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篇1：6A Unit 3 It was there (第一课时) 教案
6A Unit 3 It was there (第一课时) 教案
6A Unit 3 It was there (第一课时) 教学目标 1.四会掌握单词 was , a moment ago. 2.能听懂，会说，会读单词a camera, a CD Walkman, a roll of film, glasses, a mobile phone，earphones. 3．能听懂、会说、会说和会写句型 Where’s your …? It’s on/in/near/behind/under the ……。 It isn’t there now. It was there a moment ago. 教学重点、难点 能基本了解一般过去时的构成及用法。 教学准备 课件，单词卡片，实物（手机，收音机，眼镜，照相机等），盒子。 教 学 过 程 教学改进 ㈠、 Greeting: 1、 T: What day is it today? What date is it today? When’s your birthday? What would you like as a birthday present? Ss answer. 2、T: let’s play a game, Simon says. Put your … on/ in/ near/ under/ behind your… 让学生用文具摆一摆。 ㈡、 复习方位介词：It’s on/in/near/behind/under the ……。 1、 (CAI 出示5AUnit2中的E部分小故事) T: Let’s listen to a story, and answer the questions Where is the mouse? 让学生看故事。 2、 T：Where is the mouse? 让学生答一答。 Let’s say a chant. 听音乐，根据前面内容说一说chant. 3、 （出示小狗的综合位置图。） T：Where’s the dog? Ss: It’s on the desk. ( under the book) , (near the lamp). ㈢、 学单词“a diary , a mobile phone， a CD Walkman, a roll of film, a pair of glasses, a pair of earphones.” 1、（CAI放大刚才综合图中的书） T: Look this , is it a book? No, it’s a diary. Ss repeat “diary”. Read the words in line. 2、(出示一个玩具电话) T： What’s this? Ss: It’s a telephone. T: Yes, we can say “ phone”. Read “phone”. (出示一部手机) T：What’s this? It’s a mobile phone. Ss repeat “ mobile ” in line. Repeat “a mobile phone”. 3、(出示一个随身听) T： What’s this? Ss: It’s a Walkman. Read “ Walkman ”. (出示一CD 机) T：What’s this? It’s a CD Walkman. Ss repeat “CD Walkman ” in line. 4、(出示一卷胶卷) T： What’s this? T：Film, a roll of film. Ss repeat “a roll of film ” in line. (出示两卷胶卷) T：Who try to say the words? T: Two rolls of films. Ss repeat “ two rolls of films” in line. 5、(出示一个玻璃杯) T： What’s this? Ss answer “glass”. (出示两个玻璃杯) Ss answer “glasses”. (玻璃杯只剩杯底，拼出一幅眼镜) T：a pair of glasses. Ss repeat it in line. 6、(出示一只耳朵) T： What’s this? Ss answer “ear”. (出示一只耳机塞在耳朵中) T say “earphone”, Ss repeat it. (出示一幅耳机) T：a pair of earphones. Ss repeat it in line. 7、Read the words together or in line. 8、（CAI 出示图片）让学生猜一猜。 T: Please guess, what are they? Where are they? Please use the sentences “ what’s this? Where’s the ……”。 9、（利用刚才猜一猜的图片） Pair work, please. Make the dialogues with your partners. ㈣、 学习句型：It isn’t there now. It was there a moment ago. 1、（CAI出示图） T： Where’s your……？ S1：It’s on the ……？ T （作拍手状，CAI中物品消失。）It isn’t there now. Ss repeat “It isn’t there now.” Point sb out to say the sentences. T: It was there a moment ago. T repeat it . 2、 Ss repeat “It was there a moment ago”. Read “a moment ago” in line. T: Who try to say it? Ss: It was there a moment ago. Repeat in line. 3、（CAI 出示图，先出现，再消失。） T and S make dialogues. S: Where’s your……？ T: It’s in the ……。 T 做动作，拍三下。图片消失。 It isn’t there now. S: It was there a moment ago. 4、（用身边物品操练对话。） Pair work. Make the dialogues about P25①③⑤. 同桌边对话，边把对话填写完整。 Point sb out to read them. ㈤、 Homework: 1、 Copy the words each a line. 2、 Make the dialogues about the pictures in P25. 3、 Read Part B, C in Unit 3. 通过自由问答，巩固Unit2所学的内容。 摆物品，复习方位词。 通过“猫和老鼠” 的故事进一步巩固表达方位的句子 根据小狗所处的不同位置，复习where’s the dog? It’s on/under……？的句式。 通过实物和图片学习生词。 看图片快速反应，巩固生词的读说。 巩固生词，和句型，为新句型作铺垫。 用实物的摆放来呈现新句子。It isn’t there now. It was there a moment ago. 利用课件，示范对话。 运用实物摆一摆，操练对话。 板 书 设 计 Unit 3 Where’s your……？ It’s on/in/near/behind/under the ……。 It isn’t there now. It was there a moment ago. 教 后 反思 这一个单元主要学Be动词的过去式，涉及到“Where is your…?Where are your…?”的交际语谈论物品的.位置，并在物品的移动中学会使用be动词的一般过去式was 和were.如何让这个过去时态能很好的运用的实际的交流中呢，让情景生活化。因此在课的一开始，我先和学生问候，然后询问当天的日期，星期几，天气情况等导入，激发学生表达的欲望。通过示范说出自己的生日日期，引导学生说说自己的生日，并说说自己想得到的生日礼物是什么？复习巩固第二单元的知识点。接着通过热身运动让学生通过师生间的口语交流，打破了“开口难”的局面。同时介词的复习也为下文句型的使用做好了铺垫。 灵活运用教材有助于拓展学生的思维。“猫和老鼠” 的故事是5A第二单元的内容，它以幽默、有趣而记忆在学生的脑海中，在今天的课堂上使用，既能引起孩子们的兴趣，又符合过去式情景教学的需要，孩子们在听故事的过程中较好地运用了本课重点语言知识。紧接着上述环节，根据小狗所处的不同位置，学生从不同方面回答，既是发散思维的训练，又很自然地引到生词的学习中来。 用实物的摆放可以将过去与现在进行对比，这样引出过去时态便于学生理解， It was there a moment ago.的句型操练熟以后。尤其是对was的正确使用更是本节课的难点，为了化难为易，通过变换物体的位置操练新句。课文最后有一首动听的歌曲：Where’s my diary?, 当学生唱起这首歌曲时，突出了本课的主题，达到了课虽终，趣未尽，思不止的效果。 另外，本节课中练习不足时，没有考虑周全，be动词的过去式没有针对性的练习。篇2：Unit 3 Is this your skirt? 第一课时
【课题】UNIT THREE IS THIS YOUR SKIRT?
【教学重点】与衣物有关的六个词组。
【教学难点】表示颜色的形容词与表示衣物的名词连用。
【教学准备】
各种带颜色衣物的图片（教师）和各种衣物若干（学生）
衣物及颜色的单词卡片
录音机和磁带
画有各种颜色衣物的图画
【教学过程】
（一）Warm-up：
教师播放从前学习过的有关颜色的歌曲《Color Song》，听后学生说出听到的颜色名称。
教师出示颜色卡片，学生认读单词。
学生自己找一样物品向大家介绍它的颜色。
（二）Presentation：
Let’s learn
教师呈现图画，问学生：What color can you see? 学生会自然说出图中的颜色。教师顺便引出新课：What’s this? It’s a T-shirt. A yellow T-shirt.
教师继续指图，并放录音，学生边看图边听录音，通过各种颜色初步感知衣物名称。学生可能对I like the white sweater with the green skirt.这一句不太理解，教师略作解释，无需强调。
教师呈现各种衣物的图片，学生看图感知衣物名称。引导孩子们说一说记住的衣物名称。教师指图问：What color is it? What’s this? 学生回答两个问题，教师引导学生说出：yellow T-shirt 并出示其它的图片，学生试着说出其它几个词组。
看书中图并放录音，学生边看图边听录音感知并理解句子，用动作帮助学生理解单词with的用法所表示的意思。
找几个学生到前边来当模特，再请两个同学来表演刚学的两句话。（或者播放课件，学生配音）
（三）Practice：
Let’s do
教师播放录音或录像，带领学生做游戏。
教师发布指令，学生做动作；一学生发布指令，教师和其他学生一起做动作。
小组比赛，每人听一个指令做动作，接力进行，看哪个小组动作做得正确。奖励优胜组。
两人一组互相快速发布指令并做动作，到前边进行表演。
（四）Extension：
让学生介绍自己的衣服颜色及名称，或者喜欢谁的衣服就介绍谁的衣服。
做本单元活动手册配套的练习。
【板书设计】
篇3：Unit 3 Is this your skirt? 第一课时
探究活动
关于情景对话的探究活动
探究内容： 听一听、找一找、拼一拼
活动目的： 在活动中操练和巩固句型及单词，让学生在真实的情景中运用语言。
活动方式： 全体与个人活动相结合
活动过程 ：
学生用自己课下制作的衣物图片，互相进行描述和介绍。
学生然后用剪子把单词卡片制作成三片拼图。
两个人一组游戏，一个孩子提问：“Where are my socks?/Where is my skirt?/What colour?” 另一个孩子根据提问找到拼图，拼出词。比一比谁拼的又快又好。
关于自我形象设计的探究活动
探究内容：自我形象设计展示
活动目的`：在活动中巩固所学表示衣物和颜色的单词，并结合自己的喜好进行表达。
活动方式：全体同学参与。
活动过程 ：
1、学生画出自画像以及所穿的衣服。
2、给衣服涂上喜欢的颜色。
3、向大家介绍自己设计的自我形象。
描述照片的探究活动
探究内容：Talk about pictures
活动目的：在活动中操练和巩固句型，让学生在真实的情景中运用语言。
活动方式：全体与个人活动相结合
活动过程 ：
教师出示一张自己的照片，并做示范：
Look, this is me. This is my shirt. It is green. These are my jeans. They are blue.
