范文村3A Unit（精选12篇）
时间：教案网
plete the missing letters.4.have a match: recite the words.
5.listen and complete the missing words.
设计意图：通过朗读、拼读、填入所缺字母、比赛等各种活动，让学生在课堂上尽自己的努力背出其中部分单词。
3a unit8 farmland
教学目标：
1、能用what’s this/that? what are these/those?针对不可数名词或可数名词提问。
2、能运用会话中的句型进行扩展性的情景会话。
教学用具：幻灯片，光碟。
教学过程：
task 1
review: 出示各种食物和饮料的幻灯片
t: what’s your favourite food/drink?
设计意图：通过谈论最喜爱的食物和饮料，复习前一节课学过的单词。
task 2:
learn: what’s this? what are these?
1.(出示一只三明治) t: what’s this?
(出示多只三明治) t: what are these?
2.read the sentences.
3.practice: what’s this? what are these? （work in pairs）
设计意图：通过学生已学过的句型what’s this?引出what are these?,并让学生进行比较，以掌握句子的含义。学生通过同桌问答，操练巩固所学句型。
task 3 :
learn: western foodchinese food
1.t: we call sandwiches western food.
2.s: _______ is western food.
3.t: do you like western food?
4.t: i don’t like western food. i like chinese food. i like rice. rice is chinese food.
s: ________ is chinese food.
设计意图：让学生讲一讲还有哪些食物是western food, 哪些是 chinese food, 不仅操练了这两个单词的读音，也帮助学生进行了归类。
task 4
learn: what’s that? what are these?dumplings spring rolls
1.( 出示一只饺子) t: what’s that?
(出示一盘饺子) t: what are those?
2.(出示一盘春卷) t: are they dumplings?
3.say something about dumplings and spring rolls.
4.practice: what’s that? what are those?
设计意图：spring rolls是grand theatre中的单词，它也是中国食物一种，可以放在本课和dumplings 一起教学。
task 5
learn: kiwi fruit
t: (创设情景)i eat much food. i am full. now, i am thirsty. i want to eat some fruit. do you like fruit? let’ s go to the fruit shop.
1.(出示各种水果) practice: what’s this/that? what are these/those? (work in pairs)
2.(出示kiwi fruit) t: what are these?
3.say something about kiwi fruit.
设计意图：通过情景的创设，自然的从食物引到水果店，用各种水果操练主句型，并在操练中引出单词kiwi fruit.
task 6
practice:
(1) listen and repeat.(设计意图：让学生跟读模仿录音语音，语调.)
(2) act out the dialogue.(设计意图：通过表演帮助学生感受所学句型的功能，理解对话的内容。)
(3) make a dialogue:
a: hello, _________.b: hello, _________.
a: let’s go to the supermarker. b: ok.
a: look, what’s this/that?b: it’s___________.
a: what are these/those?b: they’re ___________.
a: do you like them? b: yes.
a: let’s buy some. b: all right.
设计意图：通过创编对话，达到学以致用的目的。
3a unit 8 grand theatre
教学目标：
1、正确理解和听懂grand theatre中的语言材料。
2、会在情景中运用句型：what’s for …?
3、根据课文内容回答questions and answers中的问题，并根据实际情况回答on your own 中的问题。
4、让学生初步了解有关茶的文化，在学习过程中体验和了解中、西文化的差异。
教学用具：幻灯片，光碟。
教学过程：
task 1
review: say a chant
设计意图：活跃课堂气氛，为学习英语创设良好的学习氛围。
task 2
learn: what’s for tea?
1、watch a video.
2、（出示tommy一家喝下午茶的图片，指着茶点）t: what’s for tea?
3、practice: what’s for tea? (work in pairs)
4、拓展句型：what’s for breakfast/lunch/dinner?
5、practice: what’s for breakfast/lunch/dinner? ( 在小组中做调查)
设计意图：播放一段人们喝下午茶的录象。让学生对tea time 有初步的了解。通过在小组中调查一日三餐吃什么，巩固操练主句型，在任务中学以致用。
task 3
learn: what smells so good?
1、用一碗面条引出: what smells so good?
2、read the sentence.
3、play a game. what smells so good?
设计意图：做猜一猜what smells so good?游戏时，让全班学生问蒙住眼睛的学生：what smells so good?这样不断地提问中巩固操练该句型。
task 4make tea
1、教师给学生演示泡茶，引出make tea.
2、出示课文中妈妈在泡茶的图片，引出句子：mum is making tea for us.
3、替换操练:_____is making tea for us.(利用人物图片)
设计意图：通过教师的演示，帮助学生理解make tea的含义，同时让学生了解一些中国的茶文化。
task 5
practice:
1、listen and repeat.
2、answer the questions.
