Unit（精选12篇）
Unit 篇1
unit 1
teaching aims:
(1) using imperatives to give simple instructions.
(2) using formulaic expressions to greet people.
(3) using nouns to identify common classroom objects.
(4) using model verb “can” to express abilities.
(5) lean an english song.
teaching schedules:
5 periods
period 1
teaching aims
using imperatives to give simple instructions.
teaching points
listen and act. e.g. stand up, please.
teaching difficulties
ask pupils to speak and act themselves.
teaching aids
multimedia, cassette
teaching procedures
pre-task preparation
1. t: class begins. p: stand up. t: good morning, boys and girls .p: good morning, april. t: sit down, please.
2. repeat sit down please. stand up, please. ask the class to do the actions. then play a game of quick response, teacher says: boys stand up or girls sit down, see who is better.
while-task procedure
1. show the picture with a boy sitting on the chair, and elicit “sit down”. let ss response to the order. let students read it one by one. correct the pronunciation.
2. use the same method to teach “stand up”. look, the boy is standing up.
3. to elicit “stand up, please.” let students read it one by one. correct the pronunciation.
4. play a game to practice these two orders. let boys and girls do the actions and go on a competition. and see which team wins. boys and girls, let’s play a game, i say you do. after playing once, let a students to be a teacher, try to say the requirement.
5. quick response. teacher gives order and ss do the action together.
6. read a rhyme.
up, up, stand up. down, down, sit down. up, up, down, down. up, up, down. when say this rhyme, do the action.
7. let ss listen to the tape. ask the ss to listen and point to the pictures with their fingers, and read.
8. say “close your book”. do the relevant action, and let ss understand. let students read it.
9. show the picture “close your book”, and let ss practice.
10. practice “close…” let all the students shout, , close the door! then the student who is named should close the door. teacher can change “door” into “window, book…”
11. let one capable student do the action and elicit “open your book”. let students read it.
12. practice “open…”let all the students shout, , open the door! then the student who is named should open the door. teacher can change “door” into “window, book…”
13. show the picture “open your book”. ask the class to do the action.
14. say a rhyme: o, o, open your book, c, c, close your book.
15. a competition between boys and girls. t: close your book. t: boys, stand up, please. girls, open your books.
post-task activity
1. let group of 4 to practice and show themselves in front of the class.
2. play a game: class is over. (practice)
homework
speak and act.
period 2
teaching aims
using formulaic expressions to give people.
using formulaic expressions to ask how someone is, and responding
teaching points
learn dialogue: how are you? fine, thank you.
learn greeting: good morning.
teaching difficulties
ask how someone is and responding.
teaching aids
cassette, multimedia.
teaching procedures
pre-task preparation
1. listen and do the actions. t: stand up, please. sit down, please. open your book. close your book.
2. say good morning to ss, and see their response.
while-task procedure
1. show a picture, tell students the boy is baby, and the woman is mum, first let them read these two words. then let them guess what will they say. some good students can say: good morning. to elicit “good morning”.
2. stand in front of a student and say good morning . let the student answer good morning teacher.
3. repeat with other students. greet each other. ask one student to greet with teacher, then ask one pair of students to come to the front, and greet each other.
4. show a picture of the sun, tell students it’s in the afternoon and it’s in the evening, to elicit good afternoon and good evening.
5. say good morning and let ss answer good morning. then teacher say “good afternoon, children.” see if they can answer “good afternoon teacher.”
6. hold a competition to consolidate. show a picture of a lion and a rabbit. then to imitate them. pay attention to the intonation of these two animals. group 1 say good morning, group 2 say good afternoon, group 3 say good evening.
7. making a dialogue: good morning, good morning. how are you? see if the good students can answer: fine, thank you.
8. show the picture how are you. and let some capable ss to answer fine, thank you.
9. practice in pairs “how are you? b: fine, thank you.”
10. introduce the other answers: just so so. not very well.
post-task activity
1. do a dialogue with the greetings learned in the class.
2. play a game. s1: how are you? s2: fine, thank you. find friends in the classroom following the music “good morning”.
homework:
listen and respond.
period 3
teaching aims
using nouns to identify common classroom objects.
teaching point
learn words: book, pen, pencil, bag, ruler, rubber.
teaching difficulties
pronounce words properly.
teaching aids
cassette, multimedia.
teaching procedures
pre-task preparation
1. do the actions, e.g. stand up, please. play a game: i say you do. this time i will ask a students to be teacher. and he should say: stand up. sit down.
2. chair drill around the class. good morning. how are you? fine, thank you. then ask students to go around .the class to find his/her good friend to greet.
while-task procedure
1. t: what can you see in the classroom? (hold up a pupil’s book.) look, this is a book. read: book. t: have you a book? (the pupils hold up their books) p: book. read it one by one.
2. ask what it is, and let ss answer. if the pupil is right. all the pupils clap their hands. yes. if wrong then say the right word.
3. t: is this a book? point to the pencil. students will say no. then i will tell them it’s a pencil. read: pencil. t: have you a pencil? (the pupils hold up their pencils) p: pencil. read it one by one: p, p, pencil
4. t: is this a pencil? point to the pen. students will say no. then i will tell them it’s a pen. read: pen. t: have you a pen? (the pupils hold up their pens) p: pencil. read it one by one: p, p, pen
5. ask students to look at a pencil and a pen. play a game, quick response. help them to distinguish these two words.
6. show the sentence: i can see _______. let students say the words they have learned.
7. (the same)teach: ruler, rubber and bag, desk.
8. show the pictures. t: point to the ruler. point to the rubber. let ss read the words. match the pictures with the right words.
9. missing game. let ss tell which stationery is missed.
10. listen to the tape, and read the new words after the tape.
post-task activity
1. guessing game: t: what’s on the desk? p: bag. then let ss guess what’s in the bag.
2. activity. let ss show their stationery on the desk and say the word. say show me your ruler, and ask ss hold up the ruler, and repeat ruler.
homework:
read the words.
period 4
teaching aims
using model verb “can” to express abilities.
using formulaic expressions to indicate sharing.
using nouns to identify common classroom objects.
teaching points
learn the rhyme. learn word paper
teaching difficulties
pronounce correctly words: paper.
express abilities: i can see.
express sharing: for you and me.
teaching aids:
cassette, multimedia.
teaching procedures
pre-task preparation
1. do the actions. stand up, please. sit down, please. open your book. close your book. clap your hands. stamp your feet. come here, please. go back to your seat.
2. read the words together. t: what’s this? p: book.
while-task procedure
1. learn new word sentence what can you see? i can see… show a piece of paper, and ask what can you see? let ss follow me i can see a pencil.
2. discriminate between two words. t: this is paper (hold up it) t: this is a pencil. (hold up it) read them several times.
3. show some other stationery and let ss practice more using dialogue in pairs.
4. show the pictures and let ss practice while looking at the pictures …, i can see.
5. say a pencil and a rule and show the two things. let ss chose two things to practice … and ….
6. give something to a student and say this is for you. let ss practice in line.
7. read the paragraph in groups and hole a competition.
8. the teacher acts it. let them understand it. repeat paper, a pencil i can see. paper, a pencil for you and me.
9. the same to teach: a ruler. a rubber i can see. a ruler. a rubber for you and me.
post-task activity
1. listen to the tape.