两个孩子一组。拿出自己的家庭照片，可以先介绍家人，然后谈论一下穿着。
找几组孩子把自己的照片放在投影上，运用学过的句子进行描述。
在生活中运用英语的探究活动
探究内容：What is yellow/white/red/green/red?
活动目的：让学生结合真实生活，运用语言，巩固词汇。
活动方式：小组活动。
活动过程 ：
1、教师拿出事先画好的一幅香蕉图，示范：A Banana is yellow. What is red?
2、小组讨论，练习，并画出相应的图片，涂上颜色。
3、小组向全班同学展示、汇报。
4、教师评选出最佳小组。
篇4：Unit 3 My friends第一课时
Who is he/she?
Who’s your best friend?
教案点评：
本课的主要语言项目为询问某人是谁Who is he/she? Who's your best friend?及回答, 能对朋友进行简单描述。教师在热身／复习环节，通过猜谜语和看动物的图片来复习单词big, small, long, short, tall等描述性的形容词, 为新知识的学习做好铺垫。呈现新课环节，教师出示不同的人物面具，让学生猜一猜是哪个人物，然后教师对面具人物进行描述，如“She has long/short hair.”并辅以动作帮助学生理解含义。教师还可根据本班同学高、矮、胖、瘦及其它具体情况，教学long hair、short hair、thin和strong等词组和单词。在趣味操练部分，通过Let’s find out游戏,教师出示几组不同的形容词，学生进行问答来描述出一个人的模样和特征。Listen and draw的活动，教师通过简要描述几个人的模样和特征，要求学生根据教师的描述画出这几个人物来巩固所学的要点。
篇5：Unit 3 How many? 第一课时
【课题】Unit 3 How many?
【教学重点】句型：How many … can you see? I can see…
It’s beautiful. Let’s fly it!
【教学难点 】
名词复数的读音。
【教具准备】
1．课文对话中的人物头饰及一个风筝。
2．教材相配套的教学课件、VCD或录像等
3．教材相配套的'教学录音带
4．有关动物、食物、玩具等实物或图片。
【教学过程 】
（一）热身／复习（Warm-up/Revision）
1．Listen and do.（做第一册Unit 6 A 部分Let’s do）
Show me 1 and 2.
Show me 3 and 4.
Show me 5 and 6.
Show me 7 and 8.
Show me 9 and 10.
2．Guess（复习数字1－10）
教师举起右手做出各种表示数字的手势，让学生看好后，教师立即把手放到身后，让学生说出来。（速度由慢到快）也可小组竞赛，看哪组正确率高，在黑板上记分。
3．游戏：How many fingers?
1) 教师伸出4个手指问学生：How many fingers? 学生回答: Four. 教师继续问：How many fingers can you see? 引导学生回答：I can see four fingers.
2) 教师再伸出6个手指，问学生：How many fingers can you see? 学生回答：I can see six fingers.
3) 让学生两人一组做这一练习。
（二）呈现新课 （Presentation）
1．教师分别出示画有苹果、香蕉、橘子、桃和梨的图片给学生：I have many fruits here. Do you want to know how many they are? OK，Let’s count.
2．数完后，教师问学生：How many apples/bananas/oranges/peaches/pears can you see?
让学生回答出：I can see eleven apples. I can see twelve bananas. I can see thirteen oranges. I can see fourteen peaches. I can see fifteen pears.（教师要注意及时纠正复数的错误读音。）
3．教师把图片贴到黑板上，指着图片教学生正确读出数字11－15。
4． 教师再出示其他有关动物、玩具、文具的实物或图片，让学生进行How many… can you see? I can see…的问答练习。
5．教师拿出一朵花儿：Look! It’s a beautiful flower. It’s beautiful. 教师拿起一个漂亮的铅笔盒问学生：Is it beautiful? 教师再给学生出示一张美丽的图片问学生：Is it beautiful? 让学生在回答It’s beautiful的同时理解这一词的含义。
6．教师拿出一个风筝问学生：What can you see? 让学生回答：I can see a kite. 教师接着问：Is it beautiful? 让学生回答：Yes, it’s beautiful.教师问学生：Do you want to fly it? 学生回答后，教师说：Wu Yifan and Amy will fly the kite today. Let’s fly it together1
7．通过录像展示Let’s talk部分的内容。
8．让学生对课文内容进行回答：
How many kites can Amy see?
How many kites can Wu Yifan see?
What is the black one?
9．播放动画，让学生跟读课文。
10．学生进行角色扮演，表演课文。
（三）趣味操练 （Practice）
1．两人一组用实物或图片进行对话：How many … can you see? I can see…l
2．教师出示Let’s practise 部分的投影，引导学生去数小兔和小猫的数量，并进行问答练习：How many cats can you see? How many rabbits can you see? I can see…
3. 小组任选how many.jpg 图片中的一幅进行问答练习.
（四）扩展性活动（Add-activities）
让学生观察教室里的东西，并让学生运用本课所学的语言进行对话练习，如：How many windows can you see? How many chairs can you see?
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篇6：Unit 3 Lets paint第一课时
How are you?
I’m fine./Fine, thank you. (表示问候的图片)
教案点评：
本课的主要语言项目是学习Let's talk部分表示问候的How are you?及其回答I'm fine./Fine, thank you.等。热身、复习环节，通过唱歌和做游戏集中学生注意力，调动学生学习兴趣，并复习打招呼的用语。师生观看教学课件。课件内容为Let’s talk/A 的内容。呈现新课环节，教师利用教学课件，使学生了解句型和句型运用的情景。教师多次播放课件，每次让学生带着一点问题或任务观看，可促进对对话的理解，并提高学习效率。在此处，教师必须告诉学生关于How are you? 与以前所学 Hello./Hi . 等问候语的不同。趣味操练部分，通过做游戏“开火车”“击掌问候”和“演一演”的活动进一步运用和巩固所学的新知。
篇7：Unit 3 This is my sister 第一课时
一、学习目标 1、学会认知家庭成员，了解家庭关系。2、学会介绍人，识别人。3、通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。包括一般疑问句和否定句式。4、能写一封书信。5、能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。 二、学习内容 目标分类学习内 容
词 汇sister , parent , brother , grandmother , grandfather , grandparent , these , those , she , he’s =he is , son , cousin , daughter , uncle , aunt , thank for , here , love , much , very much , soon , see you soon , pen friend , they , aren’t =are not
语 法 句 型 1、复习“用指示代词介绍人或物”的句子结构的单数形式、一般疑问句形式及其问答。Is this your pencil ? Yes , it is .Is this my pen ? No , it isn’t .Is that his book ? Yes , it is .Is that her eraser ? No , it isn’t .2、学习“用指示代词介绍人或物”的句子结构的复数形式、一般疑问句形式及其问答。Is this your sister ? No , it isn’t .This is my friend . These are my friends .Is that your brother ? Yes , it is .That is my brother .Those are my brothers .
功能 Introduce people , identify people
三、朗读单词1.sister n. 姐；妹2.parent n. 父或母3.brother n. 兄；弟4.grandmother n. 祖母；外祖母5.grandfather n. 祖父；外祖父6.grandparent n. 祖父/ 母；外祖父/母7.these pron . & adj.这些8.those pron . & adj.那些9.she pron .她10.he’s =he is11.son n.儿子12.cousin n.堂（表）兄弟；堂（表）姐妹13.daughter n. 女儿14.uncle n.叔；伯；舅；姨父；姑夫15.aunt n. 姨母；姑母；伯母；婶母16.thank for为……而感谢17.here adv.在这里；向这里18.love v.爱；热爱19.much adv. 很；非常20.very much 很；非常21. soon adv.不久22.see you soon ,再见。23. pen friend 笔友24.they pron. 他（她；它）们25.aren’t =are not 四、任务示范Show the Ss some pictures , point at the pictures and tell them like this :This is my father / mother / brother / sister ……That’s my sister / grandmother / grandfather ……Then ask the Ss to bring their families’ pictures and introduce people in this way .五、布置作业 1、请同学们反复朗读单词，并自查能记住多少单词。 2、听录音：Section A 1b, 2a, 和2b 3、 预习Section A 1c 4、带家庭成员照片（最好是祖孙三代的家庭照片并标注家庭成员名称。
U3 This is my sister 第二课时
一．任务示范及讲解
同学们，通过预习我们知道家庭成员的称呼。那么，你能不能用自己带来的照片，介绍你的家人呢？你应该用什么样的句型呢？现在我们作个示范练习。
Sample One：（出示教师自己的家庭照片）
T：This is my grandmother. This is my grandfather. That’s my father. That’s my mother. That’s my husband. That’s my son.