(设计意图：让学生跟读模仿录音语音，语调。通过回答on your own中的问题，帮助学生进一步理解课文内容。)
3、act out the dialogue.（设计意图：培养学生勇于表现的好习惯。）
4、make a new dialogue.（设计意图：通过创编对话，达到学以致用的目的。）
3A Unit 篇6
一、教材分析：
1、教材的地位及作用：
这是牛津英语9a第二模块（teenage life青少年生活）的第四单元第四课时—词汇教学（不同的电视节目）。本单元围绕做“电视节目tv programs” 这个题材开展多种教学活动，它与前三单元有一定的联系，是从青少年成长的另一个方面来拓展话题的。 2、教学目标：（德育目标、知识目标、能力目标）
德育目标： 让学生尽一步的明确青少年的生活应该是丰富多彩的，不能因为暂时的生活的压力而消极颓废。应该让自己成为一个有活力有志向有理想懂生活的青年人。 知识目标：
(1)学习、掌握六个不同的电视节目（卡通、喜剧、聊天类、游戏类、连续剧和文献片）
(2)学习单词 cartoon, documentary, chat show, comedy, drama series and so on)
能力目标：提高学生听、说、读、写及知识运用的综合能力。
确立教学目标的依据：
1.根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。 2根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
3、重点与难点：
重点：学习了解不同节目的特点。
难点：学会用英语表达喜欢或者不喜欢的理由（相关词汇的准确表达方法）
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，同时针对实验班学生学习外语能力的实际情况。首先与学生进行心灵的沟通。同时能够进一步对学生目前的情况表示深深的理解和支持。通过自由谈话激发学生学习兴趣，使学生在参与谈话交流中掌握语言知识。最后通过让学生用所学英语知识进行训练，从而达到巩固知识的目的。
三、教学方法：
通过任务型语言教学法，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：
主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：
1、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先问学生这段时间以来感觉心情如何？学生的可能的答案是（累、困、有压力等等）。此时，问他们如果有压力的时候，你们知道如何去放松自己吗？用一个句式i can feel relaxed by doing something.其中肯定有学生说想通过看电视来放松自己？这时，就是我切入主题的时候了！---谈论电视节目。你喜欢看电视吗？每天花多长时间看电视？你最喜欢看的电视节目是什么？谁是你最喜欢的电视节目主持人？
2、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，栩栩如生。通过不同节目的展示让学生来接触了解不同的电视节目。其中多媒体展示的图画更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生英语语言综合素质有很好的指导作用。
3、反复操练和巩固应用
为了调动学生的积极性，利用work in pairs,in group,及boys ask,girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。同时注意让学生在练个别词汇的时候注意词不离句。
4、反馈练习 让学生在用所学的语言知识，表达自己所喜欢的电视节目。并提供给学生的一定的句子结构。给学生一定的启示。
5、归纳总结
本课除了板书所呈现的重点内容外，又开展积极的讨论，让学生学会思考。开始进行青春的思考。进一步明确青春应该是美好的。虽然没有时间看电视，但是每个人都在为自己的美丽人生编织梦想。过程是艰苦的，前途是美好的。不同的电视节目，体现不同的特色。我们每个人的爱好不一样。本身没有好坏。
6、展示板书 unit 4 tv programs period 4 vocabulary cartoon comedy chat show game show documentary drama series i like ____ because_________ i prefer _____ to ______ because _______.
3A Unit 篇7
一、教学要求
1、四会单词和词组：answer, hers, his, mine, ours, yours, theirs, in front of.
2、四会句型：whose …is it/ are they?
it’s / they’re mine/ yours/ his/ hers/ ours.
3、三会单词和词组: a calculator, a comb, a diary, a hairdryer, a mirror, a wallet, a seat, a skateboard, a watch, sunny, a teapot, sat, got, saw, nobody, ask, police station, at the back of, get off.
4、三会日常交际用语: this one is from grandpa. open it for me, please.
who are they from? they’re from grandpa and grandma.
you’re welcome.
5、了解字母组合oo在单词中的另一种读音。
6、会唱歌曲my shirt’s black。
二、单元教材分析
本单元的主要话题是“谈论物品的归属”。通过jim 一家在圣诞节互赠礼物这一情景引出主要的学习内容——名词性物主代词。名词性物主代词可使语言表达更加简练。学生在理解其意思上不会有太大障碍，但是在使用时却常常和形容词性物主代词混淆。教师在教学过程中可适当地用简明扼要的语言讲明两种物主代词的区别，创设生动活泼的情景，引导学生结合生活实际记忆和巩固，并在一定的情景下正确使用名词性物主代词。本单元的词汇是一些常见的生活用品，容易引起学生的学习兴趣，教师可以结合句型和自身特色，采用不同方法引导学生学习。另外还可以对学生的语言交际活动做一些策略性的指导，如什么礼物适合送给什么人，西方在送礼和受礼时有什么样的习俗等。
unit 7 （第一课时）
一、教学内容
b look, read and learn & c look and say
二、教学目标
1、能正确地听、说、读、写单词 hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读单词及词组 a calculator, a comb, a hairdryer, a mirror, a wallet, a skateboard, a watch, a teapot.
3、能正确地听、说、读、写句型whose…is it/are they?
it’s/they’re mine/his/hers/ours
4、能根据图片提供的情景，正确地用名词性物主代词进行描述，并能在实际情境中运用。
三、教学重点
1、能正确地听、说、读、写单词hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读、写句型whose…is it/are they?
it’s/they’re mine/his/hers/ours.
四、教学难点
1、能正确地听、说、读、写单词 hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读、写句型whose…is it/are they?
it’s/they’re mine/his/hers/ours.
3、能根据图片提供的情景，正确地用名词性物主代词进行描述，并能在实际情境中运用。
五、教学准备
1、教具准备
1）关于本课中出现的手表、茶壶、计算器等实物。
2）几个用于放置物品的盒子。
3）物主代词表（形容词性/名词性）
4）录音机和磁带。
2、板书准备：写好课题。
六、教学过程
step 1 free talk/ revision
1、sing a song.
2、从学生熟悉的物品和关于形容词性物主代词的对话入手，引出新课。
t: hello, mary. what’s that on the desk?
s: it’s a ruler.
t: whose ruler is it?
s: it’s tom’s.
t: it’s his ruler. oh, i see.
（学生用所学过的知识练习上述句型，展开对话）
step 2 presentation and pratice
1、词汇教学
（1）将学生所带的手表、皮夹、计算器、滑板、梳子、镜子、电吹风等物品放在几个不同形状、颜色的盒子里。
t: hello, boys and girls.do you know when’s christmas ?
s: it’s on the 25th of december.
t: what’s the date today?
s: it’s the tenth of december.
t: yes.the christmas is coming soon.i’ll give you some presents.
which present do you want best? let’s choose and say “i want… ”.
s1:(上台选择物品) my father’s birthday is on … it’s coming soon. i want a teapot, because my father likes drinking tea.
教师呈现teapot并带读生词，学生学习单词。
s2: look, it’s a calculator. i like it. it can help me with my maths.
教师呈现calculator 并带读生词，学生学习单词。
s3: oh, it’s a beautiful mirror. i like it. i’ll give it to my mum.