2. ask pupils read the rhyme. act out.
homework
repeat the rhyme.
period 5
teaching aims
using formulaic expressions to greet people.
using simple present sense to indicate habitual actions.
teaching points
learn the song.
teaching difficulties
simple present tense. i take my bag and book to school.
teaching aids
cassette, multi-media.
teaching procedures
pre-task preparation
1. do the actions. stand up, please. sit down, please. open your book. close your book. clap your hands. stamp your feet. come here, please. go back to your seat.
2. say a rhyme learned in last class.
while-task procedure
1. greeting each other. good morning, a. good morning b.
2. teach word, teacher. (point myself) t: i’m a teacher. let ss repeat: teacher.
3. say i take a pencil, and do the action.
4. teach word school. show a picture of school. let ss say my school. say to school.
5. (teacher act and say). t: i take my bag and book to school.
6. i take my bag and book, my bag and book to school.
7. listen to the tape.
8. sing after the tape.
post-task activity
sing and act the song.
homework
sing a song .
Unit 篇2
unit 5
一、teaching aim:
1. words: a pen , a book , a rubber , a pencil , a pencil box , a ruler , a ball pen , a pencil sharpener 及复数形式。
2.sentences: 1)how are you ? fine , thankyou . / not bad , thank you .
2) how are you ? fine , thank you . and you ? i'm fine , too .
3) how are you ? not so good . i'm sorry .
3.sing a song : hello !how are you ?
二、difficult and important teaching points :
1. words: a pen , a book , a rubber , a pencil , a pencil box , a ruler , a ball pen , a pencil sharpener 及复数形式。
2.sentences:1) how are you ? fine , thankyou . / not bad , thank you .
2) how are you ? fine , thank you . and you ? i'm fine , too .
3) how are you ? not so good . i'm sorry .
三、teaching aids:
1. tape recorder
2. cards with sentences , pictures of the school things
3. dolls
四、teaching times:
three lessons
五、teaching process:
lesson 1
step 1 . listen to the tape "hello! how are you ?"
导入：how are you ?
teach: " how are you ?"
practise: 1) train practise
2) boys read , girls read .
step 2. s-t: s1: how are you ?
t:(card:我很好; bodylanguage) fine, thank you .
s2,n -t ask and answer
teach " fine , thank you ."
practise: 1) pair work t-s （教师纠正发音）s-s
2)listen to the tape , ss read after the tape
step 3. (教师模仿对话）
doll1: how are you ? doll2: fine , thank you . and you ?
doll1: i'm fine , too .
(repeat it )
teach this dialouge .
pratise : 1) pair work t-s （教师纠正发音）s-s
2)listen to the tape , ss read after the tape
step 4 . teach the words .
1.t: today , let's meet some new friends. they're five brothers . now let's have a look at no.2 pen.今天，让我们认识五位新朋友，他们是兄弟哦。现在我们来看一看老二 pen .
then teach " pen "
practise: 1) train practise
2) a pen , a pen , this is a pen .
2. the same way to teach " ball pen (老大)" , " pencil（老三）" , "pencil box（老四） " , "pencil sharpener（老五）"
3. play games.
1. what's missing ? 1) quick respond
2)what's missing?
2. touch and guess .
step 5 .教学复数形式
教师左手拿一枝钢笔，说a pen , 右手拿一枝钢笔，说a pen , 把两枝钢笔和起来说pens.继续拿一枝钢笔说a pen , 再三枝合起来说 pens 。 依次类推，引出复数的概念。
要注意 pencil boxes 的读音 。es读/iz/
lesson 2
step 1: free talk
t: hello!good morning .
ss: hello! good morning .
t: hello , how are you ?
s1: fine , thank you . and you ?
t: i'm fine , too .
step 2 : exchange
s1 : hello , miss deng . how are you ?
t: fine , thank you . and you ?
s1: i'm fine , too.
s2: hello , miss deng . how are you ?
t: not bad , thank you . ( 教师做表情， 和fine , thank you 的表情相似）
如此几遍以后，教学not bad , thank you .
practise : 1) train practise .
2) pair work and act .
3) listen to the tape , read after it and act .
step 3: 事先安排一学生与教师对话
1. s1: how are you ?
t: not so good .( 做生病的状态， 可咳嗽，打喷嚏 ， 捂肚子……）
2. t: how are you ?
s1: not so good . (也做生病的状态）
teach " not so good. "
practise : 1) train practise .
2) pair work and act .
在s-s 的pair work 中， 教师在旁引出"i'm sorry . " 并手拿哭脸卡片。
teach " i'm sorry " .
t-s: t: how are you ?
s1: not so good .
t: i'm sorry .
学生以这样的形式操练此句型。并听录音跟读。
step 4:
1. review the words that we have learned .
we can play a game : quick respond .
2. 用实物呈现单词
t: what's this ? it's a ruler .
同法教学rubber , book 及其复数。
注意： books /buks/
3. play a game : guess
呈现某件东西的一小部分让学生猜是什么。
4.do fun house : 第一部分中的a,b,c,d.
1）认识图中的物品。
2）听录音。
3）师生分析答案。
unit 5 第三课时
step 1 free talk
t: good morning. s: good morning.
t: good afternoon. s: good afternoon.
t: get up, . s: all right.
t: how are you? s: fine, thank you. and you ?
t: i’m fine, too.
t: go to bed now, . s: ok. good night.
step 2 1) listen to the song.
2) sing the song.
step 3 take out the picture, think ( guess ) what they are saying? 以第二幅图为
例，教师分析，学生来说。学生表演：
s: go to school, mike.
s: all right. bye, dad.
教师对学生的表演予以评价，学生再次表演。四人一组练习，评一评哪位是表演天才
。
step 4 fun house ( e f g h )
1. look at the picture.
2. talk ( students).
3. listen to the tape.
4. check it out.
step 5 workbook
1. look at the picture.
2. listen to the tape, and number it. ( 在这个过程中重复内容 )
3. check it out.
step 6 review the word.
1. 认识书中东西。
2. listen to the tape.
3. check it out.
step 7 play a game.
guess and say: 教师先示范，将文具放在文具盒里面，学生在教师配合下完成这个游戏，注
意这里单词需升调，安排学生利用自己的文具同桌操练。
Unit 篇3
teacher
Pan Guiqiu
Subject
English
Time
2005-4-22
Topic
Class
Three
教
学
目
标
Knowledg aim
(知识目标)
1熟练掌握一些与食物有关的单词
2 学会购物,订餐用语
Ability aim
(能力目标)
1培养学生独立,合作,探究的学习方式
2 在生活中运用英语的能力
Emotion aim
(情感目标)
让学生通过用餐用语,来提高自己使用英的自信,并让他们懂得 ,生活处处皆英语
Imporint (重点)
Words and senteces单词与句型
Difficult point (难点)
运用句式 What size¡¡would you like?
Teaching is prepared
多媒体课件(computer) 实物
l 教学教
l 学
l 过
l 程
教学内容
Teacher ability
(教师活动)
Students ability
( 学生活动)
Step 1
Ask some words
Look at the computer and say
words
Step 2
Warm _ up
Say English
Say after me
Step 3
1 I like……
2 I’d lke ……
3 What kind of…… ?
4 what size of?
