学过，学生通过排除的方法找出医生。
老师拿着图领读 doctor, 抽读。
（2）出示单词卡片：doctor, teacher, nurse, student,让学生把卡片贴在相应的图下面，并拼读单词，正确的给一红花。
（四 ）play a game （巩固所学单词）
游戏1：what’s missing?
把八张单词卡片贴在黑板上，静听老师说出其中七个单词，然后老师问：
what’s missing? 学生立即说出没报的单词。同样的方法复习每个单词。
游戏2：follow me.（单词卡片贴在黑板上）
全班分两大组，1、一组的一位同学报单词nurse, 另一组的一同学立即拼读：n-u-r-s-e, nurse.
2、一组的一位同学拼读b-o-y，另一组的一同学立即读出单词：boy.
回答正确得分，否则另一组得分。最后看谁的分数高。
（五）指导抄写新单词和句型
（六）homework
朗读拼读单词,准备默写单词、句型。
第三课时一、 教学内容unit 1 d: look and say. g: fun house.二、 教学目标1、听、说、读、写句型 are you ________? yes, i am. / no, i’m not.
2、正确的语音语调朗读对话，在熟读的基础上分角色朗读。
三、 教学重点1、 句型的听、说、读、写。
2、朗读对话。
四、 教学难点 句型的默写
五 、课前准备1、人物职业图
六、 教学过程（一）free talk
1、 how are you this morning?
2 、nice to meet you.
3 、who are you?
4 、who’s that boy (girl)?
5 、are you a student?
6、 are you a new student?
（二）review
1 、play a game (1)
用准备好的八幅让学生猜：
a: what picture is this?
b: a teacher.
a: yes, you’re right.
can you spell it?
b: yes, t-e-a-c-h-e-r, teacher,
a: are you a teacher?
b: no, i’m not. i’m a student.
2 、play a game (2)
把人物职业图分给一同学（不让其他学生看见，把图藏在身后），代替图的人物。
请一同学上台对话：(若学生不会，老师可先示范)
a: excuse me, are you a teacher?
b: no, i’m not.
a: are you a nurse?
b: yes, i am. ( yes, you’re right. i’m a nurse.)
3 、look and say
看图对话， 图见教材，内容略。让学生先同桌准备，然后同桌看图对话。
(三) fun house : look and read
1、 看图理解课文
2、 听录音，跟读对话。
3、 自读对话。
4、 分角色读课文。
(四) exercises
1、听写单词：boy, girl, man, woman, teacher, doctor ,nurse, student, new
2、抄写句型： who’s that boy? he’s mike. he’s a student.
who’s this woman? she’s miss li. she’s a teacher.
are you a doctor? yes, i am.
are you a nurse? no, i’m not.
（五）homework
1、预习 e：read and act
2 、复习抄写的句型，准备默写。
第四课时
一、 教学内容unit 1 e: read and act ;
f: listen and repeat.
二 、教学目标1 、复习句型：who’s that ______? he’s (she’s) _________. he’s (she’s) a _____.
are you a _______? yes, i am. / no, i’m not.
2、能正确运用对话中的日常交际用语：come down. don’t climb trees again.
3、用正确的语音语调朗读对话，在熟读的基础上表演对话。
三 、教学重点
1、句型的听、说、读、写。
2、用正确的语音语调朗读对话，表演对话。
四 、教学难点 句型的书写，默写。
五、 教学过程（一）sing a song: who’s that girl?
(二) free talk:
1、 how are you today?
2、 nice to meet you.
3 、welcome to my home.
4 、excuse me, are you mike?
5 、are you a student?
6 、are you a new student?
7、are you a teacher?
8、 is miss li a teacher?
9、 is your mother a nurse?
10 、is your father a doctor?
(三) look at the picture, answer these questions:
出示图：
1、 who’s this girl?
2 、is she a student?
3、 who’s that man?
4、 is he a doctor?