同法教授其它单词，提醒学生注意单词中元音的发音和名词复数形式的读音，教师示范朗读，学生跟读单词。重点指导calculator, skateboard，hairdryer的发音。在教学skateboard, teapot, hairdryer时，教师可借助单个单词合在一起的做法，帮助学生了解复合词，提高记忆的效率,为下面的句型教学作好准备。
（2）“b look, read and learn” 学生听录音，模仿跟读单词。
2、句型教学
（教师接着上面的话题）
t: look at these presents. they’re all from our classmates. let’s guess “whose present(s) is it/are they?”
学生进行猜物主的游戏 , 教师示范
t: whose calculator is it?
s: it’s tom’s.
t: oh, it’s his.
教师逐一呈现名词性物主代词mine, yours, his, hers, ours, theirs.
学生学习名词性物主代词并操练此句型。
(教师示范)
t: whose combs are they?
s: they’re helen’s and mary’s.
t: oh, they’re theirs.
学生操练上述句型并巩固名词性物主代词。
3、summary
呈现物主代词表（形容词性/名词性），阐述它们的区别：
this is my book. this book is mine.
pratice：t: my book s: mine ;
t: your rulers: yours; 等。
学生进行口头造句：
that is her pencil. that pencil is hers.
step 3 look and say
挂图呈现part c，学生小组讨论并交流。
step 4 exercise
1.a:whose ＿＿＿ (手表)is it?
b:it's ＿＿(我的)watch.it's ＿＿＿(我的).(你的)is yellow.
2.a:whose ＿＿＿(眼镜)are they?
b:they're ＿＿＿ (我们的)glasses. they're ＿＿(我们的).
3.a:whose ＿＿ (礼物)is it?
b:it's ＿＿ ＿＿＿ (他的礼物) .it's ＿＿ (他的) .
a:is that present ＿＿ (她的)?
b:yes, it's ＿＿ (她的).
4.a:whose ＿＿＿ ＿＿＿ (手机) are they?
b:they're＿＿＿ ＿＿＿ ＿＿＿(他们的手机).
they're ＿＿＿ (他们的).
a:are those ＿＿＿ (他们的),too?
b:no,they aren't ＿＿＿ (他们的) .
they're ＿＿＿ (你们的 ) .
step 5 consolidation
学生自编对话并表演，例如：
a: hello, what’s that on the desk?
b: it’s a calculator.
a: is it yours?
b: no, it’s not mine. it’s my classmate mary’s. it’s hers.
a: how nice!
b: yes, it’s a birthday present from her dad.
a: oh, i see.
七、 作业设计
1、 朗读并抄写b、c部分单词和句型。
2、 抄写物主代词表（形容词性/名词性）。
3、 默写本课要求四会的单词和句型。
4、 围绕本课所学的名词性物主代词，以本课最后一个环节为例，小组自 编对话（书面形式），并于下节课表演。
八、 板书设计
unit 7at christmas (b&c)
挂
图
a: whose …is it/are they?
b: it’s /they’re mine.
mine yours his hers
ours yours theirs
九、 教后反思：
美国学者波斯纳认为：“没有内反思的经验是狭隘的经验，至多只能成为肤浅的知识。如果教师仅满足于获得的经验而不对经验进行深入的思考，那么他的教学水平的发展将大受限制，甚至有所滑坡。”为此，波斯纳提出了一个教师成长的公式：教师成长=经验+反思。
这节课的要点是名词性物主代词，通过本节课的教学，要求学生能在一定的情景下正确使用名词性物主代词，刚上课时，让学生口唱一首英语歌曲，不仅能吸引学生的注意力，渲染学习英语的良好氛围，更好建立轻松和谐民主的课堂氛围，在和谐的气氛中师生用朋友式的对话，不仅复习了旧知识还渲染了学习英语的良好气氛，同时自然过渡到新单词的教学。在单词教学时，我采用实物教学法，使学生直观形象地掌握单词，并能更好的创设情景，做到词不离句，句不离文，同时利用实物练习句型whose… is it?/arethey？为了使学生更好的掌握句型，我设计了游戏环节，让他们在说说唱唱玩玩中熟练掌握知识。名词性物主代词可以使语言的表达更加简练，学生理解其意思并没有太大的障碍，但在使用时却常常与形容词物主代词混淆，我设计了一些练习，分层教学，降低难度，循序渐进，让学生在练习中巩固，在使用中提高，在感受的基础上逐步掌握。
在这节课中，由于两种物主代词的区别讲的较少，因此在练习中学生的反应不很理想，这也是我在今后的教学中应当注意的，要注意帮学生找出规律，再让学生运用规律练习。
本节课是在接受了杨老师新的教学理念指导后重新规整的一份教案，感谢杨老师批评指正。
3A Unit 篇8
单元教材分析
单元主题
give me the corn
单元介绍
l 本单元学习食物和饮料：potatoes, sausages, pork, chicken, corn, beans, tomatoes, eggs。要求学生掌握可数名词的单复数变化，及不可数名词。
l 听说读写give… 句型，灵活运用词语仿说对话。
l 本单元中grand theatre的语言材料，要求学生根据图片、录音理解课文内容，培养学生小组合作表演课文的能力，同时激发学生热爱小动物的情感。
l 能流利地朗读笑话。划出生词，理解笑话内容。能根据图片或上下文，猜猜单词的意思，然后教师给予提示(作选择choose)或回答一些问题。
l 掌握辅音音标/ l /, / r /的正确发音。
l 本单元的project部分，要求学生做到"三会"，（会听、会说、会读），对于学习能力较强的学生，要求他们能用英语表达制作水果色拉的步骤。
学情分析
单元教学目标
1.学习表达食物及饮料的八个单词：potatoes, sausages, pork, chicken, corn, beans, tomatoes, egg, 掌握其拼读规则。
2.运用八个单词组词、造句。
3.学习掌握句型：give me…?