Pairwok
Game
1 Lead students say___I’d
2 use the sentences of order food
Groupwork
Homework
Unit 篇4
教学设计
一、教学设计思路
为学生设置情境，帮助学生在不同情况下做出正确的选择和回答，使学生在应用中掌握知识。
二、教学目标
(一)知识
1. 掌握如何礼貌地发出、接受、拒绝邀请：can you come to myparty? yes, i’d love to. / sorry, ican’t. today, tomorrow, the day after tomorrow, next week, lesson,invitation
2. 掌握如何谈论自己或别人必须做的事情：i have to...
(二)能力
能够根据日程表中的计划安排自己的活动。
(三)情感
礼貌地发出、接受、拒绝邀请，礼貌地与人交流。
三、教学重点
礼貌地发出、接受、拒绝邀请。canyou come to my party? yes, i’d love to. / sorry, ican’t. today, tomorrow, the day after tomorrow, next week, lesson,invitation
四、教学难点
根据日程表中的计划安排自己的活动并对邀请做出适当回答。
五、教学媒体
电脑、投影仪、邀请卡片
六、教学过程
1. 动画导入，激发学生的学习兴趣：
教师可先播放一段有关“聚会”的动画，激发学生的学习兴趣并导入新知。
2. 完成任务，合作学习：
教师可以给学生布置以下任务，让学生在完成任务的过程中掌握所学的知识。
任务一：planning abirthday party.
让学生以小组为单位为某位同学筹备一个集体生日聚会，讨论在生日聚会上大家可以做哪些活动并列出清单。
任务二：writing aninvitation card.
学生以小组为单位展开活动，制作邀请卡向其他组的同学发出邀请，请他们来参加本组的集体生日聚会。注意邀请卡的用词和基本格式。
任务三：统计聚会人数。
学生以小组为单位开展活动。假设班上要组织一次野餐活动，一个学生为组织者，询问组员并统计本组参加的人数及不参加的原因，并做好记录。
完成任务可能要用到的语言结构：
weare going to have a picnic. can you come?
when is it going to start?
i’m sorry. ihave to....
3. 拓展学习：
学生设计假期某一周的日程安排。在设计的过程中，要尽可能合理安排好学习、休闲娱乐等各项活动，并留出一些空余时间。要注意有自己的特色，能联系拓展所学的知识。
七、评价方法
可从以下三个方面来考查学生的学习情况，并将学生学习的评价融入到教学过程中。
①课堂参与情况：积极主动，声音响亮，较流畅地用英语表达自己要说的话。
②合作学习情况：与小组成员共同努力，很好地完成学习任务。
③知识掌握情况：是否已经掌握了所学的知识，并能很好地运用。
八、板书设计
九、达标测试
一、选词填空
1. 根据句意，用方框内的词的正确形式填空
have a rest play therebe bebusy practice be freelisten to
1.can they __________ the music in the classroom?
2.i’msorry. tomorrow i’m __________ soccer and having a mathlesson.
3.he has got a bad headache. let him______________.
4.__________ a lot of interesting books in thelibrary.
5.we’ll have apiano lesson on friday. the teacher asked us ________ the pianoevery day.
6.paul and eliza ___________ both ________ on sunday. they can watchthe football match.
7.i’msorry, i___________ really ___________ this week. ican’t go to see you.
二、句子搭配
选择适当的答语填入括号内
( ) 1. wouldyou like a cold drink?
( ) 2. wouldyou like to go to the cinema on friday?
( ) 3. wouldyou like a hamburger?
( ) 4. wouldyou like that cassette for your birthday?
( ) 5. wouldyou like help with your homework?
a.no thanks, i don’t like thatkind of music.
b.no thanks, i don’t eatmeat.
c.yes please, i feel very thirsty.
d.yes please, i can’t understandit at all.
e.no thanks, i don’t likecinemas.
答案与解析：
一、
1. 应为listen to根据题中music，引出词组listen to themusic
2. 应为playing，与句尾having a math lesson呼应。
3. 应为havea rest，注意词组let sb. dosth.
4. 应为there are，因为后面的a lot of interestingbooks是复数。
5. 应为topractice，注意词组ask sb. to dosth.
6. 应为are…free，注意句意“他们能看足球比赛”。
7. 应为am…busy，注意句意“我不能去看你”。
二、
ce b a d
Unit 篇5
unit 1
一、 teaching aim
1、 能听懂、会说以下日常交际用语、并能运用所学交际用语进行自我介绍及询问对方姓名。
hello/hi ，i’m…
what’s your name？
要求读音正确，语调自然。特别要注意i’m和name的正确读音。
2、 培养学生运用所学英语进行交际的意识和勇气。
3、 认识五个人物：david、 liutao、yangling、 mike 、nancy
4、能听懂、会说以下单词：
a bird、 a dog、 a cat、 a monkey、 a zebra、 a panda、a、tiger 、an elephant
5、 会唱歌曲hello!
6、 理解冠词a/an之间的区别
二、 the difficults of teaching
1、能听懂、会说交际用语hello/hi,i’m… what’s your name?
2、八个动物单词
三、 teaching aids
1、 八张动物图片或玩具
2、 文中涉及的人物的全身像
3、 一个洋娃娃
4、 一些半遮掩的动物图片
5、 录音机和磁带
四、 teaching process
lesson 1
一、 teaching aim
1、 can listen say and read these sentences：hello/hi,i’m…
what’s your name?
2、 认识五个人物：david、 liutao 、yangling 、mike、 nancy
二、 the difficults of teaching
正确掌握hello/hi,i’m… what’s your name?的语音语调，会进行自我介绍及询问对方姓名
三、 teaching aid
1、 文中涉及的五个人物的图片
2、 一个洋娃娃
3、 录音机和磁带
四、 teaching process
step 1 free talk1、
t: good morning , boys and girls . welcome back to school. i’m your english teacher this term. my name is mr chen. from now on , you can call me mr chen.
s:（齐）miss qiu
2、t: show“miss”
s: read “miss”
step 2 presentation
1、（1）t:（到学生面前） hello/hi,i’m miss qiu
t:（站到学生旁边引说） i’m…
t:（开火车练说）hello/hi, i’m miss qiu
s: hello/hi, i’m…
（2）t: show these word: hi hello i’m
s: learn to say
s: pair work （小小组练说、全班交流）
（3）t:（拿david等五人图片）hello/hi, i’m david（liutao yangling mike nancy）
s:（齐读）david…
s:（拿david等人图片开火车练说）hello/hi,i’m david…
t: hello/hi ,i’m miss qiu
2、（1）t:（手拿洋娃娃）hello/hi, i’m miss qiu. what’s your name?
t:（示范说）i’m tiantian
t:hello/hi,i’m miss qiu. what your name?
s:（拿洋娃娃）i’m tiantian
（2）t: now boys and girls,look here! please read after me.
show: what’s your name?
s: read: name/your name/what’s your name?
t: (向三人说) hello/hi,i’m miss qiu. what’s your name?
s123: i’m…
exchange
s:hello/hi, i’m… what’s your name?
t:（拿人物图片）i’m david…
（3）t:（把图片给学生）
s: pair work（小组交流、全班交流）
3、（1）t:（拿图片）hello/hi, i’m david. what’s your name?
s:（拿图片）hello/hi, i’m liutao
t: （走向该生）hello/hi, liutao.