Pairs work, then report to the class.
请看书，P47的图，假如你是图中的人物Dave ，你该如何向朋友介绍你的家庭呢？
Sample Two
如果你的父母想了解你好朋友的家庭状况，你应该怎么表达呢？现在我们作个示范。（出示一学生王刚的家庭照片）
T：These are his grandparents. That’s his father. That’s his mother. That’s his sister.
学生间互相交换照片，看你们了解同学的哪些家庭成员。
请看书P47 的图，给小组其他成员介绍Dave的一家，再完成1c，轮流汇报Dave一家的情况。
Sample Three
同学们，你们的学习离不开朋友的关心和帮助。你们能为朋友们画幅画吗？如果你想了解其他的同学的朋友，你该怎么问呢？他人又该如何回答你呢？现在我们作个示范练习。
A：Is this Liu Mei?
B: Yes, it is.
A: Is this Xu Hui?
B: No, it isn’t. It’s Zhang Wei.
Pairs work, then report.
Model: Her friends are Lui Mei, Zhang Wei and Wang Xue.
请看书P48 2b-2d的图，通过相互问答：Is this…? Yes, it is. 或No, it isn’t. 来了解图中的人物。
介绍别人用句型：This is…. That’s ….。 辨认某人用句型：Is this…? Is that…? 还有其它句型吗？
These are my friends. Those are my parents.
注意：these是this的复数， 指“这些”， those是that的复数， 指“那些”。 These、those作主语时， 后面的谓语动词用复数形式are。
二、布置作业
1．完成p47 1b。
2．完成p48 2a，你还知道家庭成员的其它称呼吗？
cousin, sister-in-law, brother-in-law, father-in-law, mother-in-law, uncle, aunt, nephew, niece…
3. 完成p50 2b， 翻出老照片， 描述一下， 看同学能否知道你说的是哪一张？
T: These are my parents. This is my uncle. That’s me.
4. 完成p50 2c, 画一张你家人
Unit 3 This is my sister 第三课时
一．任务示范及讲解
让学生拿出上一课时布置完成的作业：画一幅关于家庭和朋友的图画。向同学介绍图画中的人物，并填写下列表格。
nameageoccupationCharacteristic
Thin
Tall
1)教师示范
These are my parents. This is my grandmother. She is a worker. She is 53. She is thin. This is my friend, Jin Fang. She is a shop assistant. She is 24…
2)学生四人一组在组内介绍。组内选出介绍最好的，准备代表小组台前发言。
3）小组代表台前发言，教师担任评委，给每个小组得出分数。
教师将学生发言中出现的生词板书，让其他组学生猜汉义和读音，猜对者可给本组加分。
二 阅读并做练习
1）Section A 3a
keys : 1.sister 2. is 3. brother 4. isn’t
2)两人一组表演上述对话，三分钟后角色互换。
三 小游戏
让一个学生到黑板上写一个姓名，让其余的同学猜这个名字是谁的。
用到的句型： Is…your…?
Yes, he/she is.
No, he/she isn’t.
四 任务示范及讲解
让学生把从家里带来的照片摆在课桌上，然后轮流就照片进行问答。
用到的句型：
Is this your…? Yes, it is.
Is she …? No, she isn’t.
分组练习，然后选代表台前表演。
五 作业
写一段小短文，介绍你的家人和朋友，看谁能把我们本节课从其他同学那儿学来的词都用上，不要写得太短。
Unit 3 This is my sister. (第三课时)
教学目标：
1、进一步熟悉各家庭成员的称谓。
2、能写简短的小文章描述家庭成员。
教学重点、难点：
锻炼学生的写作能力
教学方法：
写作训练、小组活动
教学用具：
绘图笔、家庭照片
教学步骤：
一、读P51 ,3a，Emma的信，假设你就是Emma，你能画一张怎样的家庭照呢？
二、疑难解析
1．Thanks for…意为“谢谢、、、、、、”后接名词。例如
Thanks for your help.
谢谢你对我的帮助。
Thanks for the beautiful card.
谢谢你给我这麽漂亮的卡片。
2．英文书信的格式大致如此：
称呼（Dear…,）顶格写； 正文； 结束语； 署名(Yours…)
Dear...,…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………….Yours,…
3、指示代词this, these
these是this的复数形式, 例如
This is my father’s book.
These are my father’s books.
三、写作指导
I.看所给出的家庭照，写一段话，介绍图中的人物
Answers: grandparents, parents, uncle and aunt, cousins
II.写一写关于你自己的家庭
四、完成任务
各小组成员拿出各自家庭的照片和介绍家庭的文章，打乱顺序，然后再通过读文章，找出各自所对应的照片。
五、家庭作业
画一幅自己家庭的照片，试着给朋友写一封短信，简单介绍家庭成员。
篇8：识字3第一课时教案
一、设计意图
学生是学习和发展的主体，教师是学习活动积极的组织者，引导者。对于低年级学生的特点，语文教学应把识字和朗读作为重点。在识字教学中目标要明确，方法要灵活，朗读要有目的、有步骤地用不同的形式进行。在学习中提倡自主、合作、探究的学习方式，充分发挥师生双方在教学中的主动性和积极性，培养学生的动口、动手、动脑能力及想象、观察能力。通过熟读课文，感受祖国的伟大，培养对三字经这种语言形式的兴趣。
二、学习目标
1、认识“神、州、涌”等13个生字。
2、正确流利地朗读课文，感受祖国的`伟大。
3、有热爱祖国的感情，对三字经这种语言形式感兴趣。
三、课前准备
1、多媒体课件一份。
2、中国地图一张。
3、学生每人准备筷子一双。
四、教学流程
（一）看表演激趣。
1、看节目表演“新编三字经”。（这是“六一”节时本班排练的一个按照筷子打出的不同节奏来念三字经的节目。）
2、谈话：你见过这个节目吗？你想和他们一样表演吗？今天我们学的也是三字经，你看——
出示短文，让我们学好后也来表演一番，好吗？
（设计思路：由看人家表演到自己会表演，让强烈的表演欲望激起学生浓厚的学习兴趣。）
（二）认读生字。
1、自读短文，找出生字，标上拼音。标好后多读几遍，想想用什么方法记这些字记得最牢。
2、出现一组词语（带有生字），准备一分钟后指名读，并请他说说是怎么记生字的。（多叫几个，搜集不同的记字方法。）
3、各种形式读生字卡片。
开火车读——去拼音读——齐读——齐读词语
4、比一比，组词。
神
州（）
涌（）
族（）
伸（）
川（）
桶（）
旗（）
指四人先指名说说每组字的区别，再指名组词。（可一字多词）
5、读韵文，巩固识字。
神州大地，山川壮丽。
黄河长江，奔涌不息。
宝岛台湾，隔海相望。
中华民族，奋发图强。
先指几人读，再齐读。
（设计思路：由词到字，再到词再到短句，从字的音、形、义上逐步掌握生字。）
（三）读文感悟。
1、学生选择喜欢的句子读一读，按学生读句的顺序逐句理解句子。其中：
第一句，让学生在看录象短片“祖国的大好河山”中体会“山川美”。
第二句，指名在地图上找找“长江、黄河、珠穆朗玛峰”。
第三句，指名在在地图上找出“台湾”，并理解“隔海相望”。
第四句，谈话：你知道中国有几个民族吗？我们是什么民族？
图片出示四个民族：藏族、蒙古族、高山族、维吾尔族。教师略作介绍后，带学生读读这四个民族的名字。
2、齐读全文。
（设计思路：把抽象或离学生实际生活遥远的词句形象地展现在他们面前，就能使其变得通俗易懂。）
（四）兴趣朗读。
1、用筷子跟老师打节奏。（1）╳
╳
╳
（2）╳
╳·
╳
（3）╳
·╳
╳
2、教师将三种节奏的课文各念一句给学生听。
3、学生自由选择一种喜欢的节奏类型练读课文。（四人小组练读，边读边用筷子打节奏。）
4、指不同节奏的四人小组表演。
5、全体同学一起用不同的三种节奏各齐念一遍课文。（用筷子给自己伴奏。）
（设计思路：改变单一的朗读，用变换节奏，用筷子伴奏的形式，学生能始终保持朗读的激情。）
（五）、欣赏歌曲《爱我中华》。
（设计思路：把爱国主义教育的大道理在欣赏歌曲中简单而巧妙地加以灌输。）
五、作业
拓展练习：根据学习或生活实际也来编编三字经，并试着把自己编的三字经用筷子伴奏念一念。
篇9：牛津模块3第一单元第一课时Welcome to the unit
模块3 Unit 1 The world of our senses
Period I
Welcome to the unit
I. Questions and Answers
1. How many senses do you have?
2. Ask students to complete the following table.
We do with the sense
see 1. ____ 2. ____
hear 3. ____ 4. ____
5. ____ tongue／taste buds 6. ____
7. ____ 8. ____ smell
9. ____ hands／feet／skin 10. ____
3. Do you know how blind people can read?
_________________________________________
Key: They can read by touching raised dots which represent numbers and letters.