4.听说和阅读grand theatre的语言材料，并理解其意思。
5.能听音写出字母/l /, / r /
6.流利地朗读笑话，划出生词，理解笑话内容。
7.通过英语学习培养学生爱护动物，保护动物的优秀品德。
8.教育学生养成良好的饮食、卫生习惯。
9.教育学生使用礼貌用语，真诚地感谢别人。
单元课时安排
序号 类型 内容 课时
1 单词教学 wonderland 1课时
2 句型语法教学 farmland 1课时
3 课文教学 grand theatre 1课时
4 音标教学 music box 1课时
5 儿歌教学 disneyland 1课时
课时教学设计
第一课时
l 预习：课前要求学生预习unit 8 wonderland，了解所学单词的基本读音及意思。
l 课前准备：ppt演示文稿制作、单词卡片。
l 第一课时目标
1、 知识目标
l 单词认读potatoes, sausages, pork, chicken, corn, beans, tomatoes, eggs.
l 学习包含这些单词的短语和句子。
2、 能力目标
l 学生能够用其中的形容词组词造句。
l 了解不可数名词及用法。
3、情感目标
激发学生爱惜粮食品质，养成良好的饮食习惯的情感。
l 课型：单词教学。
l 课堂活动（参见下表）
活动过程 教师活动 学生活动
pre-task preparation l review:1. what time is it ?2. i'm hungry. are you hungry?3. what do you want to eat?4. i want to have some rice and dishes. can you help me with the cooking? l discuss what to eat.l help the teacher with the cooking.
while-task procedure 活动一 教师出示pork, chicken, corn的图片：1. what's this? 2. do you like it? 3. are there any … in your fridge?活动二 教师出示potatoes, sausages, beans, tomatoes, eggs的图片：1. what are these? 2. what colour are the …? 3. what shape is the …?4. do you like ...?5. have you got any …?6. are there any … in your fridge?7. how many … are there on the desk?活动三 教师提醒学生注意可数名词（单复数）和不可数名词； 朗读单词时注意 a e ea or ch ge 正确发音。 l 学生回答。l 学生拼读单词。l 学生回答。l 学生拼读单词。l listen to the tape.(p55)l read the new words.
post-task activities l talk about the pictures. what's in the picture? how many…? what colour…? do you like…? ……l do a survey: what's in your fridge? what do you like? l 学生讨论回答。l 学生做调查。
教学反思与重构
第二课时
l 预习：复习一些食物和饮料。
l 课前准备：ppt演示文稿制作、单词卡片、食物和饮料。
l 第二课时目标
1、知识目标
l 学习掌握句型：give me…?
l 理解、掌握p56词语，并能组词。
2、能力目标
3.灵活运用词语仿说对话。
l 课型：句型教学
l 课堂活动
活动过程 教师活动 学生活动
pre-task preparation l review:1. what can you see in the picture? give me a pencil, please.2. what do you like to eat?3. do you like cooking? what do you need for your cooking?4. do you like picnics? what do you want for the picnic? l 同桌讨论。l 学生回答问题。
while-task procedure 活动一 make a shopping list.1. tomorrow we'll have a picnic. let's get ready for the picnic. ok.first, we must write a shopping list. peter, have you got a pencil?(yes, i have.)give me a pencil, please. (ok. here you are.)thank you.what do we need, children?(……)sorry, i made a mistake. peter, give me a rubber, please.(ok. here you are.)thanks. any else?(……)be quiet! be quiet!peter, i'm thirsty. give me some water, please.(ok. here you are.)thanks.板书划线的句子。活动二1. act and say: i'm hungry. give me some cakes, please.2. look at the sentences. what's the meaning for chinese? l 学生在回答问题中复习旧知识，学习新知识。l 学习give me……l 学习它的应答：o.k. here you are.l listen and read.
post-task activities 1. showing the cards: a pie cakes biscuits sweets fruit water a cup of tea a glass of water look and say: i'm thirsty /hungry, give me ….,please.ok, here you are. thanks.2. practise with the study tools. l students read the cards loudly.students work in pairs.
教学反思与重构
第三课时
l 预习：课前要求学生听课文录音，了解课文的大意。
l 课前准备：flash、ppt, 图片。
第三课时目标
1、知识目标
l 听说和阅读grand theatre的语言材料，并理解其意思。
l 学习课文中的生词和短语。
2、能力目标
l 小组合作表演课文。。
3、情感目标
激发学生爱护小动物的情感。
l 课型：课文教学
l 课堂活动
活动过程 教师活动 学生活动
pre-task preparation l review:1 daily talk2 act out the dialogue3 read the new words l students read the new words and act out the dialogue.
while-task procedure 活动一 引出句子give me…..1 ask the teacher questions.have you got any books?have you got any pork?have you got any corn?2 t: (1) please give me some books. (2) please give me some pork. (3) please give me some corn.活动二 引出no, molly doesn't like pork.l t: do you like pork?does molly like pork? no, molly doesn't like corn.活动三 引出句子have some corn.l does the parrot like corn?yes, it does.l have some corn, parrot.活动四 read the text.l listen to the tape and read after it.l work in pairs.l read and act out the sentences. l students ask some question.l students read the sentences.l students work in pairs and read and act out the sentences.
post-task activities l answer the questions according to the sentences. (p57)l work in pairs. l students answer the questions.l students practice the questions.
第四课时
l 课前准备：ppt演示文稿制作。
第四课时目标：
l 正确朗读、拼写、默写所有单词，复习已学过的大量词汇。
l 能运用这些单词看图说话、写话。
l 掌握辅音音标 的正确发音，能听音写出字母。
l 课型：音标教学
l 课堂活动
活动过程 教师活动 学生活动
pre-task preparation l review wonderlandl review farmland & pair work. l read the words and sentences.l read the new phrasesl read the short dialogues.l read the new words and phrases.l make short dialogues .
while-task procedure 活动一 review grand theatre 活动二 show the phonetics on ppt.l play the cassette.l ask the students to find out the sound of the letters.l learn the phonetics according to the sound they have heard.l ask the students to do some exercises. l read the text twice.l read the new words and phrases.l remember the text.l students listen and repeat.l students listen and fill in the blanks.