s: hello/hi,david
（2）t: （开火车）hello/hi,….
s: hello/hi,…
（3）s: pair work
step 3 practices
1、 open your book and listen to the tape
2、 read after the tape
3、 pair work（小小组练读、全班分角色读）
step 4 homework
1、listen to the tape and read after the tape
2、act the dialogue
五、 板书设计
lesson 1
hello/hi,i’m…
what’s your name?
i’m…
lesson 2
一、teaching aim
1、 能运用所学英语进行交际
2、 can listen say and read these words :a bird 、a dog、 a cat、 a monkey 、a ze
bra、 a、panda、 a tiger、 an elephant
3、 理解冠词a/an之间的区别
二、the difficults of teaching
八个动物单词的读音
三、teaching aids
八张动物全身像及半身像、五张人物图片、四个动物玩具
四、 teaching process
step 1 free talk
1、t: hi/hello,i’m miss qiu. what’s your name?
s:i’m…（利用人物图片）
3、 act the dialogue
s: hi/hello,i’m… what’s your name?
s:i’m…
step 2 presentation
1、（1）t:（show doll and say some times）what’s this? it’s a bird
t: a bird（升调） a bird（降调）
s: read toghter
s:read one by one
t: show the rhyme: bird bird 是小鸟，小鸟bird喳喳喳
（2）the same way learn: a cat、 a dog 、a monkey
（3）practice
a: respond
b:模仿动作猜动物
2、（1）、t:（show card and say ）what’s this ? it’s a panda
t: a panda（升调） a panda（降调）
s:read toghter
s:read one by one
t:show the rhyme: panda panda是熊猫，熊猫panda是国宝
（2）、the same way learn:a zebra、 a tiger、 an elephant
（3）practice
step 3 practice
1、 show the rhyme and say together
bird bird是小鸟，小鸟bird喳喳喳
dog dog是小狗，小狗dog汪汪汪
cat cat 是小猫，小猫 cat喵喵喵
monkey monkey是小猴，小猴monkey爱吃桃
panda panda是熊猫, 熊猫panda是国宝
zebra zebra是斑马，斑马zebra浑身是条纹
tiger tiger是老虎，老虎tiger兽中王
elephant elephant是大象，大象elephant体如墙
2、 respond（先操练后面学的四个、再把八个一起操练）
3、 look and guess（出示八张动物半身像）
t:（教给方法）a dog（升调）
s: guess
step 4 consolidation
1、 open your book and listen to the tape
2、 read after the tape
3、 fun house: listen and circle
step 5 homework
1、 listen to the tape and read after the tape
五、 板书设计
lesson 2
图1 bird 图5 panda
图2 dog 图7 zebra
图3 cat 图7 tiger
图4 monkey 图8 elephant
lesson 3
一、teaching aim
1、复习本单元的日常交际用语及动物单词
2、 用所学的日常交际用语进行情景表演
3、 完成练习册
二、teaching aids
1、八张动物图片
2、“look and say”中的图片
三、teaching process
step 1 free talk
1、 listen a song ： “hello ”song
2、 greeting
t: hi/hello, i’m miss qiu. what’s your name?
s: i’m…
t:hi/hello…
s:hi/hello…
3、 act the dialogue（三组）
s: hi/hello, i’m… what’s your name?
s:i’m…
step 2 presentation
1、show picture 1of “look and say”
（1）、t:look at the picture（指着图说）the boy is david. the girl is yangling.wh
at are they saying?let’s make a dialogue
t:（拿图片）hello/hi ,i’m yangling. what’s your name?
s:（拿图片）hello/hi, i’m david（2）、ask two students, one act yang ling , one act david, make a dialogue
s:…
s:…
2、show other pictures
（1）、t:what are they saying? please talk to your partner
s:pair work
（2）、act the dialogue
step 3 practice
1、sing asong
（1）、listen to the tape
（2）、sing after the tape
（3）、sing together
2、do exersices
t:open your book,let’s do some listening
（1）、listen and judge
t: talk to your partner,what are they saying
s:talking
t:listen and judge
（2）、listen and draw
t:（出示动物图片）what’s this?
s: respond
s:listen and drow
（3）、listen,find and circle
t: what are these?
s: find and say
s:listen, find and circle
step 4 homework
（1）、listen to the tape
（2）、read the text and these words
四、板书设计
lesson 3
图1 图2
图3 图4
Unit 篇6
unit 2
一 the objects of teaching
1 can listen,say and use the expressions in daily communication:
this is …
good morning.
good afternoon.
nice to meet you.
nice to meet you,too.
2 can know these four persons:miss li, mr green, wang bing,helen.
3 can listen and say the words:
black white red yellow blue green brown orange
4 sing a song <<hi,nancy!>>
二 the difficults of teaching
1sentences:
this is…
nice to meet you.
nice to meet you,too.
2words:eight colours
三 teaching aids:
some pictures: miss li, mr green,wang bing,helen,a clock
some cards: black white red yellow blue green brown orange
四 the arrangement of teaching
lesson 1
a free talk
t:hi/hello,…
s:hi/hello,miss shi.
t:hello,i’m miss shi.what’s your name?
s:i’m…
b presentation and practice
1 t:(手拿玩具)hello,i’m miss shi. this is pipi.
放慢速度 this is pipi.(2~3遍)
出示:this is…
领读 this―is―this is
ss:跟读 开火车读
t:(站一学生旁)this is…
this is…
s:开火车介绍 this is…
2 t:出示wangbing头像.this is wangbing.(贴黑板上)
s1,2,3:this is wangbing.
同法教 helen,miss li,mr green.
t:拿出很多男女头像,举女:miss,miss.举男:mr,mr.
拿女
ss:miss
t---ss
t:拿图片 this is
ss:wangbing
t---ss
3 t:ok.please introduce your friends.可以是同学,也可以是这些人物。
4 s:this is…
t:(握手动作)nice to meet you.(2~3位)
出示nice to meet you .
领读nice―to―meet―you
nice to meet you.
ss:跟读 开火车读
5 t：（举pipi）this is pipi.
ss:nice to meet you.
t:(模仿pipi语气)nice to meet you,too.
(指头像)this is miss li.
ss:nice to meet you.
t: nice to meet you,too.
出示 nice to meet you,too.
t:领读
ss:跟读
t---s1,2,3
6 t:(手拿一头像)this is mr green.
ss:nice to meet you.
t:nice to meet you, too.
把头像发给学生,有头像的说
s:this is…
s(其他):nice to meet you.
s:nice to meet you,too.
group work.(三人一组)
全班交流(2~3组)
7 t:look!boys and girls,this is a clock.
边拨指针边说:good morning!(2遍)
出示 good morning!
领读 good―morning ---good morning
ss:跟读
t―ss
t:继续拨,过了12点改说:good afternoon.(2遍)
出示 good afternoon
领读good―after---noon---good afternoon
ss:跟读
t―s1,2,3 t―ss pair work
c learn to say
listen to the tape, read after it.
d homework
听录音读对话5遍.
附板书设计:
unit 2 nice to meet you
图1 图2
this is 图3 图4
nice to meet you.
nice to meet you,too.
good morning.
good afternoon.
lesson 2
the arrangement of teaching
a free talk
t: good morning/afternoon!
s:good morning/afternoon!
t:(指头像)this is mr green.
ss: nice to meet you.
t:nice to meet you,too.
b revision and practice
t:please read after the tape.
ss:read after the tape.
t:let’s read the sentences of picture 1.