5 、who’s this boy in the park?
6 、who’s this woman in the classroom?
7 、is she your english teacher?
8 、who’s the man over there?
(四) listen and repeat
1、出示图及 walkman, woman, zebra, zoo 四个单词,学生听录音,跟读这四个单词,体会w, z 的发音.
2、出示:watch, window, 以便学生更好的体会w 的发音
(五)read and act
1、出示书上的图，听录音数遍，回答问提：
1）who’s the boy in the tree?
2）please say something to liu tao.
第一题学生很快会作答。
第二题若有学生说出 come down, liu tao. 给一朵红花。然后边做手势边教读，让学生理解句意。同样的方法教don’t climb trees again.(可让学生先预习)
2、听录音，读对话。
3、自读，齐读，分角色读。
4、表演对话。
(六)play a game.
全班分两大组，老师把单词卡片
1 are, you, a, new, teacher, student, doctor, nurse,
yes, no., i ,am, not
2 who’s, that, this, boy, girl, man, woman, he’s. she’s
mike, helen, mr green, miss gao
分别发给分好的两组同学手中，老师口报句子：
are you a new doctor? no, i am not?
手持含句子中单词的学生上台按顺序站好,本组同学齐声朗读这句话.
那么这组获一红五星.以此交替进行,五星多的小组获胜.
(七)exercises
1连词成句
(1) the, over, who’s, man, there, mr, wang. he’s
(2) you, a , are , nurse, new, yes, am, i
(3) to, welcome , school, our
2默写句子
(1) who’s that boy? he’s mike. he’s a student.
(2) are you s teacher? yes ,i am.
(八) homework
熟读本单元课文.
3B Unit 篇10
unit 3 asking the way
一、 单词：
get到达way路away离开along沿着street大街crossing交*路口stop停车站miss找不到、错过walk路程post office邮局tell-told告诉kilometre千米、公里history museum历史博物馆city城市shopping centre购物中心middle school中学primary school小学no.=number第 号
train station火车站bus station汽车站road街道、路
二、词组：
1.come from 来自于 2.live in china 住在中国
3.on holiday 度假 4. get there 到达那里
5.get to your home到你的家 6.go to the city post office 去市邮局
7.tell me the way to 告诉我去……的路 8.let me see 让我想想
9.go along this street 沿着这条街走 10.turn right / left 向右/ 左转
11.at the third crossing 在第三个十字路口 12.on your left 在你的左边
13.you cant miss it .你不要错过。 14.how far 多远
15.a kilometre away 一公里远 16.a long/short walk 一段很长/短的路
17.take bus no. 5乘5路车 18.how many stops 多少站
19.at the bus stop 公共汽车站 20.every five minutes 每隔五分钟
21.on river road 在大江路 22.
23.get on 上车 24.get off at the third stop 在第三个车站下车
25.youre welcome. 不客气/不必谢。26.
27.last sunday afternoon 上个星期天下午 28. a map of the town小镇地图
一、 问路：
----excuse me, can you tell me the way to…, please?
----go along this street, and then turn… at the …crossing. the…is on your…
----thank you/thanks.
----you’re welcome. /that’s all right. /not at all. /that’s ok.
其他问法：
can you show me the way to…? can you tell me how to get to… ? /can you tell me how i can get to…?
how can i get there? how can i get to… ?
where’s…?
which is the way to…?
is there a…near here?
其他回答：it’s over there. /it’s near the… /go down the street. /it’s on…road.
it’s in street. /you can take bus no…and get off at the stop. /go along…road, turn right/left at road. then go along…road.
the place is on your right/left.
路程问答法：how far is it from here?
it’s about…meters/kilometers away.
it’s about…minutes walk from here.
二、 句型：
1. how many stops are there?