第五课时
l 预习：听p59--61录音，生词查字典。
l 课前准备：ppt演示文稿制作。
l 第五课时目标
1、 知识目标
l 朗读joke，语音语调基本正确。
l 能流利朗读project，理解其内容。
2、 能力目标
l 用英语表达制作水果色拉的步骤。
3、情感目标
告诉学生要从小热爱劳动，为家长分担家务。
活动过程 教师活动 学生活动
pre-task preparation review
while- task procedure l 活动一 a jokea. listen to the recording.b. read after the recording.c .do the actions and understand the joke.l 活动二 project 4a. underline the new words.b. read the new words.c. read the projectd. let the students say how to make a fruit salad. l students read them.l act out the joke. l activity: act and say the joke each other.
post-task activities
相关参考资料
l 到下载有关内容。
l 建议学生上课时将食物饮料带到课堂上。
教学反思
请您就课前预习要求、课堂教学设计、课堂生成动态资源利用、家庭作业布置、个别辅导等进行反思。
4a unit 8 来自范文村。
3A Unit 篇9
lesson plan
school: penglai no.2 primary school
name: li ting
book: oxford english (shanghai edition)2a unit 2
topic: a snack bar
aims: 1. structures: may i have a…?
2. words: pizza, hotdog
3. function: using formulaic expressions to buy
something .
language focus: use modeled phrases to communicate with
other learners
aids: a computer , some fruit , some artificial food
procedurescontentsmethodspurposei. pre-taskpreparation1. warming-upt: greet to the pupils.p: say a rhyme about food.e.g. biscuit, biscuit, a round biscuit.juice, juice, the sweet juice.…1. 以朗诵儿歌的方式让学生回忆起前一课时所学的食品单词。2. 观看录像 “老师的一天”，了解她一天的就餐情况，这样不仅了解了有关食物的单词，同时也激发了学生的好奇心，拉近了师生间的距离。3.让学生看了老师的所做的事后回忆并拼写这些单词，达到巩固旧知的目的。2. questions and answerswhat do i eat?what do i like to eat?what time is it? (vcd)t: ask pupils to watch the video about the teacher’s daily life and answer the questions. (the teacher eats breakfast, lunch and supper.)pn: answer.3.revision the words learned beforenoodles, soup, juice, water, milk（show the pictures）t: spell these words.ii. while-taskprocedure:content 1: hot dogintroduction: (computer)t: ask pupils to remember what’s in the fridge.to elicit: hot dog.学生要记住在冰箱中出现的（快速切换的）水果和食物，并一一说出来,在自然的实景中引出新知。2. imitation: t: ask pupils to follow.t-pst: spell the word.pa-pb-pnpair work: smell a hot dog, eat a hot dog.学生通过机械的朗读及拼读，对所学单词基本掌握。substitutionwords: nice, hot, spicy…(computer and some objects) t: ask pupils to say how the hot dog tastes. teach the words: nice, hot, spicy ps: taste the hot dog.it’s_____./the hot dog is ____.pa-pb-pc-pn用实物：热水、辣椒酱来引出hot这个单词用来描述食物的味道。再让学生看不同hot dog的图片来描述它们的不同味道。4. activityt: show the food in the fridge. ask pupils to make a simple rhyme about a hot dog and some other food or fruit they like.以编儿歌的形式让学生在实践中操练单词、词汇和句型，以增强语感。content2: may i have a pizza?1. introduction:(computer)t: ask pupils to watch a picture of a snack bar.2. ask and answerquestions:where are they?what do you see?(what do you want? )a. look and sayt: ask pupils to describe the stuffs in picture. ps: look and say or answer teacher’s questions.e.g. the boy in red is hungry. i can see a ____. (food)b. look and listen(computer：may i have a hotdog? may i have a pizza?)t: ask pupils to look at the picture and listen to what the boy and the girl say.p: look and listen .括号中的内容可用于英语基础比较好的班级，让学生描述一下图片。2.结合看图听音来培养学生的观察能力和对语言的初步自学的能力。3. imitation:ps: read the word ‘pizza’ and spell it.ps: follow the teacher:‘pizza, pizza, a tasty pizza. may i have a pizza?’substitution:make a rhymet: give the pupils an example for how to make a rhyme.e.g. a pizza is round.a hot dog is long.may i have a pizza?may i have a hot dog?p: make a simple rhyme in pairs.通过学生自编儿歌将一些原本学过的单词或句子由学生自己组合编排，培养他们的自主学习的能力。4. read and match(computer: show the pictures about the story of the snack bar.)t: ask pupils to read several sentences and match them to the pictures 让学生在认真观察的基础上将图片与句子连线配对，从而来锻炼他们的阅读能力，拓展他们的词汇量。5. activityfind your friends and buy some food you like. ps: write the words about what they like to do on their palms and go to tell other pupils the sentence. e.g.pa: i like to eat a pizza.pb: i like to eat a pizza too.papb: we are friends.pa-pb-pnt: teacher acts as a shop assistant.让学生去寻找有共同爱好的朋友，进行情感与语言的交流。其中学生也可根据自身的水平来发挥，不同水平的学生能够在交流中取长补短。6. listen and read.ps: listen to the tape and read the text.iii. post-task activity:1.make a little menu2.activity: in a snack bart: ask pupils to make a menu ,‘ delicious food’.p: fold the paper to make a little book. then, fill in the blanks.ps: show their menus to all the class.ps: act out a dialogue.自己动手做一本菜单。让他们通过所学的句型与实际生活相联系，达到学用结合的目的。同时也通过写单词来巩固所学的单词。iv. assignmentlisten to the tape and use the sentences in daily life.把课堂中学到的知识带入生活。