举liu tao头像
ss:miss li,this is david.
t:举miss li头像
ss:good morning.
t:举david头像
ss:good morning,miss li.
两组同学表演
同法复习2、3、4幅图
c have a rest
listen to the tape. (a song: hi, nancy)
d look and say
1. t: 出示图1 what are they saying?
s1,2 说: good morning/hi/hello, what’s your name?
pair work. 全班交流
2.t:出示图2 what are they saying?
s1,this is helen.
s2: nice to meet you.
s3 nice to meet you , too.
group work 全班交流
3.同法教图3、图4(提示看一下时间)
4.创设情景,自编对话
(1) 在路上遇到同学……
(2) 下午放学遇到同学……
(3) 把自己的朋友介绍给同学。
f home work
用学过的日常用语与父母进行对话。
附板书设计：
unit 2 nice to meet you
good morning /afternoon,…
this is…
nice to meet you ,…
nice to meet you ,too.
lesson 3
a free talk
t: good morning / afternoon.
ss: good morning / afternoon.
t: this is…
ss: nice to meet you.
t: nice to meet you , too
b presentation and practice
1. t： 画一个太阳，嘴里说：画个（生：太阳）是…
ss： (看老师涂颜色说) 红色
t： red ,red是红色
出示 red
领读
ss： 跟读
于红色卡片开火车读
t： 画个太阳是红色，ret ,ret是红色
s： 开火车说，
画天空教blue（画白云教white,画草地green）
ret ,blue 两两练习 快速闪现
f―ss pair work
white green 两两练习 快速闪现
4个单词 play a game 魔力眼
2 . t：出示实物或图片 the banana is yellow (2―3遍)
出示 yellow
l领读
ss：跟读 开火车读
t：画根香蕉是黄色，yellow ，yellow是黄色
ss：跟读，开火车读
同法教 brown
两两练习，快速闪现
同法教 black , orange
快速闪现，两两练习
t：（4个单词）let’s play a game. 心灵感应
c look and learn
1. t: listen to the tape. (read after it)
ss: 边听边举颜色卡片或水彩笔，跟读。
t: 出示整个儿歌
ss: 齐读
小黑熊，真顽皮， 画朵白云是白色， 画只小狗是棕色，
手里拿支大画笔。 white ,white是白色。 brown ,brown是棕色。
画个太阳红通通， 画片草地绿油油， 画只桔子是橙色，
ret ,ret是红色。 green ,green是绿色。 orange ,orange是橙色。
画片天空是蓝色， 画根香蕉是黄色， 最后拿出黑色笔，对看镜子画自己，
blue ,blue是黄色。 yellow ,yellow是黄色。 black ,black是黑色，
黑不溜秋不美丽，
哭着闹着找妈咪。
2.play a game (参考书p71) 或玩“what’s missing ?
t: 指某一颜色 what colouv is it ?
ss: blue.
问所有颜色
t：把颜色卡片放衣服卡片后 the dress is…
ss: blue.
同法让学生说出其他颜色
d home work
listen to the tape. read after it
附板书设计：
unit 2 nice to meet you
卡片1 卡片2 卡片3 卡片4
ret blue white green
卡片5 卡片6 卡片7 卡片8
yellow brown orange black
the teaching plan of unit 2
lesson 4
teaching process
a. free talk
t: good morning/afternoon!
s: good morning/afternoon!
t: hi,. this is
s1: nice to meet you.
s2: nice to meet you, too.
t: what colour is it ?
s: blue/red/…(复习八种颜色)
b.revision
1.d.fun house
（1）t: please listen to the tape. (take out the radio and turn on the radio.)
学生边听边独立完成
（2）再重新逐一听音，让学生逐一重复。
（3）集体校对，参考答案：
a blue b red c green d orange e brown f yellow g blue h white
2. 教学练习册
（1） 教师录音，学生集体听做，独立完成。
（2） 再重放一遍，让学生逐一重复。
（3） 集体校对，参考答案：
a: a 2 b1 c3 d4
b:1. a green bird 2. a black cat 3. a brown monkey 4.a yellow dog
c:w
Unit 篇7
七年级英语下册 unit 6单词表
unit 6 （words 27）
electricity n. 电
conversation n. 谈话
*identity v. 确认；认出
rule n. 规则
anyone pron. 任何人
reply v. 回答
foolish adj. 愚蠢的
wire n. 电线
connect v. （使）连接
*cable n. 电缆
moment n. 瞬间；片刻
battery n. 电池
cooker n. 厨灶；炉具
fridge n. 冰箱
*bulb n. 电灯泡
lock v. （用锁）锁上
test v. 测试
tidy v. 使整洁；使整齐
touch v. 触摸；碰
a packet of 一袋
in a way 在某种程度上
(be) connected to 连接到
power station 发电站
washing machine 洗衣机
switch off 关（电灯、机器等）
tidy up 收拾妥；整理好
air conditioner 空调
Unit 篇8
教学目标：1.能够掌握四会句子：how are you? you look so happy. you look sad today.
2、能用句型i’m… you look so … 句型进行单词替换。
3、能对一件事物的感受进行心理感觉的表述，并说明其原因。
教学重点：句型：how are you? you look so happy / sad. i’m going on a big trip. i failed the math test. i’m sorry to hear that.
教学难点：运用所学陈述产生某种心情的原因。
教学准备：课件、图片、录音机、及格、不及格各科试卷若干张、面具
教学过程:
一、warm-up
boys and girls, are you happy ?
if you are happy, let’s sing the song < if you are happy > together!
二、review
yes, you look so happy . i want you to be excited, let’s play a guessing game.
one of you should behind the mask, make different faces, such as: happy face, sad face ……others guess!
so many different faces, let’s chant together. clap your hands!
happy happy happy i feel happy
sad sad sad i feel sad
bored bored bored i feel bored
angry angry angry i feel angry
tired tired tired i feel tired
excited excited i feel excited
三、presentation
wow, you look excited now. taday, we’ll talk more about our feelings.
look at the screen.
1、（多媒体课件：一个女生手拿一张及格的英语试卷露出笑脸）
she past the english test, how does she feel? guess.
she looks so happy.
please pay attention to the word “so”, it means “very very”.
who can make sentences with “so”?
2、（多媒体课件：一个男生手拿一张不及格的英语试卷神情悲伤）
he failed the chinese test, how does he feel? guess.
he looks sad.
3、game：抽试卷说心情
准备及格、不及格各科试卷若干张，让学生上台来随意抽取，根据抽到的试卷分别表现出“past the text”的喜悦和“failed the text”的难过，并引入let’ s talk 中的对话，让学生感知：
――how are you? you look so happy. / you look sad today.
――yes. i past/failed the english/chinese/math test.
――i’m glad/sorry to hear that.
4、导入let’s talk部分
who are they? (sarah and liu yun)
what are they talking about?
listen to the tape carefully and answer these questions:
who looks happy? why?
who looks sad? why?
(放录音，请学生回答以上两个问题)
do you know “a big trip”? it’s means travelling.
if you are going on a big trip, how do you feel? (happy/excited)
四、practice
1、let’s read together.