2. i want to go to the… /he wants to go to the…
3B Unit 篇11
课题unit2 more exercises
课型
新授
课时
1
教学
内容：words: low,high, far, farther, slow, early, better sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教学
目标a.words: low,high, far, farther, slow, early, betterb. sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?重点 难点：比较级的一般疑问句问法，及其回答。课前 准备：录音机
师生互动教学过程
教学步骤教师活动学生活动
a preparationlisten and do教师可结合以前教学相关动词的动作和节奏帮助学生复习已学过的动词，特别是本课出现的：jump, run, swim, fly, skate, ski, climb, sing, dance, play football, get up, go to bed…quickly respond：说反义词复习上单元的形容词，引出本课出现的副词：big- small, fat- thin, long- short, good- bad… well- bad, near- far, high-low, fast- slow, late- early, …
b presentation1. t: what time do you go to bed? s1: at … t: what about you? s2: at … t: oh, who goes to bed later?s: go to bed later than . （板书）此处的later解释为“晚的”2.通过提问what time do you get up?引出 gets up earlier than .（板书）3. 通过跳远比赛引出 jumps farther than .（板书）4. 通过跳舞比赛引出 dances better than . （板书）提醒学生注意这几个比较级变化，引导学生总结副词的比较级变化规则：副词的比较等级的形式变化与形容词大致相同，但以后缀-ly结尾的副词一般用more:carefully-more carefully, beautifully-more beautifully注意：early末尾的ly并非后缀。通过比赛跳高引出does jumps higher/ lower than ?yes, he does. / no, he doesn’t. jumps higher than .do and jumps higher/ lower than and ?yes, they do./ no, they don’t. 可重复1-4环节的提问或者利用b部分的挂图，引出比较级的一般疑问句
b presentation
c work in pairs (c )1. look and read the dialogues2.ask and answer in pair using the dialogues and words（注意书上的fat 可改为far）write down the dialogues you make
板书设计:unit 2 more exerciseslow- lower does jumps higher/ lower than ?slow-slower yes, he does. / no, he doesn’t. jumps higher than .late-later do and jumps higher/ lower than and ?early-earlier yes, they do./ no, they don’t. far-fartherwell-better
教学后记
课题
unit2 more exercises
课型
新授
课时
2
教学
内容：a.words: be good at, do well in, have problems with, player, trueb.daily express for communication:that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教学
目标a.words: be good at, do well in, have problems with, player, trueb.daily express for communication:that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
重点 难点：
比较级句型的熟练掌握。
课前 准备：
录音机
师生互动教学过程教学步骤教师活动学生活动
a preparation
quickly respond：（说反义词）复习上单元的形容词，引出本课出现的副词：big- small, fat- thin, long- short, good- bad… well- bad, near- far, high-low, fast- slow, late- early, …2. ask and answer:does the bird fly higher than the chicken?does the horse run slower than the pig?do the ducks swim faster than the fish? …does your father get up earlier than you?
b presentation1.t:（承接上面的问答）does run faster than ?who like pe? who can swim? who runs faster?(根据学生的回答)oh, i think is good at pe. who’s good at pe, too?(进一步提问)：who’s good at chinese/english/ maths/ music/ art/…?2. t: do you know jim? is he good at pe? listen and answer.（听第二遍回答）what is jim good at? why doesn’t jim do well in pe? 教学not as …as…句型：不如…3. listen and read the sentences above4. read the dialogues and discuss: what are jim’s advantages?what are jim’s disadvantage?what should jim do?小组讨论后，可派代表发言，其他同学补充5. read and learn the dialogues:边听读对话，边学习词汇: have problems with…,player, true边通过与学生的交谈学习相关语言项目do you have problems with your homework?―and you? do you have problems with your english homework?/ do you have problems with your maths?…i’m not doing well in pe?―do you doing well in pe/ computer studies/ science…?ben runs faster than me?―who runs faster/ slower than you?mike runs as fast as ben. who runs/ swims as fast as you?and you can swim fast. can you swim? can you swim fast?i’ll get up earlier every day and do more exercises before i go to school.―what exercises can jim do? 6. read in roles7. read and judge
c further learning（这一环节课根据班级情况选用）1. t: i’m not good at pe. i want to do more exercises. do you have any suggestions? have ss discuss in group2. have ss make an exercise planning for each student （也可不局限于体育学科，进一步扩展到其他学科， 如英语、美术等）
板书设计:unit 2 more exercisesjim is good at english and maths.jim does not do well in pe.