4. How do the deaf communicate with each other?
__________________________________________
Key: They use body language or sign language.
II. Talking
1. 谈论图片
图片1：__________________________________________________
If I look at the white part, I can see a vase; If I look at the black part, I can see two faces.
图片2：__________________________________________________
Use a ruler to measure the two lines.
图片3：__________________________________________________
Place a ruler next to the line, we can know the answer.
图片4：__________________________________________________
Can be read as the letters K, B, R, M, or K, 13, R, M.
2. 视觉测试
Question 1: Which square is bigger, the white one or the black one?
_____________________________________
Question 2: Which circle is bigger, the white one or the black one?
_____________________________________
Question: Which circle is bigger, A or B?
________________________________
III. Reading and checking
Students read the part, and try to put the following into Chinese
1. 在某人的日常生活中 2. 和某人讨论某事
3. 相互影响 4. 捏住鼻子
5. 味觉 6. 以凸起的园点形成的字母
7. 听力有问题的人 8. 一两次
9. 听说过 10. 取得巨大成就
IV. Discussion(课本讨论题)
1 Do you use one of your senses more than the others? Give an example.
____________________________________________________________
参考答案: We use one or two of the five senses more than the others when we need to. For example, in the darkness, the sense of hearing and the sense of touch become more sensitive because we can’t see anything. When we listen to our favourite music, we will close our eyes and just want to listen with our ears. When we read a very interesting book, we'll lose ourselves in it, and hardly hear anything around us. When we eat something, we do not only taste or smell it. We look at it as well.
2 Some people cannot remember something until they have seen it. Other people only need to hear something Once or twice before they can remember it. Which sense helps you learn best? How does it help you?
_________________________________________________________
参考答案: I think in learning English, the sense of sight and the sense of hearing help me a lot. I usually listen to the tape before I read. While I'm listening to the tape, I'll look at the text. And I often read the English text aloud. The combination of these two senses best helps me remember what I have learnt.
3 Do you know of any people who have made great achievements even if they have lost one of their senses? What did they achieve?
____________________________________________________________
参考答案: There are quite a few people who have made great achievements even when they have lost one of their senses. Take Beethoven, the great German composer, as an example, He began to lose his hearing in 1801 and was partly deaf by 1819. In 1824 when he was completely deaf, Beethoven completed his most famous symphony, the Ninth Symphony(第九交响曲). Another famous musician is Hua Yanjun, Blind Abing(瞎子阿炳). Although he couldn’t see anything, his famous erhu solos are admired by people all over China.
Language points
1. affect vt.(=have an effect on) effect n. [C]
Smoking affects health.
The new policy has affected the price of coal.
2. one another 指三者以上（所有格one another's）
each other 指两者以上（所有格each other's）
The two brothers always fight against each other. 这两兄弟总是互相斗来斗去。
They looked into one another’s eyes for a silent moment. 他们彼此一时相对无言。
3. hold vt. 握住；支撑；保持某姿势
hold a knife in one’s hand hold sb. in one’s arms
hold one’s hand hold an important position
The bench can hold 4 people.
hold one’s head up高昂着头
The dog holds its tail between its legs.
4. as+原级
He runs as fast without shoes.
The piano in the other shop may be cheaper, but not ____.
A. nice B. best C. as well D. as good
5. fail vt. (健康，视力)衰退
Her eyesight is failing.
one’s failing health某人恶化的健康状况
fail sb. 辜负某人
6. even if/though 即使
I like her, even though he can be rough at times.
7. confuse vt. 使糊涂，使迷惑
confuse sb.
confuse A and/with B 把……混淆
confused adj. 困惑的，糊涂的 confusing adj. 令人困惑的，含糊不清的
It was a very ________ situation.
He was in a ________ state of mind. 他心里充满困惑。
8. achieve vt. 达到，实现 achievement n. [C] [U]成绩，成就
achieve success 取得成功
On the drive test he achieved a speed of over 200mph.
试驾时，他的车速达到了每小时200多英里。
All you’ve achieved is to upset me. 你唯一做到的事是让我难过。
make an achievement 取得成就
a sense of achievement (=a feeling of pride)成就感
Homework
I. Pre-study Reading
II. Extra work
1. All the____ noise in the crowd made the little girl ____.
A. confusing; confusing B. confused; confused
C. confusing; confused D. confused; confusing
2. ____ my hometown take on a new look, a ____ of pride suddenly appeared in my mind.
A. Having seen; happiness B. Seeing; meaning
C. When I saw; sense D. While I saw; feeling
3. ____ you dislike ancient monuments, Warrick Castle is ____ worth ____.
A. Even if; well; a visit B. Though; very; visiting
C. If; quite; to be visited D. When; well; being visited
4. Winning three gold medals is a great ____.
A. progress B. pleasure C. achievement D. score
5. Though good care has been taken of him, his health is still ____.
A. so poor B. poor C. as poor D. poorer
篇10：Unit 3 M Friends 第一课时说课稿
Unit 3 M Friends 第一课时说课稿
一、说教材
1教材内容
本节课是人教版小学英语PEP教材四年级上册Unit 3 M Friends中的第一课时，内容包括P.A Let’s learn Let’s find ut 两部分。本课的主要内容是学习生词friends, lng hair, shrt hair, thin, strng, quiet，以及会运用句型 M friend is… He has…
2.教材的地位
本单元围绕“M friends”展开教学,重点学习描述外貌特征和爱好的词汇与句型。教师在教学中，可联系三年级下册第六单元描述动物外貌特征，通过以旧引新的方式，进行教学，降低知识点的难度。同时，教师在教学描述人的体貌特征的形容词时，可适当介绍语言背景。
1、教学目标
依据新课标要求、本课的内容和学生现有的认知水平我确定以下教学目标：
知识目标：能听、说、认、读本课时的主要的单词friends, lng hair, shrt hair, thin, strng, quiet
听懂歌谣，并按节奏念出本课时的chant.
技能目标：能综合运用所学语言进行交流，向别人介绍自己的朋友及其特征。
情感目标：通过本课的学习使学生乐于听、说英语，乐于模仿，积极参与，培养学生的合作精神。
2．教学重难点
（1）重点：描写人物相貌特征的.词汇。
（2）难点：quiet的发音
三、说教法
1、教法设计
英语的习得过程是新旧语言知识不断交替复现的过程。在本节课导入新课时，我充分利用新旧知识的联系温故知新。在操练单词时，利用新旧知识之间的相同点强化记忆。我还发挥英语歌曲、chant、游戏比赛以及TPR活动的激趣作用，让学生在愉快的气氛中，通过多种活动来操练重点单词和句型，突破教学重难点，并在教学过程中贯穿对学生的形成性评价。
2、学法指导
通过说、唱、玩、演、比赛以及小组合作交流等多种形式，让学生在轻松愉快的氛围中习得英语，提高综合语言运用能力，在小组学习中培养和发展合作意识。
3、教学手段
在本节课中，我采用了多媒体辅助教学，并借助实物、图片、单词卡片等多种媒体进行教学，以及利用活泼的歌谣、激烈的竞赛、有趣的游戏把教学内容和学生的兴趣点结合在一起，实现教学目的。
篇11：英语教案－Unit 3 Is this your skirt? 第一课时
【课题】UNIT THREE IS THIS YOUR SKIRT?
【教学重点】与衣物有关的六个词组。
【教学难点 】表示颜色的形容词与表示衣物的名词连用。
【教学准备】
各种带颜色衣物的图片（教师）和各种衣物若干（学生）
衣物及颜色的单词卡片
录音机和磁带
画有各种颜色衣物的图画
【教学过程 】
（一）Warm-up：
教师播放从前学习过的有关颜色的歌曲《Color Song》，听后学生说出听到的颜色名称。
教师出示颜色卡片，学生认读单词。
学生自己找一样物品向大家介绍它的颜色。
（二）Presentation：
Let’s learn
教师呈现图画，问学生：What color can you see? 学生会自然说出图中的颜色。教师顺便引出新课：What’s this? It’s a T-shirt. A yellow T-shirt.