(放录音，跟读let’s talk部分；男女生分角色朗读)
2、now, we know sarah and liu yun’s feeling.
how to describe ourselves？please take out your photos.
（学生自带日常生活照或家庭成员的照片，根据照片上的特殊表情，同桌间相互讨论问答）
pair work, talk about your photos:
a: how are you? you look so happy.
b: yes. i am in beijing. i visit the great wall. it’s very beautiful.
how are you? you look bored.
a: yes. i stay at home. it’s rainy. i can’t play.
五、consolidation and extension
提供以下语言材料，学生读一读，连线。
liu yun is excited, she failed the math test.
sarah looks sad, she is going on a big trip.
amy looks bored, the dog is eating his hamburger.
mary is so happy, her mum sends her a new dress.
mike looks angry, she has much homework today.
板书设计：
unit 2 what’s the matter, mike?
you look so happy.
i’m going on a big trip.
you look sad today.
i failed the math test.
i’m sorry to hear.
Unit 篇9
牛津初中英语8b unit2单元知识点复习
1. i’m going on a trip.
“ go on + 表示活动的名词” 表示 “去参加” “ 去进行” 某种活动
she decided to ______ ______ (去) a trip to that poor area.
it’s so fine a day. we all feel like ______ ______ (进行) a picnic with our teacher.
2. it must be fun.
must be 表示推测 “一定是……”, 否定形式为 can’t be “不可能是……”
you don’t do well in your english. your father ________ (一定) be angry and unhappy.
i think he must be a maths teacher, __________ he?
3. can i join you?
1) join + 组织 ；take part in + 活动； attend + 会议；
2) join sb. ; join sb. in sth./ doing sth.;
his dream is to j___________ the party.
he is a top student. he always ____ ____ ____ (参加)school activities.
he is a good teacher. he has _____ _ (加入) in the party for twenty years.
won’t you ________ (参加) us in the football match?
4.many people like visiting different places.
like : v. 喜欢 ；prep. 像
would like(want) sth./to do sth. ;feel like doing; look like ;like doing/to do
( ) tom ___ the other children _________ listening to mp3.
a. likes, likes b. like, like c. like, likes d. likes, like
5.my parents and i are having a fantastic time here.
have a fantastic time => enjoy oneself
联想记忆 have a meal; have a lesson; have a cold;
have a dream; have a try; have a look;
have a seat; have a meeting;
6. today, we spend a whole day in hong kong disneyland.
spend 渡过；花费
he s_________ (give money to) all his money on good books.
we are lucky enough to go to beijing ________ (渡过) our summer holiday.
7. 后缀 ful 与-less 分别表示“有/充满……的”和“没有……的”。
useful/ useless; helpful/ helpless; hopeful/ hopeless; colourful/ colourless; painful/ painless; thoughtful/ thoughtless; harmful/ harmless
类似的： valuable; golden; sunny 等。
写出下列词的形容词形式:
delight ____________ wonder ____________ rain __________ love _________
success ___________ fog ___________ cheer _____________/ _______________
noise _____________/ ___________ end ______________
8.现在完成时
1) 掌握现在完成时have/ has been to与have/ has gone to的区别:
have gone 表示“去了……”（在路上或到了某地，但不在讲话的现场）
have been 表示“去过……”（到过某地，从那里回来了或到了另一地方）
① a: where is your mother?
b: she ________ the supermarket. he wants to buy some food for me.
② a: where _____ you ______? i am looking for you.
b: i _________ the library. i have returned the borrowed books.
( ) ③ a: do you know the great wall?
b: no. i ____ there, but i _____ _ the summer palace several times.
a. haven’t gone; have gone to b. haven’t been; have been to
c. haven’t gone; have been to d. haven’t been; have gone to
( )④ simon _______ hong kong for two years, so he knows it very well.
a. has gone to b. has been to c. has been in d. has gone in
2) 掌握非延续性动词在现在完成时中与一段时间连用时的转化.
① buy----- have borrow---- keep
② arrive/ come/ go------ be in/ at leave------ be away
join------ be in/ a member of begin/ start------ be on
stop/ finish------ be over
③ die------ be dead open------ be open close------be closed
he ________ (离开) his home for a month.
her granny ________ (死亡) since she was born.
the film _______ (结束) for half an hour before they got to the cinema.
i ________ (买) the book for two years.
she _______ (借) the dictionary since two weeks ago.
who ________ the light? it ________ for a day. (开)
it’s ten years since he ________ (结婚) mary.
那位老人去世三年了。
the old man _____________ for three years.
it _______ three years since the old man _________.
three years _______ since the old man ________.
Unit 篇10
英语4a 课程教案年级：四 主备者：
周次
第四周
课次（本周第几课时）
第 1 课时
授课课题
unit 2 in a toy shop
教学基本内容
(revision)
教学目的
1 复习本单元的短语和句型。2 学生能用本单元的句型做对话。
3 做练习从而巩固本单元的知识
教学重点及难点教学重点：复习本单元三会，四会单词，重点句型，并能够熟练掌握运用教学难点：通过本课学习培养学生的语言实际运用能力。
教学方法及手段
情境教学法 交际法 任务型教学法
学法指导
阅读指导 记忆指导 小组合作学习
集体备课
个性化修改
预习
1listen to the tape
2.learn to read the dialogue
教学
环节
设计
step1 warming up .1. sing a song : 《old macdonald had a farm》2. free talk .以good morning /afternoon .how are you?和学生打招呼.step 2 revision1. spell some words and sentences.eg. that is my lion ……2. retell the dialogues of the parta. step 3、do some exercise一. 读一读, 抄一抄 how lovely! what’s this/that? it’s a panda. this is your dog. that is my bear. 二.辨音1、afternoon and ( ) 2、bear boy ( ) 3、 can cinema ( ) 4、doll do ( ) 5、eleven excuse ( ) 6、for father ( ) 7、get go ( ) 8、her here ( ) 三.翻译词组或短句。1、how lovely! 2、in which box? 3、can’t=cannot 4、a nice rabbit 5、i see. 6、have a look 7、that’s=that is 8、我想要 9、我喜欢 10、他的狮子 11、我的熊猫 12、一家玩具商店 13、这只猫 四.翻译句子1、这是你的狗。 2、我想那是他的猫。 不，它不是。 4、我想这是她的兔子。是的，它是的。
作业
联系与测试第三课时
板书设计
板书设计： unit 2 in a toy shop some exercise
执行情况与课后小结
小学英语4a 课程教案年级：四 主备者： 备课时间：
周次
第四周
课次（本周第几课时）
第 2 课时
授课课题
unit 3 a purse
教学基本内容
partb,c.
教学目的
1.四会单词a key, a purse, a fan, a tape, where, she和he.
2.三会单词an umbrella, a crayon, a water bottle, a storybook.
3. 四会句型where’s my/your/his/her…?perhaps it’s in /on…
教学重点及难点1. 四会单词a key, a purse, a fan, a tape, where, she和he.2. 四会句型where’s my/your/his/her…?perhaps it’s in /on…
教学方法及手段
情境教学法 交际法 任务型教学法
学法指导
阅读指导 记忆指导 小组合作学习
集体备课
个性化修改
预习
1listen to the tape
2.learn to read the dialogue
教学
环节
设计
a free talkb review1. sing a song:we are happy bees.2. t:what’s that on the desk?t:can i have a look?t:thank you.c presentation1.t:it’s too hot ,i need a fan ,where’s my fan ?