教学后记
课题unit2 more exercises
课型
新授
课时
3
教学
内容：a. phrase: animal showb..熟练运用交际用语：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四会掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教学
目标a. phrase: animal showb..熟练运用交际用语：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四会掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?重点 难点：综合运用所学用语。课前 准备：录音机
师生互动教学过程
教学步骤教师活动学生活动
a free talk
are you good at …?what subject are you good at?who is good at pe/…?who runs faster than ?who can swim?do you get up early?how do you go to school in the morning?do you want to do better in pe/ english/…?what do youwant to do?b revision1.read the text together/ in roles2.practise the dialogue
c listen and write (d)1. look and answer:（要求学生回答要完整） t: look, here’s an animal show.do you know them?what are they doing?which animals skate better, the monkeys or the bears?do the bees fly higher than the butterflies?do the fish swim faster than the ducks?which animals do you like better, the monkeys or the bears?2. listen and write3. check the answers4. have ss say and write more sentences about the picture
d play a game (f)1.讲解游戏规则，师生示范2.根据班级情况，给于适当的时间让学生记忆，s1提问，ss抢答。3.教师也可用课外的图片补充到游戏中来，丰富游戏内容
板书设计:unit 2 more exercises ________ fly _______than _________. __________ skate _______ than _________.__________ sw _______swim______ than _________.
教学后记1. read and recite the text2. wb e,f
课题unit2 more exercises
课型
新授
课时
4
教学
内容：a. words and phrases: traffic, heavy, well doneb..熟练运用交际用语：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四会掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教学
目标a. words and phrases: traffic, heavy, well doneb..熟练运用交际用语：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四会掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?重点 难点：综合运用及能够灵活运用熟练掌握。课前 准备：录音机
师生互动教学过程
教学步骤教师活动学生活动
a say a rhyme(h)
1.look and listen 2.read and learn: well done3. 教师可让学生结合动作，引导学生按节奏诵读b revision1. game: true of false?教师讲解游戏规则：一人随意说一句话，但要用到比较级，如the cats run faster than the ducks./ my father gets up earlier than my mother.其余人判断所说的是否正确，认为正确的stand up并说that’s true!认为错误的可以说that’s not true!2.read and practice the dialogues in text
c look, read and judge1. have ss read and judge2. listen,read and learna. traffic:交通b.heavy(heavier) 在此处以为“多的，密集的”3. read and check the answer
d listen and repeat ( g)1. read and compareforty, horse, morning, sports [ ]2. listen and read the sentence3. learn more words: for, short, …
板书设计unit 2 more exercises[ ] forty, horse, morning, sports
教学后记1. read and recite the rhyme2. exercises in wb2
3B Unit 篇12
unit 4 a charity show part 1 teaching design vocabulary四会 (n.) charity, host, cat, organizer, duty, event, success, business, organization, guest, audience, curtain, exit, stage, voice, actor, ground, decision, poster, performance (v.) wish, raise, introduce, perform, hang, phone, matter (adv.) excitedly 三会 advertise, goods, notepaper, attention, donation, speech, purpose, department store 二会 microphone, leaflet, denote, indoors, volunteer, angencyexpressionsto be the host of…, a charity show, sleep less, advertise on the internet, give out leaflets, donate money, organize a charity show, sell books, help with…, raise money for…, feel happy, watch the show, work on…, practise a lot, in the beginning, do everything right, become a little bit easier, keep ing, the fans of the pop stars, make a lot of noise, donate money to…, have support from…structure1. i was helping with a charity show because i wanted to raise money for project hope. 2. i was very nervous because of the tv camera. 3. i wanted to help the poor so i donated some money. 4. i hope that you will like the show. 5. i wish that i could fly. 