以下是小编帮大家整理的牛津版Unit12TheEarth的教案（共含17篇），仅供参考，大家一起来看看吧。同时，但愿您也能像本文投稿人“suki5958”一样，积极向本站投稿分享好文章。
牛津版Unit12TheEarth的教案
Teaching Ais(教学目标):
1.能听、说、读、写本课的核心词汇：earth, frest , cean ,
land, part, rubbish , s an
2.能熟练掌握核心句型：
We shuld stp cutting dwn s an trees.
3.通过学习，增强环保意识，提出环保建议。
Teaching Iprtances and Difficulties (教学重难点)：
1.能在语境中运用本课的核心词汇和句型。
2.学生能运用核心句型交流看法。
Teaching Tls(教学用具)：
录音机、自制等
Teaching Prcedures(教学过程)：
StepⅠ.War up and revisin（热身与复习）
1.Sing a sng.
2. D se waring-up exercises.
Step Ⅱ.Presentatin and practice（呈现新语言知识和练习）
1. Lead in.
T: L! What is it?
Ss: It’s earth.
T: What’s n the Earth? What d u see?
Ss: I see frest. / I see land./ I see ceans.
T: es. Tda we are ging t learn re abut the Earth.
2. As and answer.
T: What d u nw abut the Earth?
Ss: We get wd fr trees. We get fruit fr trees.
T: What d we use wd fr?
S1: The Earth is rund.
S2: There are anials, peple and plants.
3. Learn t sa and use the wrds.
The students sa and spell the wrds.
4. Watch the cartn and tal abut the Earth.
T: What are the green parts?
Ss: The are frests.
T: Hw abut the brwn parts?
Ss: It’s land.
T: What’s wrng with the Earth nw? Read this dialgue again and tr t find the answer.
S1: The Earth was clean, but nw se parts are dirt.
T: What shuld we d t help the Earth?
Ss: We shuld eep the Earth clean.
5. The pupils read the text carefull. And then tr t d se exercises.
Step Ⅳnslidatin（拓展延伸）
Act ut the dialgues in grups.
七年级英语牛津版7BUnit4教案
Unit 4 Amazing things Part 1: Teaching design 第一部分 教学设计 Unit goals ● Learn about interesting facts and strange things about nature, people and animals, especially about animals. Make sure the students can speak or write about some amazing things. ● Learn to use adjectives to describe degree of feelings of likes and dislikes. Recognize exclamations and use ‘What ’and ‘How’ to express strong feeling. ● Learn to talk about possessions, using possessive adjectives and possessive pronouns. Learn to use apostrophe with ‘s’ to show possession. Vocabulary amazing, bright, strange, usual, unusual, frightened, weak, following, soft, last, crazy, few, early, hard-working, poisonous, excited, black-and-white, yesterday, carefully, later, even, ago, however, once, travel, sneeze, hear, happen, search, kick, dislike, practice, bark, die, appear, weigh, lay, remember, decide, name, invent, Earth, noon, rocket, elephant, tiptoe, plant, lightning, ghost, whisper, bush, noise, reporter, stone, can, cartoon, guide, introduction, pity, dodo, frog, dinosaur, scientist, kilogram, grass, baby, ant, camel, giraffe, tortoise, bone, neck, eyelid, word, goldfish, second, weight, sandwich, piece, scarf, cigarette, star, history, dish, without, during, over, anybody, nobody, everything, himself, UFO Expressions 1. Come on, Eiddie. It’s just a plane. 2. Look at its brigh light. 3. A man in the USA was 2.72 meters tall. 4. You can’t sneeze and keep your eyes open at the same time. 5. Elephants walk on tiptoe. 6. As usual, they sat under the tree. 7. Suddenly, they heard a whisper from the bushes behind the tree. 8. They turned around but could not see anything unusual. 9. People in the center would take care of it. 10. Sion is crazy about football. 11. Sandy is fond of music. 12. He barks at anyone who wake him up. Structures 1. It takes about three days to travel from Earth to the moon by rocket. 2. Fish sleep with their eyes open. 3. There’s no plant life without lightning. 4. Isn’t that interesting? Yes, it is. 5. He was now sure the sound came from the bushes. 6. There were so many amazing things in the museum. 7. The last ones died more than 60 million years ago. 8. my father found it interesting too. 9. It’s also interesting to know that each eye of a camel has three. 10. Let me go with you then. Period 1 Comic Strip + Welcome to the unit Teaching goals ● To introduce students to unusual phenomena and events ● To use adjectives to describe feelings and opinions Teaching procedures Step 1 Presentation (The teacher can present a picture which can make the students feel amazed, such as an advertisement about a pair of very huge shoes.) Ask: Look at this picture. How do you feel when you see such big shoes? The world around us is full of amazing things. (on the blackboard) What do you usually see in museum? What do you think you will see in the Funny world museum? (Ask the students to use their heads and answer the questions.) (The teacher shows the pictures on P61 Part A to the students one by one. Teach the new words and phrases according to the pictures.) What can you see in the picture 1? I can see… (Present the new words and phrases: lightning, plant life, rocket, from Earth to the moon, at the same time, elephants, walk on tiptoe, with eyes open) Step 2 Consolidation Ask the students to fill in the blanks. 