出示实物领读单词，贴图指导拼写单词。
2. t:i’m thirsty ,i want to drink some water .oh ,it’s in the water bottle .出示实物。
出示图片领读拼读单词。
3.指着远处的伞。t： what’s that over there ? let me see .oh ,it’s an umbrella .
出示图片，领读拼写单词。
4.学习单词a key ,a crayon ,a storybook ,a purse ,a tape .
5. 通过touch and guess游戏学习以上单词。
6. 指导拼写以上单词。
7.教师作出找东西的样子，t:where’s my ball pen?让学生跟说句子where’s my ball pen?教师引导学生回答perhaps it’s in the desk.teach:perhapsd look,read and complete1. 教师将钢笔放在不同的地方，用where’s my pen?提问，让学生说出相应的介词词组，如on the chair,in the school bag,on the book…2.看图，让学生用where’s my…？的句型来问答。3.完成书上的填空。4.指导学生用自己的物品相互问答。
作业1. 抄写新单词和新句型。2. 拼读、背诵新单词。
板书设计
unit 3 a purse
where’s my storybook? it’s on the desk .
where’s my crayon? it’s in the pencil case .
where ‘s my pencil case ? it’s on the desk .
where’s my key ? it’s on the box .
where’s my purse ? it’s on the school bag .
执行情况与课后小结
小学英语4a 课程教案年级：四 主备者： 备课时间：
周次
第四周
课次（本周第几课时）
第3 课时
授课课题
unit 3 a purse
教学基本内容
parta,g.
教学目的
1. 能听懂、会说、会读日常交际用语come here .let me see .not at all .excuse me ,…? i’m sorry .sorry ,i don’t know .where’s …? perhaps he’s /she’s in …where are you ?i’m …2. 学唱歌曲《perhaps》.
教学重点及难点
会使用日常交际用语
教学方法及手段
情境教学法 交际法 任务型教学法
学法指导
阅读指导 记忆指导 小组合作学习
集体备课
个性化修改
预习
1.listen to the tape
2.learn to read the dialogue
教学
环节
设计
a free talkb review复习b部分单词。教师出示实物或图片提问。1. t:what’s this?2. t:what’s that on the desk?3. t:where’s my key?4. t:where’s my umbrella?5. 拼读单词。c presentation 1.利用图片，复习句型: i can’t find ,where’s she /he ?
she’s /he’s in the …
2.出示句型，领读，认读句型: where’s ?
3.出示a部分挂图，指导观图，学习句型：
t：i can’t find yang ling .where’s she ?
let me see ,oh , she’s in the classroom .
出示句型，指导朗读句型: she’s in the classroom .
let me see .
4.师生之间，同桌之间操练句型。
5.新授句型：let me see .not at all ,come here .is this your …? yes ,it is .no ,it isn’t .
6.指导学生利用实物操练句型：
is this your …? yes ,it is. hereyou are . thank you .not at all.7.创设真实情境，利用室内物品学习句型what’s that over there? perhaps it’s …’s .
指导学生实际操练句型。
8.学习新单词 a purse .。d read and say.t出示一个钱包提问：is this your purse？t:whose purse is it? 2.生听录音回答问题。
3.再放录音，让学生跟读录音。4.指导读课文。e sing a song放录音，欣赏歌曲。跟录音学唱歌曲。
作业1. 背诵a部分。2. 根据课文自编对话。
板书设计
unit 3 a purse is this /that your purse ?
yes ,it is .
no, it isn’t .perhaps it’s yang ling’s
where’s yangling?
执行情况与课后小结
小学英4a 课程教案年级：四 主备者： 备课时间：
周次
第五 周
课次（本周第几课时）
第 1 课时
授课课题
unit 3 a purse
教学基本内容
partd,e.
教学目的
1. 能听懂、会说、会读并会写句型:where’my …? is this /that your /his /her …? yes ,it is .no ,it isn’t .
2. 能够认读并会表演e部分对话内容
3..能在情景中熟练运用本单元所学的句型和日常交际用语。
教学重点及难点1. 能听懂、会说、会读并会写句型:where’my …? is this /that your /his /her …?yes ,it is .no ,it isn’t .2. 能熟练运用本单元所学的单词和句型。
教学方法及手段
情境教学法 交际法 任务型教学法
学法指导
阅读指导 记忆指导 小组合作学习
集体备课
个性化修改
预习
1listen to the tape
2.learn to read the dialogue
教学
环节
设计
a free talk?b review1. sing a song:perhaps.2. 复习a部分。让学生表演课文对话，并根据课文内容用自己带来的实物表演对话。3. 复习单词。c work in pairs1. 出示实物进行操练。2.请一位学生结合图片进行示范操练。
3. 指定两位基础较好的学生根据图片模仿示范练习，其余学生边听边看。
4. 学生两人一组练习图片上的内容。
5.将图片内容写在书上。d read and act1.出示图，认人，物，猜故事情节。
2.听录音回答问题：where’s david’s storybook?
3.跟录音读课文。
4.分组读。
5.角色表演。
作业1. 抄写c部分句子。2.背诵e部分，并会改编对话
板书设计
执行情况与课后小结
小学英语4a 课程教案年级：四 主备者：备课时间：
周次
第五 周
课次（本周第几课时）
第2 课时
授课课题
unit 3 a purse
教学基本内容
partf,g.
教学目的
1. 能较熟练地运用本单元所学的日常交际用语。
2. 了解辅音字母g和h在单词中的读音
教学重点及难点
能较熟练地运用本单元所学的日常交际用语
教学方法及手段
情境教学法 交际法 任务型教学法
学法指导
阅读指导 记忆指导 小组合作学习
集体备课
个性化修改
预习
1listen to the tape
2.learn to read the dialogue
教学
环节
设计
a free talkb review1. sing a song:perhaps2. 复习句型。t:what’s that?is that your umbrella?t:is this your purse?where’s your purse?3.复习e部分内容。让学生角色表演。c listen and repeat1. 出示四个单词和插图，让学生观察图画。2. 听录音，体会发音。3. 跟录音读单词和句子。补充含有字母g和h的单词。如：green, big, dog,hat,hellod look and read1. 打开书让学生自由读。2. 提问：where’s liutao?
is liu tao in the tv room ？3. 指导学生认读句型，理解句意。4. 指导朗读。e make and play1. 让学生看图，了解要完成什么任务。2. 教师边说英语指令边示范，让学生在听和看的过程中了解扇子的制作过程。3. 教师口述英语指令，学生看图学做扇子。
作业1. 读look and read五遍。2. 体会g和h在单词中的发音。默写本单元的单词和句型。
板书设计
执行情况与课后小结
小学英语4a 课程教案年级：四 主备者：备课时间
周次
第 五 周
课次（本周第几课时）
第 3 课时
授课课题
unit 4 i like …
教学基本内容
partb,c.
教学目的
1、能听懂、会说、会读和会写单词a car ,a bike ,a bus和a kite.
2、能听懂、会说和会读日常交际用语
4、初步了解名词的单复数
教学重点及难点1、能听懂、会说、会读和会写单词a car ,a bike ,a bus和a kite .2、能听懂、会说、会读和会写句型what’s this/that in english?it’s a …do you…? yes /no .