第一部分 教学设计 period 1 comic strips & welcome to the unit (raising money for charity, fun-raising activities for charities) teaching goals ● to introduce a specific activities students can do to help a charity ● to activate existing knowledge about doing charity work ● to become familiar with different ways of making suggestions ● to activate students’ interest in local charities and what they do teaching procedures step 1 having a revision and presenting (show the ads. in book 7a to students.) do you still remember the ads? what do millie and simon want to do? yes, you are right. they want to help the children from poor areas in china. we call such an activity a charity. the charity that helps schools and students in poor areas is called “project hope”. what other charities do you know? have you ever heard of “project green hope”, “save china’s tigers” and “spring bud project” before? now go to finish off part b on page 61. step 2 discussing what can we do for charity? we can raise money for charity. then how can we do it? let’s have a discussion. (show the students the pictures on page 59 one by one.) what are they doing? picture1: they are selling books. picture2: he is advertising on the internet. picture3: they are giving out leaflets to ask people to donate money. picture4: they are having a charity show. now go to page 61 to finish off part a. what is the goal of these activities? (to raise money/fund for charity)
so they are called fund-raising activities. what other fund-raising activities do you know? could you find more fund-raising activities in life? step 3 doing a task we are going to do a class survey. which type of activity would you like to be involved in if you want to raise money for charity? what would you do? to advertise on the internet? to give out leaflets to ask people to donate money? to organize a charity show? to sell books to raise money? what other suggestions would you come up with? let’s draw a table on the blackboard to fill in to find out the most popular activity. ok? how to make suggestions? let’s …why don’t you/we … ? what/ how about … ? why not … ? shall we … ?step 4 looking and answering (show picture 4 in part a to students again.)
what are they doing? (they are holding a charity show.)
what’s in the girl’s hand? (a microphone.) guess what she is. right, she is a host. what famous hosts do you know? how can we become good hosts? (only if we practice a lot.)
step 5 presenting (show picture 1 on page 60 to students.) what is hobo holding?
why is he holding a microphone? because he’s been chosen to be the host of a charity show. because he wishes to speak to the listeners. because he wants to ask the teacher a set of questions about computer. because he wants to check his students’ work. … step 6 listening and answering why is hobo holding a microphone? (he will be the host of a charity show.)
that is to say: he has been chosen to be the host of a charity show. what does eddie say to him? (congratulations!) does eddie want to be a host? is he sure that he can be a good host? how can he become a good host according to hobo? do you think he can be a good host? why or why not? step 7 listening and repeating now listen to the tape and read after it sentence by sentence. step 8 finding out expressions go over page 60 and 61 again to underline all the useful expressions. expressions from comic strips & welcome to the unitstep 9 acting out the dialogues now work in pairs to act out the dialogues on page 60 and 61. step 10 retelling the story hobo is holding a m_____. eddie wanted to know w_____he was holding a microphone. hobo told him he has been chosen to be the h_____of a c_____show. eddie admired hobo very much. so he asked if he could be a host. hobo told eddie to p_____a lot if he wanted to be a good host. eddie agreed with him. but he wanted to sleep more. hobo said to eddie: “you can be a good host o_____if you sleep l_____during the day.” now we know how lazy eddie is. (keys: microphone, why, host, charity, practise, only, less) step 11 doing homework a. listen, repeat and read the comic strips and try to remember it. try your best to act it out. b. finish off the exercises in the evaluation handbook
3B Unit 篇13
一、教学内容
《义务教育课程标准实验教科书 牛津小学英语》3b第七单元第三课时
二、教学目标
1、复习本单元所学的单词和句型，能较熟练地在情景中运用。
2、完成课本c部分的教学内容。
3、完成课本d部分的教学内容。
4、复习歌曲《family song 》。
三、教学重点
1、综合运用本单元所学的单词和句型，完成课本c部分的情景练习。
2、学会本单元的四会单词。
四、教学难点
能掌握is he/she …? yes he/she is. no, he /she isn’t. who’s he /she. he/she is….