教案设计说明：
在教学过程中，师生间的关系是影响课堂教学效果的主要原因之一。这堂课中新知的导入是以观看我日常生活的一段录像开始的，这种引入方式能有效地拉近教师与学生间的距离，也使学生对接下来要学的东西有所期待。这节课的新授知识是句型：may i have…?及单词hot dog和pizza，而其教学目标是要让学生学会表达自己喜欢的事物及想得到它的愿望。在教授新单词的时候，多媒体又充分地发挥了它的优势，即将录像、录音、照片及动画融为一体。灵活，直观，内容多，生动有趣的形式为教师的教学提供大量有效的帮助。从一开始以看录像的方式了解我的日常生活，到学生看到自己很多喜欢的图片，再到最后的阅读练习都借助多媒体以直观的形象呈现在学生眼前。此外，这堂课中游戏与活动的设计也将新授的内容及已学知识紧密地联系起来，如，利用已学过的儿歌形式来操练这堂课中新授的单词：pizza ‘pizza, pizza, a round pizza.’而在教授另一单词hot dog时，我利用多媒体的优势，先给学生强烈的视觉刺激，再引出单词hot dog。最后，需要提及的是针对低年级学生学习英语时间短、积累少、不能有大量的语言输出的特点，我在课堂上给予学生更多的语言输入的机会，让学生多听，多看。在这堂课的ask and answer中我并没有局限于学生所学知识的限制进行提问，而是以一些有效的肢体语言作为辅助，向学生提出各种问题，如，问学生do you like to eat…? what can you see? what do you want? 等及其他一些问题，让学生在不知不觉中拓展语言的信息量。
英语学习的目的是要让学生能在实际生活中运用，所以本堂课中我借助多媒体创设大量贴切学生生活的情境，让学生在实际的情景中掌握运用语言，以培养他们用英语思维的好习惯。
2a unit 2 来自范文村。
3A Unit 篇10
教学目标：
1. 能听懂、会说、会认单词father、mother、brother、sister、me
2. 能用this is my …来介绍自己的家庭成员。
教学重点
目标1、2
教学准备：
课件、学生带全家福照片、 手指套 、单词条、录音机。
教学过程：
一、warm up
1. greeting t: good morning.
hello, this is … .
how are you?
2. listen and do：
raise your hand. wave your hand. put it down. show me your pen/ ruler/ pencil/book. touch your nose/ mouth/ eye/ ear/ face/hand/
3. free talk
t: now, please introduce your body. this is my……让学生介绍自己的身体部位。
二、presentation
（一）teach: me family
（1）t show the family photo: now, boys and girls, look, who is she ?this is me .教me由慢到快。
ss read one by one
ss say : me ,this is me.（手指自己说）
(2)老师指着旁边的儿子自问自答：look, guess who is he? this is my son .dangdang.师带当当的头饰扮演儿子说：hello, i’m dangdang.并与学生问候。
（3）dangdang show the family photo ：i’m dangdang. look ,this is me ,this is my mother, this is my father .this is my family photo .师拿下头饰解释中文。并说：now,i’m dangdang’s mother, this is my family . 教family由慢到快。
ss read one by one
（二）teach: father, mother,
（1）指着爸爸的照片问学生，look, guess who is he?
s: father. (给予学生适当的奖励)
t: yes. this is my father。
t show the card : father 贴于bb, 领读几遍，注意th 的发音。
ss read : father， father ，my father （一小组传卡片挨个读; 一组一组读，）
t : look, this is my father. 出示句型卡片this is my …… 学生跟读遍。
t：who can follow me ?introduce your father学生手指着照片练说。
(2) 教师指着自己母亲的照片问：guess who is she?. is this my father?
s: no.(若学生能说出mother, 则给予奖励)
t: this is my mother. 出示卡片mother 贴于bb上，领读。
ss read : mother, mother, my mother.
t: now, please introduce your mother 教师手指黑板上的句型this is my …让学生明白用此句型说。
（3） 再让学生手指照片练说： this is my mother, that’s your mother.
t: my father, my mother and me .this is my family.手指板书。
now, please work in pairs,this is my father,this is my mother,this is me. 同桌小朋友互相介绍。
(4) 抽几组小朋友说
(三) teach : sister brother
(1) 在学生介绍的基础上，若发现学生有兄弟、姐妹，教学brother、sister
t: is this your father? is this your mother? teach: brother, 这个单词发音较难，let’s play a game “louder and lower”.
t：is this your brother?
s: no.
teach : sister.
ss introduce their brother and sister.
三、consolidation
1. 复习黑板上的句子。
2. read after the tape
3. play a game : the finger family 带上手指套示范介绍人物。
t：带上手指套，快速给其他学生看，让小朋友们猜单词。(注意教育小朋友不要将手指套乱丢)
4. t：please open your book.,turn to page 34. draw your family
3A Unit 篇11
第一单元教学计划
unit one
一、teaching aims：
1.can listen,speak,read these new words and
sentences:
① miss han,peter,sally.
② hello!/hi!/good moring. i am miss han./good moring, miss
han./good afternoon. i’m peter./
good bye./ bye-bye.
③ can sing and perform <
2.can use idioms to talk freely.
二、teaching contents of each period
in the first period ,learn section a.
in the second period,learn section b.
in the third period,complete section c.
teaching important and difficult points:
1.激发学习兴趣,养成良好的学习习惯。
三、teaching methods and aids:
a. situational teachings, practising,playing games to arouse the
student’s interests.
b.word card,teaching pictures,tape recorder and tape
四、teaching times: three periods.
3a unit1教学设计(一)
the first period
一、teaching aims:
1.learn to greet and farewell.
2.learn to introduce yourself in english.
3.can perform section a.
二、teaching material analysis:
section a introduces how to greet ,farewell and introduce yourself
in english.this is the first english class.so the teaching important
point is to arouse the student ‘s interests. the pronunciations of
good moring.good afternoon are teaching difficult points.
三、teaching methods: situational teachings,practising.
四、teaching steps::
(一)new teachings
1 . learn to greet.
(1) when the teacher enter the classroom,say hello.\hi to the
students.praise those students who can greet to the teacher in
english.
(2) read hello and hi.