教学方法及手段
情境教学法 交际法 任务型教学法
学法指导
阅读指导 记忆指导 小组合作学习
集体备课
个性化修改
预习
1listen to the tape
2.learn to read the dialogue
教学
环节
设计
一、warm up1. greetings .2. sing a song 《perhaps 》3. free talk .可以让学生利用前几单元句型连锁进行对话练说。二、presentation and practice .a. 介绍生词a puppet ,a puzzle ,a kite和a doll 1. 拿出实物，指着实物说it’s a puppet ,say “apuppet”,学生跟读单词数遍。2. 同法教授单词a puzzle ,a kite和a doll.把课前准备的玩具逐一展示给学生。b 介绍句型what’s this /that in english ?it’s …1. 复习this和that的用法。指着自己的玩具说this is a…示范数遍后请学生介绍他们所带的玩具this is a…,此时教师模拟玩偶的声音指着学生的玩具说that is a …2. 教师指着自己的玩具，问what’s this in english?模拟玩具的声音回答it’s a … 替换不同的物品，示范问答。3. 请学生用自己的玩具问what’s this in english ?其他的人回答it’s a …4. 同法教授句型what’s this in english ?it’s…并板书。c have a rest .listen : a rhyme《fly ,fly my kite 》三、read and say .a出示本文挂图，请学生看图并留意听对话录音，学生听录音两遍后，告诉他们接下来会听到一些跟课文内容有关的句子，要他们正确判断这些句子是否与对话内容相符。1.yangling is in nancy’s home.2.yangling and nancy like puppets .3.they like kites .4.yangling and nancy like puzzles .5.they don’t love dolls.
作业a. 听录音，朗读和表演对话。b. 根据所学对话内容自编小对话。
板书设计
unit 4 i like…a puppeta puzzle what’s this /that in english?a kite it’s a puppet .a doll do you like puppets ?love yes ,i do /no ,i don’t .
执行情况与课后小结
Unit 篇11
Unit 4 My home
Garden garage steps basement porch stairs attic
作业布置：
3、Listen to the tape
4、Sing the song.
教学后记：学生的练习反馈情况较好。
教学内容：Unit 5 What would you like?(1)
教学目标和要求：
1、Let’s talk Part A
2、Let’s play Part B
教学重点：The sentences of Part A
教学难点：food
教学用具：Tape/recorder/pictures/things
教学过程：
Step1: Revision
1、Say out the animals.
2、Revise the sentences.
Step2:Learn the sentences
1、Look at the pictures
2、Listen to the tape
3、Read the sentences after the recording
4、Read the sentences together
5、Group work
6、Performances
Step3: Let’s play
Try to say out in on under ……
Step4: Listen and do
Step5: Summary and homework
Unit 篇12
教学重点：学习新的动物单词pig, elephant, bird, squirrel, mouse, bear。
教学难点 ：单词squirrel, elephant, mouth and mouse, bird and bear 的发音。
教具准备：
l.教师自备的pig，elephant，bird，squirrel，mouse，bear的单词卡片，图片和课件。
2.A部分单词的词卡和图卡。
3.关于 Let's do部分的图卡和录音带。
教学过程 ：
l.热身/复习（Warm-up/Revision）
（1）日常口语会话活动。
（2）播放歌曲“Old MacDonald”，学生跟着音乐演唱三段歌词（包括增加的cats和dogs那两段）。
（3）学生表演B部分Let's talk的对话。
2.新课展示（Presentation）
（1）教师通过复习A部分的动物单词来导入 本课的几个新动物名称。可以使用动物的图片和词卡来介绍。注意学生对squirrel一词的发音，mouth（嘴巴）和 mouse (老鼠) ，bird和bear 的书写和发音的区别，
（2）出示Let's learn部分的课件，教师可对学生说：动物马戏团现在正在表演，让我们看看有哪些动物演员正在演出。请学生到前面指着动物说出英语单词（每人一词）。
（3）听Let's learn部分的录音，跟读新单词。
（4）用TPR教学法教Let's do中的动作hunt，walk，climb，fly，jump。对于“hunt”的动作，教师可用汉语加以解释，即“搜寻，寻找（猎物或食物）”的意思。
（5）让学生站起来，一边听Let's do的录音，一边做动作。
（6）让学生自愿上台表演，大家评出模仿最神似的，教师给予奖励。
3.趣味操练（Practice）
（1）游戏：向它那儿跑去（Run to it！）
首先，用图片和词卡练习本课的6个新单词。学生边读老师边把卡片贴在黑板上。将全班分成两队。给学生下一个Run to the bird.这样的指令。每队的第一个学生向带有鸟的图卡和词卡的地方跑，并且用手摸一下这两张卡片。哪组学生先摸到卡片就给他们队得一分。教师也可以用本课刚学的指令：Walk to….Jump to ….Fly to….等指令学生用相同的动作走（跳，飞）到卡片前。
（2）教师将Let's do的图片打乱顺序，让学生听指令，选出正确的图片。
（3）游戏：照我说的做（Do as I say）
教师发指令，全班同学起立做动作。做错的同学随时坐下。最后，哪组站着的同学多，哪组获胜。
教师参考指令： Climb like a monkey/bear.
Jump like a squirrel/rabbit.
Walk like an elephant/duck.
Hunt like a mouse/pig.
Act like a cat/dog.
Fly like a bird.
为了增加游戏的难度和趣味性，教师可逐渐加快指令的速度。
4.课堂评价（Assessment）
做活动手册本单元第5部分的练习。方法和步骤参考第一单元。
5. 扩展性活动（Add-activities）
（l）听录音，仿读本课学习的单词和句子，边说边表演。
（2）去动物园或在书上找找你会用英语说的动物，说给家长听。
板书设计 ：
教案点评：
本课时Let's learn部分学习另外6个动物单词：pig，elephant，bird，squirrel，mouse，bear。Let's do 部分学生通过模仿动物的形体动作，进一步巩固所学单词。教师先通过复习已学的动物单词入手，引导学生的学习积极性，激发他们想学习更多动物单词的学习欲望，教师运用生动可爱的动物图片和课件辅助动物单词的教学，可以达到更好的学习效果。Let's do 部分，教师先通过形体语言解释指令语中hunt, walk, climb, fly, jump等动词的含义，帮助学生更好的理解和操练本部分的内容，有助于趣味操练环节活动的顺利进行。
探究活动
比一比 说单词
活动目的：进一步调动学生巩固动物类单词的兴趣，扩展词汇量。
活动方式：讨论、游戏、展示
探究过程：
（1）师生讨论
教师说：动物是人类的伙伴，你都认识哪种动物？
学生可用中、英文说动物类的单词。
（2）游戏
教师说：今天老师带你们做个拼图游戏，拼图中有我们熟悉的小动物，比一比、看一看谁记的单词多，谁了解动物的身体构造？
找一些动物的图片如：monkey, crocodile, duck, elephant, panda 等，将它们制成拼图式的教学课件，师生合作，将分解的拼图完成还好，最后认读这些单词。
（3）分小组展示
教师将学生分为5-6组，让学生把自己会用英语说的动物类单词在小组中说一说，学生间相互教，互相学，使每个学生尽情展示自己的英语学习水平，相互促进。