教师继续指图，并放录音，学生边看图边听录音，通过各种颜色初步感知衣物名称。学生可能对I like the white sweater with the green skirt.这一句不太理解，教师略作解释，无需强调。
教师呈现各种衣物的图片，学生看图感知衣物名称。引导孩子们说一说记住的衣物名称。教师指图问：What color is it? What’s this? 学生回答两个问题，教师引导学生说出：yellow T-shirt 并出示其它的图片，学生试着说出其它几个词组。
看书中图并放录音，学生边看图边听录音感知并理解句子，用动作帮助学生理解单词with的用法所表示的意思。
找几个学生到前边来当模特，再请两个同学来表演刚学的两句话。（或者播放课件，学生配音）
（三）Practice：
Let’s do
教师播放录音或录像，带领学生做游戏。
教师发布指令，学生做动作；一学生发布指令，教师和其他学生一起做动作。
小组比赛，每人听一个指令做动作，接力进行，看哪个小组动作做得正确。奖励优胜组。
两人一组互相快速发布指令并做动作，到前边进行表演。
（四）Extension：
让学生介绍自己的衣服颜色及名称，或者喜欢谁的衣服就介绍谁的衣服。
做本单元活动手册配套的练习。
【板书设计 】
Unit 3 Is this your skirt?
探究活动
关于情景对话的探究活动
探究内容： 听一听、找一找、拼一拼
活动目的： 在活动中操练和巩固句型及单词，让学生在真实的情景中运用语言。
活动方式： 全体与个人活动相结合
活动过程 ：
学生用自己课下制作的衣物图片，互相进行描述和介绍。
学生然后用剪子把单词卡片制作成三片拼图。
两个人一组游戏，一个孩子提问：“Where are my socks?/Where is my skirt?/What colour?” 另一个孩子根据提问找到拼图，拼出词。比一比谁拼的又快又好。
关于自我形象设计的探究活动
探究内容：自我形象设计展示
活动目的：在活动中巩固所学表示衣物和颜色的单词，并结合自己的喜好进行表达。
活动方式：全体同学参与。
活动过程 ：
1、学生画出自画像以及所穿的衣服。
2、给衣服涂上喜欢的颜色。
3、向大家介绍自己设计的自我形象。
描述照片的探究活动
探究内容：Talk about pictures
活动目的'：在活动中操练和巩固句型，让学生在真实的情景中运用语言。
活动方式：全体与个人活动相结合
活动过程 ：
教师出示一张自己的照片，并做示范：
Look, this is me. This is my shirt. It is green. These are my jeans. They are blue.
两个孩子一组。拿出自己的家庭照片，可以先介绍家人，然后谈论一下穿着。
找几组孩子把自己的照片放在投影上，运用学过的句子进行描述。
在生活中运用英语的探究活动
探究内容：What is yellow/white/red/green/red?
活动目的：让学生结合真实生活，运用语言，巩固词汇。
活动方式：小组活动。
活动过程 ：
1、教师拿出事先画好的一幅香蕉图，示范：A Banana is yellow. What is red?
2、小组讨论，练习，并画出相应的图片，涂上颜色。
3、小组向全班同学展示、汇报。
4、教师评选出最佳小组。
篇12：Unit 3 Whats his name?第一课时
Lesson 13教案示例
课题：LESSON THIRTEEN
重点：句型What’s her name? Her name is Mary.
词汇mother her
难点：发音 Who’s that over there? Is she your teacher?
理解 Is she your teacher?
过程：
复习
组织学生唱一首学过的英文歌曲
师生进行问答练习（以一单元学过的语言项目为主）
A. What’s your English name?
How old are you?
Are you in Class Two?
What’s your number?
*** is my good friend. Who’s your good friend?
Who’s that/she?
B. 事先请几名学生带来自己的照片，教师根据照片提问：
Who’s he/she?
Is he/she a student?
Is he/she your friend? (此问题可找基础较好的学生来回答。只要能答出Yes或No即可。)
介绍新语言项目与教学方法
会话教学
A: 介绍主题图
师：Look at this picture. What do you want to say? What do you want to answer about it?
学生可以就主题图内容进行提问，也可以叙述看到或想象中图中正在发生的事情。
师生问答：Who’s that?(指图中一个男孩)
学生回答：That’s …
教师提问：Who’s that?(指一个女孩)
学生回答：That’s…
教师提问：Who’s that girl over there? （指Zhou Peipei）
学生可能回答：That’s Zhou Peipei. （不论学生回答什么，只要与人物有关都可算对）
B: 问答 （在此步骤中，学生初步会用She’s my friend.来回答相应问题）
师：Yes. That’s Zhou Peipei. She’s my friend. 重复两遍。Who’s that girl over there?
生：She’s my friend.
师生问答 （训练学生熟练运用She’s my friend.的答语的能力）
C: 理解课文 [听配套课文录音三遍]
在听每遍录音之前，教师提出一个问题，让学生做到有目的的听录音。
师：What’s the girl’s name?
Is the woman her teacher?
Who’s the woman?
生：Her name is Zhou Peipei.
No.
She is her mother.
D: 模仿课文录音[听配套课文录音三遍]
第一遍：分句听，重点句请学生重复
Who’s that girl over there? She’s my friend.[集体重复、两人一组重复]
over there：用手指一指眼前，再指稍远一点的地方，帮助学生理解。在这里不做更多解释。
b. What’s her name? Her name is Zhou Peipei.[集体重复、两人一组重复，教师解释：My name is…. Her name is…熟练掌握后，学生能利用此语言项目展开新的对话]
c. Is she her mother? 用教师自带的全家福照片做引导，教师解释：Look. This is my mother. Is she my mother.找一学生回答。在带读时，注意单词mother中的字母o发短音[ ]，th组合发音时要出舌尖。另外，此句应用升调，示范要正确。
第二遍：整体听一边录音，使学生对课文有整体概念
第三遍：全班一起重复，使学生对某些不熟悉的句子的发音有更深的印象
E: 理解课文
经过反复听课文录音，加上教师对一些新词汇的解释，此刻学生应该能够对课文有比较全面的了解，为了帮助学生加深对课文的理解，再次出示主题图，学生根据自己学到的知识，对图中内容进行编排组合，以小组合作的方式，叙述一段与主题图有关的话。
词汇与句型教学
A: 词汇mother her
拼词练习
准备：四人小组，每组发一套带有两个新词汇字母的字母卡片（一组12个字母卡片）
操作：教师念两个新词汇，每组同时开始利用手中的字母卡片进行拼词，看哪个小组最团结，拼得最快。表扬拼得最快的一组。
拼读练习
全班一起拼读几遍
按小组拼读单词，每人只说一个字母，第一位学生读单词mother，第二位学生拼读m，第三位学生读o，以此类推。
B: 句型教学
步骤一：教师出示四位人物的.图片(课文中的第二部分Let’s practise的图片)，图片的下面标有该人物的名字Mary Betty Kate Alice )。
教师针对图片一一提问：What’s her name? (板书问题)
学生回答：Her name is …（板书其中一个答案）
步骤二：打乱这四幅图的顺序后，给学生展示的是图的背面。这次让学生之间进行问答练习
What’s her name?
Her name is…
步骤三：请学生跟教师一起空写这两个句子
兴趣活动
教师准备好几张学生所熟悉的知名人物的照片，如刘璇、杨澜、桑兰，或其他女知名人士等。把人物图片或照片分发给几个学生。让他们按次序地举起人物图片，问一位同学What’s her name? 给与回答时，应用Her name is… 答对或答错由其他学生用Yes或No做评判。
练一练
听音选答案(配套课堂练习册)
根据录音内容，在每组a b c三个答语中选择一个正确的答案。
作业 ：朗读并抄写本课课堂练习中的单词和句子
六、板书设计：
LESSON THIRTEEN
教案点评：
课文对话是围绕“询问某人的姓名及其回答的日常交际用语”展开的。学习句型What's her name? Her name is Mary.教师可以先引导学生复习What's your name? How old are you? Are you in Row One? What's your number?让学生根据提供的画面叙述看到或设想发生的事情。学生基本能做到熟练掌握答语后，听课文录音两三遍，熟悉课文。学生根据自己学到的知识，对图中的内容进行重新遍排组合，以小组的方式，组织一段与主题图有关的语言材料。
篇13：牛津小学英语6A Unit 2 第二课时教案
牛津小学英语6A Unit 2 第二课时教案
unit 2 ben’s birthday 第二课时listen, read and say
教学目标
1.能听懂、会说、会读和会拼写单词a birthday, a date, when, as, present。
2.能听懂、会说和会读单词 wait。
3.能听懂、会说，会读和会写句型when’s your birthday? my birthday’s on…what would you like as a birthday present?
i’d like…
4.能听懂、会说和会读日常交际用语my birthday’s coming. would you like to come to my birthday party? would you like a vcd of japanese cartoon, too? let’s wait and see.