五、课前准备
1、本课的图片、学生的相册
2、与课时相配套的教学挂图和课件
六、教学过程
a、sing a song ( family song )
b、revision
复习单词
1、刚刚唱完的歌曲，教师请孩子们用上节课学到的知识讲一讲歌曲中有哪些人物。（电脑同时将孩子们说到的单词的图片显示出来）
（复习了father mother brother sister这四个单词 ）
2、接着拿出helen 的家庭相册（电脑逐个显示出其他的家庭成员。）
运用t：who’s he / she ?
s：he / she is my….
来复习（grandfather grandmother aunt uncle son daughter 等单词）
复习课文
1、老师戴上mike 的头饰t：my name is mike. i am a new student.
运用m：who ’s he / she ?
s：he / she is ….
与同学们互相认识。（复习了who’s he / she ? he / she is…. 句型）
2、（互相认识后mike 很高兴，认识了那么多的朋友，接着同学们给mike 出了一个小难题，考考他的记忆力，看他是否记住了大家。）
运用s： is he …?
m：yes, he is./ no, he isn’t .
s：is she…?
m：yes, she is./ no, she isn’t .
(这个小游戏复习了is he /she… ? yes, he/she is. / no, he /she isn’t.句型)
3、游戏继续进行。（mike 的眼睛被蒙住了，同学们自由调换座位，mike 睁开眼睛与大家 互相提问。）
s ：this is …,i think. 或 m ： this is …,i think .
m ：yes, he/she is . s ： yes, he/she is .
no, he /she isn’t. no, he /she isn’t.
（这里复习了this is…,i think. yes, he/she is. / no, he /she isn’t .句型）
完成21页四幅图对话。（电脑逐个显示21页的四幅图）
t：mike 给我们带来了他前几天照的相片，讨论一下，相片中的人物都说了什么？
图一：在家门口，mr blank 与同事相遇，那位同事指着远处的nancy问mr blank：
a：who’s she ?
b：she is my daughter, nancy.
图二：游玩途中，helen向同学介绍自己的哥哥mike。
a：is he your brother ?
b：yes, he is mike.
a：nice to meet you, mike.
b：nice to meet you, too.
图三：mike的朋友不认识年轻的mr blank，mike高兴的向朋友介绍自己的叔叔。
a：who’s he？
b：he is my uncle, mr blank.
图四：海滨沙滩上，朋友误将helen当成david 的姐姐，david予以否认。
a：is she your sister?
b：no, she isn’t. she is my friend, helen.
(答案并不唯一，教师鼓励学生选用多种句型进行操练。对学生中有创意的回答，只要符合情景，都应予以肯定就。)
鼓励学生选出自己最喜欢的一幅或几幅图进行小组表演。
小活动：
同学们拿出自己的相册，小组讨论看看当时都说了些什么？然后选一个情景，添加以前学过的句子，表演后，向观看的同学提几个问题。
c、教授d look , read and write.（电脑分类后逐个显示所学的单词）
(电脑将以上四幅图片上的人物分成三类，boy girl man )
1、boy
t： can you spell it ?
s： b o y
t： 请同学们书空，教师板书，示范。
t： 请同学们在 copybook 上描写
2、 girl
t： can you spell it ?
s： g i r l
t： 请同学们书空，教师板书，示范。
t： 请同学们在 copybook 上描写
3、man
t： can you spell it ?
s： m a n
t： 请同学们书空，教师板书，示范。
t： 请同学们在 copybook 上描写
d、homework
1、找出自己的一张照片，以今天的内容为例自编对话。
背诵并默写所学单词。