(3) t: hello,. stand up , please.(手势示意)
t: sit down ,please.（手势示意）
(4) read these two sentences.
(5) ask students to talk about the importance of studying english.
2. learn i am ….
(1 ) t: point to the ear,listen! i am miss zou. i’m your teacher.
(2) explain the chinese meaning and read i am miss zou.
(3) inviting several students to stand up and introduce themselves
in english.using i am…
(4) teacher supply some english names for the students,ask them to
choose one favorite name for themselves.
(5) practise to make a similar dialoge in pairs.practise those
students who does best.
3. learn good moring, good afternoon, good bye.
(1) teacher show a model clock,(将指针指向上午的不同时刻) say:now let’s begin
our class,stand up,please.good morning,class. (手势示意)
ss: good moring,miss zou.(with the help of the teacher. )
(2) repeat several times and guess out the chinese meaning.
(3) read this sentence after the teacher,pay attention to the
pronunciation of morning.
(4) teaching good afternoon with the same method.
learn to sing <
(5) t:now school is over,(将表针指向5点) good bye.(边向门外走边说)
ss: good bye. (bye -bye)
(6) read this sentence.
(7) play a game to consolidate these three sentences.
rule: teacher require several students to come to the front and
introduce themselves first, when the teacher call one person’s name,
he(she ) must say out the proper greetings or farewells quickly
according to the time of the clock.
(二)summary:
this is our first english class.what do you learn in this
class?who can tell us?
(三) exercises:
1.look at the picture,listen to the tape and read after it .
2.look at your book, listen to the tape and read after
it.imitating the pronunciation and the tune.
3.practise to perform the dialog in a group of four.
4.ask the students to act it out .
(四) blackboard design.
unit one hello
a listen and say
hello.
hi.
i’m miss han.
good morning.
good afternoon.
good bye.
bye-bye.
(五) homework for today:
（六）teaching feedback and postscrips:
部分学生将good morning读成good morming ,师要注意纠正。
3a unit1教学设计(二)
the second period
teaching aims:
1.to consolidate section a.
2.to listen .speak. read and write letters aa .bb.
一.teaching material analysis:
in this period,.we’re going to consolidate section a. then we’ll
learn two letters: aa and bb.ask students to talk freely is teaching
important points. in the meanwhile,letters are also the teaching
important and difficult points.
teaching methods:situational teachings,practising.
二.teaching steps:
(一)lead- in
1. greetings
2. sing a song <
3. freely talk for three minutes.
(二)consolidating section a
look at the picture of section a ,listen to the tape and read after
the tape.
1.practise to perform the dialog in groups.
2.ask students to act it out group by
group.commmenting the best one.
3.complete the exercises of the workbook
(page1~3)
4.check up on the exercises.
(三)learn the letters aa and bb.
1 t:show letter cards.there are 26 letters in english.
2.listen to the recorder(26 letters)
3.show the card of aa
t:listen,look at my mouth [ei] [ei]
4. read after the teacher ,then check up one by one.
5. teach the students to write aa.
6. remember:大写a,头儿尖尖象宝塔;小写a椭圆的身体小尾巴.
7. learn letter bb with the same method.
8. remember:大写 b象耳朵,小写 b剪刀右边尖朝上.
9. learn to write aa and bb.
10.ask students to make a new dialog in pairs.
for example:
s1: hello!
s2:hi!
s1: i’m letter aa.
s2: i’m letter bb
s1: good morning ,aa
s2: good morning,bb
s1: good bye, bb
s2:bye-bye, aa..
11. ask students to act out the dialog in pairs.
(四) summary:
in this class,we learned two letters and reviewed section a.everyone
is active.i think if you study hard,you can learn english well.
(五) blackboard design:
a abb.
(六) homework for today
(七) feedback
大部分学生能够掌握本课时的知识内容.
（八）the postscript:
学生初次接触字母，很容易与汉语拼音混淆，因此采用歌谣的形式教学，有利于学生记忆字母的音和形。
3a unit1教学设计(三)
the third period
一.topic: unit one sectionb
二.teaching aims:
1.learn to sing and act<
2.to listen ,speak,read and write letters cc dd.
三.teaching material analyse:
section b is a song .it can not only consolidating what we learned
further in the last period,but also helping the students with their
pronunciations,tones ect. in the meanwhile,we’ll learn two
letters:cc and dd. singing the song correctly and grasping the
letters are teaching important and difficult points.
四.teaching methords:singing and acting
五.teaching steps:
(一)preparation:
1.sing a song<
2.review the greetings and farewells.
(二) learn to sing and act.
1.read the sentences of the song two times.
2.play the tape,ask students to listen carefully.
3.play the tape once more,ask students to sing after the tape.
4.play a game.
rule:此游戏可以在室外进行。学生们分两排围成圆圈，外圈学生边唱边安逆时针转圈，内圈学生边唱边安顺时针转，，当唱完“good
mrning. good
afternoon”时，全体学生停止转圈，外圈学生和内圈学生手拉手，互换位置，，同时唱“hello.i’m…”（请学生们换成自己的名字）然后，随着音乐继续进行游戏。
5.learn the terrers aa and bb.
1)t:show the card cc and read [si:]. stress: don’t read [sei]
2)rrad after the teache. then check up.
3)remember:字母cc像月牙，半个月亮挂天上.
4)show the card dd.
5)read the letter[di:], then check up.
6)remember:弯弯的月儿大写d，小写d剪刀左边尖朝下。
(三) exercises:
1.learn to write the letters.
2.learn to make up a similar dialog,using greetings and
farewells and i’m cc,i’m dd..
(四) summary:
in this class,we learned a new song.are you happy? now let’s sing it
again to end our class ,ok?
(五) homework:
(六) blackboard design:
ccdd
(七) postscript:
全部学生都很喜爱本首歌,边唱边游戏,课堂气氛活跃,兴趣倍增.因此课堂上教师要多动脑筋，采用丰富多彩的形式来调动学生的学习兴趣，使素质教育在英语教学中得到贯彻执行。
3a unit1教学设计(四)
the fourth period
一.topic: unit one section c
二.teaching aims:
1.consolidating aa bb cc dd four letters.