5.能正确地理解、掌握对话内容，并能朗读。
重点
1．能熟练掌握日期的英文表达法。
2． 能听懂、会说和会读日常交际用语would you like to come to my birthday party? would you like a vcd of japanese cartoon, too? let’s wait and see.
3．能听懂、会说，会读和会写句型when’s your birthday? my birthday’s on…what would you like as a birthday present? i’d like…
4．能正确地理解、掌握对话内容，并能朗读。
难点
1．能正确地理解、掌握对话内容，并能朗读。
教学准备
a部分挂图、日历、录音机及磁带、句型小黑板、
板书设计
present a birthday present
as
what would you like as a birthday present?
i’d like…
wait let’s wait and see.
教 后 记
教和学的过程
a. revision
1. greetings
2.look and say(看日历说日期)
3.free talk
t: what day is it today?
t: what date is it today?
t: which month comes after september?
t: which month comes before august?
t: when’s your /your father’s /your mother’s birthday?
t: do you usually have a birthday party?
t: what would you like as a birthday present?
s: it’s friday.
s:it’sthetwenty-fourth of september.
s: it’s october.
s: it’s july
s: it’s on the…
s: yes, i do.
s: i’d like…
b. presentation
1. teach: present
a birthday present
as 作为
what would you like as a birthday present?
i’d like …
2.ask and answer in pairs.
3.t: would you like a …?
学生跟读句型，师生间相互猜对方想要什么生日礼物。
4.t: ben’s birthday is coming.
let’s listen to the tape and answer these questions:
a. who’s jim ?
b. what do jim and ben often do after school?
c. what’s ben doing today?
s: yes, i do./ no, i don’t.
d. what are jim and ben talking about?
e. what date is it today?
f. when’s ben’s birthday?
g. what would ben like as a birthday present?
h. what would he like to watch at the party?
（听完引言回答a-d，听完课文回答e-h。）
c. listen, read and say
1. look at the pictures and repeat after the tape.
teach: wait 等待
let’s wait and see.
2.books opened and read the test.
3.read and act
finish the exercise on p23. check up the answers.
d.assign homework
1.抄写单词三英一中as, present, wait, birthday, date, when。
2. 根据课文回答问题
3.听磁带朗读课文。
篇14：Unit 3 Whats your favourite food第一课时
一、学重点：
let’s learn部分的单词：tomato，tofu，green beans，fish，potato，eggplant，cabbage，mutton，pork。
在情景中使用对话中的句子，并能恰当的替换句中的单词。
听、说、读、写单词：tomato，tofu，green beans，fish，potato，eggplant。
二、教学难点 ：
词汇量较大，有些单词不易掌握：tomato和potato易混淆；eggplant较长；cabbage的发音较难；pork 和mutton的意思容易混；tofu的发音容易被中文干扰。
课前准备：
教学过程 中所需的图片（let’s start）、录音（let’s learn, Let’s chant）、课件、动画素材，以及上课时的九张单词图片和卡片。
教师准备相关媒体的播放设备，如录音机、投影仪、幻灯片等。
三、教学过程 ：
Warm up （ 热身）
教师播放四年级上册第五单元Let’s sing部分歌曲和四年级下册第六单元P73儿歌，学生说唱，复习有关食物单词。
教师播放教材P26 Let’s chant中的儿歌，学生欣赏，帮助学生复习What would you like for lunch？I’d like…的问答。
四、Review （复习）
请学生说出学过的有关食物的单词（Say some words about food）。
提问：What would you like for lunch？ 引导学生用I’d like…回答。当学生的回答中涉及到单词pork，fish，tomato，potato时，教师要适时拿出卡片，带领学生拼读。
五、Presentation （新课呈现）
(1)
教师播放let’s learn部分录音，学生听两遍。教师提问：What would Mike like for lunch？引导学生回答：tomatoes and mutton。出示图片mutton，学生重复读音，教师解释pork是猪肉，mutton是羊肉。
引导学生用What would you like for lunch？提问，教师分别用I’d like some cabbage.
I’d like some green beans. I’d like some eggplant. I’d like some tofu.回答，并适时举起图片，让学生跟录音重复单词：cabbage，green beans，eggplant，tofu。教师要注意纠正cabbage和tofu的读音。
认读巩固：教师出示单词卡片：mutton，cabbage，green beans，eggplant，tofu，学生认读。
教师播放let’s learn部分录音，学生看书跟读单词和句子。
(2)
教师出示let’s start的图片，用拟人的方式以食物的口吻说：Look，here’s some food. They are my friends. I am food, too. I’m yummy to eat. I’m red and round. I grow on the ground. My name begins with the letter as “tea”. What am I?
让学生进行强答。教师再次出示卡片tomato，引导学生拼读记忆；然后出示卡片potato，让学生比较两个单词的异同，对比速记。
4. Let’s play ( 趣味操练 )
Let’s chant
教师播放Let’s chant部分录音2-3遍，学生以小组为单位将食物单词卡片按歌词中的顺序摆好，教师请几个同学参与动画资料的操作。
学生根据卡片提供的内容练习说唱儿歌。教师适当强调歌词中or的发音和弱读处理。
学生以小组为单位表演儿歌。
Group work
教师请一个同学扮演客人，其他学生扮演餐厅服务员，学生齐问：What would you like for lunch？“客人”回答：I’d like… 其他学生根据听到内容举起相应卡片：…, please，谁的放应快，谁就是下一位客人。
学生阅读Group work中的句子。
学生3-4人一组用卡片进行What would you like for lunch？I’d like…的.问答练习。
Spelling game
教师出示单词卡片：tomato，tofu，green beans，fish，potato，eggplant，学生拼读。
教师适当讲一些速记方法，如：tomato和potato两个词可以对比记忆；eggplant可以分为egg和plant等等。
教师出示以上单词图片，学生以四人小组为单位抢拼单词，拼读时小组成员可以提供帮助。
5. Consolidation and extension
(1)Exercises
完成活动手册P17―1、2
(2)完成调查表
每个学生调查三名同学一日三餐相吃的食物：What would you like for breakfast/lunch/supper？并根据对方回答完成以下表格：
Food
Name
breakfast
lunch
supper
(3)Reading
听A let’s learn部分录音，读给家长和朋友听
板书
单词：tomato，tofu，green beans，fish，potato，eggplant，cabbage，mutton，pork的图片和卡片。
文化之窗
饮食误区：
（1）新鲜蔬菜比冷冻蔬菜更有营养
经过科学试验证明，新鲜蔬菜与冷冻蔬菜的营养价值是相等的，如果存在差异，只取决于烹调的方法和技艺。
（2）吃豆制品越多越好
营养学家认为，黄豆中的蛋白质能阻碍人体对铁元素的吸收。过量摄入黄豆蛋白质可抑制正常铁吸收量的90%，从而出现缺铁性贫血，表现出不同程度的疲倦、嗜睡等贫血症状。所以，豆制品也不是多多益善，应以适量为宜。
教案点评：
本课时let’s learn部分主要是通过情景对话让学生学习单词：tomato，tofu，green beans，fish，potato，eggplant，cabbage，mutton，pork。对话中的语句What would you like for lunch？I’d like…是学生在四年级上册第五单元操练过的内容，教师可以充分利用这组问答引出新单词。然后利用一些视听资料、图片、儿歌来巩固所学单词。最后通过Group work的活动让学生能在情景中运用所学内容进行交际。
篇15：四年级英语教案Unit 3 My friends第一课时
四年级英语教案Unit 3 My friends第一课时
Unit 3 My friends第一课时 备时10、8 授时 教学目标： 1、能听说、认读long hair,short hair,strong,thin,quiet,friends。 2、能运用She/He has….or She/He is ….的句型描述人物相貌特征。 3、对学生进行关心朋友、朋友间要互相帮助的思想教育。 教学重点： 描述人物相貌特征的词汇：long hari,short hair,strong,thin,quiet,friends。 教学难点： The pronunciation of “quiet”,How to describe friends? 教学准备： 1、本课的.录音带 教学过程： Step 1 Warm-up 1、Greeting Let’s do Fist,let’s do some exercises.Stand up,please! Step 2 Presentation 1、教学friends Now,I want to introduce a funny friend to you.Guess!Who is he?He has a round face,a big mouth and a short tail.He is short.He is a cat,but he does like eating fish.Who is he?(Doraemon)Doraemon has many friends.Look,this is their photo.They are good friends.(Teach friends) Chant:friends,friends,we are good friends. 2、教学long hair Doraemon wants to introduce his friends to you.Do you want to know them. First,look,she is Jingxiang.She is beautiful.She has big eyes,a small nose,a small mouth,and long hair.(Teach long hair) Chant:long hair,long hair,she has long hair.long hair,long hair,he has long hair. 3、教学short hair Look,I have long hair.Do you have long hair.(指着短发的学生问) No,I have short hair.Yes,she has short hair.Doraemon’s friend has short hair,too.look,he is Xiaofu.He has short hair.(Teach short hair.) Chant:short hair,short hair,he has short hair.short hair,short hair,she has short hair. 4、操练游戏 a、I say,you do Long hair,long hair,long hair stand up.They have long hair. Short hair,short hair,short hair stand up.They have short hair. b、I point,you say. 教师边走边说：long hair,short hair,走到某个学生旁停下来，学生根据实际情况说句子，He/She has…. 5、教学quiet Sh….Be quiet!I am quiet.Are you quiet?(指着一个安静的学生问) Yes,she is quiet.Is Jingxiang quiet?Yes,she is quiet.(Teach quiet.) Chant:quiet,quiet,she is quiet.quiet,quiet,he is quiet. 6、教学strong Look,he is Panhu.He is Doraemon’s friend,too.He has small eyes,a big nose,a big mouth and short hair..Wa…he is strong.(Teach strong.) Chant:strong,strong,he is strong.strong,strong,she is strong. 7、教学thin Look,he is Doraemon’s best friend.He is Daxiong.Who can talk about him?He has small eyes,a small nose,a big mouth and short hair.He is thin.(Teach thin.) Chant:thin,thin,she is thin.thin,thin,he is thin. You are too thin.Please eat more and make yourself strong. Step 3 Extensions 1、Guessing game Today ,we have made many new friends.Which one do you like best?First,I tell you which one I like best. She has big eyes,a small nose,a small mouth,and long hair.She is quiet.She is thin.Guess,who is she? Now,can you tell us which one you like best? 2、Describe your friend I think you have friends.Can you introduce your friends to us? First,let me introduce my friend to you.He has…..He is….篇16：二年级Unit 3 《Whos that?》第二课时教案
北师大版二年级Unit 3 《Whos that?》第二课时教案
教学目标：
知识
1、 单词： Core: who's,that,who,America,Britain,Canada,China Phonics: jacket,jeep,kangaroo,kite,ladder,lemon,money,moon,noodles,nest Cintextual: Join us！,Poor Mocky！ Ouch！
2、Phonics: Jj,Kk,Mm,Nn
3、句型： Who's that? Who is that? That's/That is （Ben） That isn't/is not（Jane）。 He's form Canada. She is from Britain.