2.learn to make a student card.
3.can use the student card to talk freely.
三.teaching material analyse:
section c ask students to make a student card.
目的是让学生运用所学英语完成真实任务，让学生在使用中学，培养团结合作精神和运用英语进行创造的成绩感。this is the
teaching important point. can use the student card to talk freely is
teaching difficult point.
四.teaching methods:doing,drawing ,talking.
五.teaching procedures:
(一) organizing the teaching:
1.greeting.
2.sing a song.
(二) revision the letters:
1.read the letters: aa bb cc dd.
2.show me capital letter a…,show me small letter b…
3.listen carefully ,write down the letters you hear and then
quickil show me.
4.t:i’m bb,who is my neighbour ,come and stand beside me.
5.do you know the meaning of these capital letters?
abc, ad ,bbc, bc, caac, cba, cbc, cd .
(三) learn to make a student card.
1.take out your paper card,glue,watercolor pens ,photo ect.
2.first stick your photo in the middle of the paper card.
3.write down your name at the bottom of the card.for
example:hello,i am chen feifei
4.encourage students to draw some beautiful designs around the
picture.
5.teacher supply some english names for the students ,ask them
to select one favorite name for himself.
6.write the english name behind the chinese name.
7.thread a string and wear the card.
8.ask students to talk freely according their cards in pairs.
(四) summary:
in this class,we learned to make a student card.you ‘ve done very
well,i’m satisfied with you.
(五) homework for today:
(六) the postscripts:
部分学生没有带任何制作材料,学习习惯特别差,教师要想法培养学生养成良好的学习习惯,按时完成作业.
3A Unit 篇12
lesson planschool: north chong qin road primary school, huang pu districtname: liu zhenbook: oxford english (shanghai edition) 2a unit 5 topic: crossing the roadaims: 1. vocabulary: light, stop, wait, go 2. function: using imperatives to give simple instructionslanguage focus: using imperatives to give simple instructions.aids: pictures, computers，word cardsprocedurescontentsmethodspurposei. pre-task preparation:1.warming-up:rhyme2.guessing gamewhat is it?what color is it?ps: recite(computer)t: ask pupils to guess what it is and what color it is.1.通过复习已学儿歌，吸引学生注意力。2.帮助学生复习与本节课相关的单词，激发学生的学习兴趣。ii. while-task procedures:content 1: light1. introduction:2. imitation:light3. quick response:content 2: go, stop, wait1. introduction:2. imitation:3.activitychange the position4. gamedancing machine(computer)t: introduce the light to the pupils.1) t: ask pupils to follow.t-ps2) t: ask pupils to change their voices to say the word.pn(computer)t: ask pupils to say the color on the screen . 1.从猜谜的游戏中引出本课的新单词。2.学生通过机械性的模仿，正确掌握单词的读音。3.借助多媒体课件模拟交通灯，帮助学生熟悉新单词的运用。1.通过观看录像引出新单词，并使学生对基本的交通规则有所了解。2.学生经过机械性模仿正确掌握单词的读音。将休闲活动与操练结合起来，增加学生学习兴趣。(vcd)t: tell the pupils when they cross the road they should go/stop/wait if they see the green/red/yellow light.1) t: ask pupils to follow.t-ps2) t: ask pupils to clap and say the words.t: invite three pupils come in front of the blackboard. give everyone a word card. ask them stand in a line and keep changing their position in the line according to what they hear. ask more capable pupil to say the word. who can’t find his/her position correctly will lose the game.(computer)ask individual pupil to step on the word cards according to what he/she hears. the rest of the pupils could watch the screen and say the word. change the pupil when he/she makes a wrong step.iii. post-task activity1. make a rhyme2. make the traffic rules.3.traffic rule propagandistgroup workt: ask pupils to make a rhyme with the words we have learned today.ps: discuss and try to make a rhyme.pa:( free talk)t: arrive at a conclusion on the traffic-light rules.group workt: ask pupils make several traffic-light rule posters.pg: act as a traffic rule propagandist and introduce the traffic-light rules for class.让学生运用已学单词自主编儿歌。教师指导学生归纳出交通灯规则。以小组形式制作交通规则宣传标语，并为学生尝试使用所学语言进行表达提供舞台。iv. assignmentintroduce traffic-light rules to family members.以口语表达方式巩固课堂学习内容。教案设计说明：
本课内容选自2a unit5 let’s act, 由于它的主要内容与交通灯有关，因此在教学设计时首先从单词light入手。为了激发学生的学习兴趣，在引出新单词light后，运用多媒体课件创设出交通灯变幻闪烁的情景，使学生在真实直观的情景中以相应单词快速应答。学生在强烈的感官刺激下注意力高度集中，在不知不觉中正确掌握单词的读音，并且较好地巩固与本课相关的颜色类单词。随后，通过观看行人过马路的录像自然引出go,stop,wait 三个动词并使学生对红灯停绿灯行这一交通规则具有初步的印象。在操练阶段，将学生感兴趣的休闲活动——跳舞机和单词的操练结合起来。伴随着节奏轻快的音乐，学生根据听到的指令脚踩不同的单词卡片，轻松愉快的游戏气氛，来让学生完全忘却学习的紧张，在强烈的兴趣驱动下牢固掌握新授单词同时也使学生更熟悉了解红灯停，绿灯行这一交通规则。接着，让学生以小组形式自编儿歌，这样不仅为了充分调动学生学习的主动性和积极性而且也为了加强学生对所学知识的理解和运用能力。最后，在学生概括出交通规则的基础上，创设交通宣传员这一角色让他们体验宣传。从宣传标语的制作到扮演宣传员，学生亲手制作，亲身体验，通力合作，最终在学会运用本课语言的同时也为他们自己遵守交通规则上了生动的一课。
2a unit 5 来自范文村。