能力
1、培养学生运用英语与老师、同学进行交流的能力
2、培养小组合作的能力。 情感：关注学生的内在需要，在活动中培养学生的协作精神和竞争意识， 培养学生学习英语的积极情感态度。
重点难点：
1、正确朗读新单词。
2、对本课中新句型及以前旧句型的正确朗读及应用。
3、表演the rhyme and the song.
教具准备：
1.9个人物的`教学面具。
2.录音磁带。
教学过程：
1.复习这项活动主要复习this和that的不同用法。
（1）把Mocky的面具给一个学生，让他站在教室的一侧。举起Uncle Booky的面具说：“This is Uncle Booky.”指着教室一侧的那位学生说：“That's Mocky.”
（2）举起只一幅画具，重复说这两句话，借用手势让学生明白：“this用来指近处的人物，that用来指较远的人物。
（3）把第2单元第2课的几样文具放在桌子上。拿起钢笔，离开桌子，说：“This is a pen.”指着桌子上只一个文具说：“That's a （pencil）。”用同样的步骤处理其他几样文具，让全班学生跟着说。
2.学一学，说一说（学生用书第28页）
（1）发出指令：“Open your books.”让学生看该页上半部。
（2）让学生辨认图中人物上衣上的国旗，问他们是否知道这些人物来自哪些国家。
（3）告诉学生，在听录音的过程中，听到哪个人物的名字，就指哪个人物的图。放录音，每个人物的名字之后暂停一下，在继续进行之前，检查学生是否指对了。
（4）请4个学生到教室前面来，加上Wang Ling的面具，每个学生一个面具。让全班说每个人物的名字。
（5）再放录音，在第一个名字（Wang Ling）之后停一下，指着拿王玲面具的学生说：“This is Wang Ling.She's from China.”让学生跟着读。继续完成其他名字的练习。
3.听一听（第28页）
（1）让学生打开书翻到第28页。让他们看“Listen to this”这部分的图。
（2）教师向学生展示自己的书，然后指着第一幅图中的Tommy问学生：“Who's this?”引导学生回答：“Tommy”
（3）用同样的方法练习其他几幅图。
（4）告诉学生，教师准备放录音，要他们在每幅图旁边的小方格里标出对话的顺序（1、2、3、4）。
（5）放录音。每放完一个对话暂停2~3秒。
（6）再放一遍录音，放学生检查答案。
（7）全班一起核对答案。教师说一个顺序号码，学生说出相对应的人物名字。 4.唱一唱（第29页）
（1）让学生打开书翻到第29页，对学生说：“我们要学习一首关于Mocky和Lulu的歌”。
（2）教师朗读歌词，边读边用手指每一个词。
（3）把前两行的录音放几遍，鼓励学生拍手哼唱。
（4）重新完整地播放录音，是间不停顿。
篇17：新高一 unit 15 教案第一课时
新高一 unit 15 教案（第一课时）
Unit 15 The necklace
Ⅰ.Teaching Goals:
1.Talk about drama and theatre.
2.Use the modal verbs:must,can/could,may/might
(1)ask for permission;(2)ask about possibilities
3.Write and act a simple play.
Ⅱ.Teaching Time:
Four periods
The First Period
Teaching Aims:
1.Learn and master the following words:
footprint shoeprint fingerprint tire mystery mysterious scary dormitory
2.Do some listening.
3.Do some speaking by acting out some short plays.
Teaching Important Points:
1.Do listening and speaking practice.
2.Improve the students' listening ability.
3.Improve the students speaking ability by acting out some short plays in English.
Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to make up short plays.
Teaching Methods:
1.Warming up to arouse the students' interest in creating good stories.
2.Listening-and-choosing activity to help the students go through with the listening material and understand it.
3.Making and acting out simple plays to practise the students' speaking ability.
4.Individual,pair or group work to make every student work in class.
Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Lead-in
T:Have you read thrilling and exciting stories?
S1:Yes,I've read one.It is Huckleberry Finn.It was written by Mark Twain.It tells us something about a boy who met with much danger and trouble.
T:Have you seen the soul-stirring film?
S2:Yes.I have seen the film“Titanic”.It tells us that the largest and finest ship at that time sank because it hit an iceberg.It is terrible to see the ship sink under the sea.
T:I think most of you have seen the film.It is really a good and soul-stirring film.It won its Oscar.It is well worth seeing.OK.Which of you had adventurous experience?
S3:I had one.
T:Would you like to tell us your experience?
S3:I'd love to.One afternoon when I went home after school,I found our door open.Suddenly I felt something happen.It was a thief who broke into my house.I was about to leave for help when the thief saw me,He tied me to a chair and took away our money and some valuable things.It took me an hour to untie the rope and call the police.
T:What an advanture experience!Sometimes,all of us are likely to be in trouble.What should we do when we get into trouble?Now we'll have a discussion in pairs.Begin,please.
(After two minutes,teacher collects some advice from the students and shows them on the screen.)
Step Ⅲ. Warming up
T:Today a foreign senior boy and a Chinese senior girl are travelling on a small island.They have adventurous experience.Now open your books and look at the pictures in Unit 15.Make up a story about something happening to the boy and the girl.Prepare it in four groups.
(Teacher gives students enough time to prepare it.Then ask one group to read the story.)
T:(After some minutes.)Are you ready?Now I'll ask one group to read the story to the whole class.Which group will try?
Group 2:A foreign senior boy and a Chinese senior girl were travelling on a small island when they met an old wise man with long beard.They talked with the man,who had a map in his hand.He told them there were valuables in a certain castle according to the map.So the boy and the girl came to a secret chambers in a mysterious castle on the island and they found a box full of jewellery.They were very excited.And they were thinking about what to do when a huge monster appeared.The monster was angry with them and began to run after them.They were frightened and ran quickly.But the monster went on running after them and they couldn't get away from the monster.At that time the wise old man suddenly appeared before them and helped them leave the dangerous situation.At last he told them that everyone liked treasures.But only when we worked hard by hand to get treature could we own them.
T:Thank you for your story.
Step Ⅳ. Listening
T:Now let's do some listening.Listen to a short play on the tape.The play has three scenes.There are two questions for each scene.First we'll learn some new words on the blackboard.(Write the words“footprints,shoeprints,fingerprints”on the blackboard.)We have known“print”means“a mark mad e on a surface showing the shape pattern of a thing”.Can you guess the meaning of the words?
S4:I'll try.I think“footprint”is a mark made by the foot of a person or an animal.
S5:I think“shoeprint”is a mark made by a sole of a shoe.
S6:“fingerprint”is a mark or pattern of lines made by the end of a finger.
T:(Teacher shows some pictures on the screen.)
Yes.You are right.Look at the pictures.(Teacher points at them.)This is a footprint.This is a shoeprint and this is a fingerprint.
footprint shoeprint fingerprint
(Teacher writes the words“tire,mystery”on the blackboard and explain them.)
T:Now look at your books on Page 11 and go through the information and make sure you know what you must do before listening.
(After a while.)
T:Now,do you know what you should do after you listen to the tape?
Ss:Yes.
T:I'll play the tape three times.For the first time,you just listen to get a general idea.Then listen to the tape a second time and do the exercise.At last you can check your answers when I play the taperecorder for the third time.Let's begin.
(If the students have any difficulty,teacher plays it once more.At last,teacher checks the answers.)
Step Ⅴ. Speaking
T:You have read,seen and heard many exciting stories.Have you written any plays?
Ss:No,we haven't.
T:Today we'll write one to give the rein to your imagination.Before doing it,first read the situations and choose one of them to make up a short play,according to the situation you choose.Meanwhile,pay attention to the meanings of a few words:scary,mysterious,dormitory.
(Teacher writes them on the blackboard and explains them to the students.)Now you are divided into three groups.One group,one short play.After ten minutes,I will ask each group to act out the play in front of the class.
(After some time,teacher asks each group to act out the play before class.)
Step Ⅵ. Summary and Homework
T:In this class,we've made up a story and a play and listened to a short play.You have done very well in class.After class,please remember and use the new words of this period.(Pointing to the blackboard.)Tell your story and perform your play.The more you practise,the better you'll speak English.Practice makes perfect.We should always remember this.So much for this class.Class is over.
篇18：新高一 unit 15 教案第一课时
Unit 15 The necklace
Ⅰ.Teaching Goals:
1.Talk about drama and theatre.
2.Use the modal verbs:must,can/could,may/might
(1)ask for permission;(2)ask about possibilities
3.Write and act a simple play.
Ⅱ.Teaching Time:
Four periods
The First Period
Teaching Aims:
1.Learn and master the following words:
footprint shoeprint fingerprint tire mystery mysterious scary dormitory
2.Do some listening.
3.Do some speaking by acting out some short plays.
Teaching Important Points:
1.Do listening and speaking practice.
2.Improve the students' listening ability.
3.Improve the students speaking ability by acting out some short plays in English.
Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to make up short plays.
Teaching Methods:
1.Warming up to arouse the students' interest in creating good stories.
2.Listening-and-choosing activity to help the students go through with the listening material and understand it.
3.Making and acting out simple plays to practise the students' speaking ability.
4.Individual,pair or group work to make every student work in class.
Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Lead-in
T:Have you read thrilling and exciting stories?
S1:Yes,I've read one.It is Huckleberry Finn.It was written by Mark Twain.It tells us something about a boy who met with much danger and trouble.
T:Have you seen the soul-stirring film?
S2:Yes.I have seen the film“Titanic”.It tells us that the largest and finest ship at that time sank because it hit an iceberg.It is terrible to see the ship sink under the sea.
T:I think most of you have seen the film.It is really a good and soul-stirring film.It won its Oscar.It is well worth seeing.OK.Which of you had adventurous experience?
S3:I had one.
T:Would you like to tell us your experience?
S3:I'd love to.One afternoon when I went home after school,I found our door open.Suddenly I felt something happen.It was a thief who broke into my house.I was about to leave for help when the thief saw me,He tied me to a chair and took away our money and some valuable things.It took me an hour to untie the rope and call the police.
T:What an advanture experience!Sometimes,all of us are likely to be in trouble.What should we do when we get into trouble?Now we'll have a discussion in pairs.Begin,please.
(After two minutes,teacher collects some advice from the students and shows them on the screen.)
Step Ⅲ. Warming up
T:Today a foreign senior boy and a Chinese senior girl are travelling on a small island.They have adventurous experience.Now open your books and look at the pictures in Unit 15.Make up a story about something happening to the boy and the girl.Prepare it in four groups.
(Teacher gives students enough time to prepare it.Then ask one group to read the story.)
T:(After some minutes.)Are you ready?Now I'll ask one group to read the story to the whole class.Which group will try?
Group 2:A foreign senior boy and a Chinese senior girl were travelling on a small island when they met an old wise man with long beard.They talked with the man,who had a map in his hand.He told them there were valuables in a certain castle according to the map.So the boy and the girl came to a secret chambers in a mysterious castle on the island and they found a box full of jewellery.They were very excited.And they were thinking about what to do when a huge monster appeared.The monster was angry with them and began to run after them.They were frightened and ran quickly.But the monster went on running after them and they couldn't get away from the monster.At that time the wise old man suddenly appeared before them and helped them leave the dangerous situation.At last he told them that everyone liked treasures.But only when we worked hard by hand to get treature could we own them.
T:Thank you for your story.
Step Ⅳ. Listening
T:Now let's do some listening.Listen to a short play on the tape.The play has three scenes.There are two questions for each scene.First we'll learn some new words on the blackboard.(Write the words“footprints,shoeprints,fingerprints”on the blackboard.)We have known“print”means“a mark mad e on a surface showing the shape pattern of a thing”.Can you guess the meaning of the words?
S4:I'll try.I think“footprint”is a mark made by the foot of a person or an animal.
S5:I think“shoeprint”is a mark made by a sole of a shoe.
S6:“fingerprint”is a mark or pattern of lines made by the end of a finger.
T:(Teacher shows some pictures on the screen.)
Yes.You are right.Look at the pictures.(Teacher points at them.)This is a footprint.This is a shoeprint and this is a fingerprint.
footprint shoeprint fingerprint
(Teacher writes the words“tire,mystery”on the blackboard and explain them.)
T:Now look at your books on Page 11 and go through the information and make sure you know what you must do before listening.
(After a while.)
T:Now,do you know what you should do after you listen to the tape?
Ss:Yes.
T:I'll play the tape three times.For the first time,you just listen to get a general idea.Then listen to the tape a second time and do the exercise.At last you can check your answers when I play the taperecorder for the third time.Let's begin.
(If the students have any difficulty,teacher plays it once more.At last,teacher checks the answers.)
Step Ⅴ. Speaking
T:You have read,seen and heard many exciting stories.Have you written any plays?
Ss:No,we haven't.
T:Today we'll write one to give the rein to your imagination.Before doing it,first read the situations and choose one of them to make up a short play,according to the situation you choose.Meanwhile,pay attention to the meanings of a few words:scary,mysterious,dormitory.
(Teacher writes them on the blackboard and explains them to the students.)Now you are divided into three groups.One group,one short play.After ten minutes,I will ask each group to act out the play in front of the class.
(After some time,teacher asks each group to act out the play before class.)
Step Ⅵ. Summary and Homework
T:In this class,we've made up a story and a play and listened to a short play.You have done very well in class.After class,please remember and use the new words of this period.(Pointing to the blackboard.)Tell your story and perform your play.The more you practise,the better you'll speak English.Practice makes perfect.We should always remember this.So much for this class.Class is over.
篇19：Unit 4 Earthquakes的第一课时教案
warming up
第一步：看多媒体图像和图片了解有关地震海啸等自然灾害，让学生结合看的内容说出描写自然灾害词汇和词组：shake， rise， burst， canal， steam， ruin， injure， destroy， shock， quake， rescue， disaster， survivor……
第二步：根据所看的内容介绍结合自己对地震的了解，组织两人活动，让学生讨论书中的问题，充分发挥想象力，描述地震后两个城市可能会出现的情况。
pre—reading
第一步：让同学们想象如果家里发生地震了，应该做些什么？
第二步：分五组分别讨论以下话题：
what are the predictions of an earthquake？
how to rescue others in a proper way。
do you know the cause of earthquake？
how to reduce the damage of an earthquake？
这些问题的设置目的不在于让学生来准确回答，而是在于给学生一个发散思维的空间，让学生置身于这一单元的主题当中，才更能激发学习兴趣和动机。
第三步：看图描述地震前会出现哪些征兆。（建议教师放映一些有关话题的影像材料，增加学生的感性认识，同时印发一些有关地震的文字资料，在此基础上组织学生进行讨论，他们才会更有话说）
第四步：两人讨论更多关于地震的`话题：
（1） have you experienced an earthquake？
（2） how much do you know about it？
（3） besides earthquake what other natural disasters do you know？
（flood，typhoon，hurricane，cyclone，volcano，sandstorm，landslide）
（4） do you know how to measure the strength of earthquake？ （richter scale）
workbookp62
（这部分听力材料的内容刚好是针对以上话题的，关于地震产生的原因和影响）
第一步：先让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。
第二步：听第一遍并录音完成练习一。
第三步：听第二遍，完成获取信息题。
homework：
imagine you are a reporter。 try to report the earthquake on tv。 please write down your report on your exercise books。
★ 三语下 7 一个小村庄的故事 小学课时备课教案－优秀教案
★ 教案的标准格式
★ 数学集体备课计划
★ 教师备课总结
★ 三字经教案
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