1. It takes about three days to ________ from ________ to the ________ by rocket. 2. A man in the ________ was 2.72 meters tall. 3. Fish sleep with their eyes ________. 4. You cannot ________ and keep your eyes open at the same time. 5. ________ walk on tiptoe. 6. There is no ________ life ________ lightning. Step 3 Practicing Divide the class into pairs. A: What can you see in the picture? B: I can see… A: Do you know that …? B: Oh, really? A: Isn’t that interesting? B: Yes, it is. (Let the students read the words, expressions and sentences correctly by practicing the dialogue.) Step 4 Presentation One day, Eddie and Hobo both saw a strange thing, what is it? Let’s look at the picture. (The teacher presents the pictures to the students.) Eddie and hobo are talking about something strange in the sky. Let’s look at he pictures and try to talk about these pictures. Step 5 Listening Play the tape of comic strip. Before listening, ask a question: What are Eddie and hobo talking about? (A strange thing.) Listen again. Try to answer the following questions: 1. Where’s Eddie? What does he see? 2. What does Eddie think of the strange thing? What’s hobo’s idea? 3. Why does Eddie think it’s a UFO? 4. Why does Eddie think it’s not a plane? Step 6 Practicing 1. Read the dialogue 2. Act it out. Step 7 Summary Today we have learned some amazing things. Try to find more amazing things around you. Then tell the other students. Step 8 Consolidation exercises Translation 1. 乘火车从南京到上海旅行大约需花四个小时左右。(It takes about four hours from Nanjing to Shanghai by train.) 2. 鱼睁着眼睡觉吗？(Do fish sleep with eyes open?) 3. 你不能做作业的`同时听音乐。(You can’t do your homework and listen to the music at the same time.) 4. 他经常不吃早饭就去上学。(He often goes to school without breakfast.) 5. 难道那头大象不好玩吗？不，我认为它很好玩。(Isn’t that elephant interesting? Yes, I think it’s interesting. ) 6. 那是什么？那仅仅只是飞机的光而已。(What’s that? It’s only the light of the plane.) Step 9 Homework 1. Revise today’s phrases. 2. Write down ten amazing things on the notebook. 3. Read and recite the dialogue. Period 2 Reading (I) Teaching goals ● To introduce the style of the ghost story ● To identify specific meaning by scanning the text ● To predict meaning of specific words from context ● To summarize key points of a story by sequencing statements ● To identify key events and infer general meaning Teaching Procedures Step 1 Revision Say some amazing things in the world or have a dictation. 1. There’s no plant life without lightning. 2. It takes about three days to travel from Earth to the moon by rocket. 3. You can’t sneeze and keep eyes open at the same time. 4. A man in the USA was 2.72meters tall. 5. Elephants walk on tiptoes. 6. Fish sleep with their eye open. Step 2 Presentation Did you meet any strange (not usual or unusual) things in the past? If you walk in the park by yourself at night, and suddenly you hear the soft noise (whisper), how do you feel? I feel very afraid (frightened). You often like ghost stories. Some of you even like making up ghost stories. It is not uncommon that places are rumoured to be haunted as a result. You know Millie and Amy are good friends. They love to chat with each other in the park. One day, when they sat under the tree as usual, something happened. Open your book and turn to page 62. Read the passage as soon as you can. Try to answer the following questions: Was there a real ghost in the park? What was it? Let the students know the meaning of the new words and phrases according to the context. (weak, take care of, the following Sunday…) Step 3 Listening Play the tape. After listening, finish Part B1, and then check the answers: (c b a c a b) Listen to the tape again. After listening, finish Part C2, and then check the answers: (4 7 1 2 3 6 5) Step 4 Reading Read the text after the tape. After reading, do some ‘T / F’ questions. 1. Millie and Amy loved to chat in Sunshine Park. (T) 2. One day, they saw something unusual, they were frightened. (F) 3. Millie told Amdy that they heard the strange noise, and then thought there was a ghost. (T) 4. Andy wasn’t frightened, and then he found a weak dog from the bushes. (F) 5. Milie took the weak cat home because she wanted to take care of it. (F) 6. Millie and Amy didn’t go to Sunshine Park any more. (F) Then Read the passage again, and finish the exercise on P64 Part C2 ( 4, 7, 1, 2牛津版六年级科学教案
病 毒
教学内容：青岛版P2~P4
教学目标：
一、过程与方法：
1、能提出与病毒相关的问题；
2、会查阅与病毒相关的书刊和其信息源
3、能制作有关病毒的剪贴报.
4、会用多种形式表达、交流研究的方法和结果。
二、科学知识：
1、知道一些由病毒感染的病的种类主要传播途径和预防措施.
2、了解病毒是一类什么样的生物.
三、教学准备：
教师准备： 有关病毒的资料
学生准备：
了解有关病毒的有关知识。
四、教学过程
（一）、提出问题
1、教师提问：关于由病毒感染引起的疾病，你知道些什么？如何预防呢?
2、学生交流自己收集的资料。
（二）、猜想假设
1、流感的.症状有哪些?主要传播途径是什么?如何预防?
2.学生讨论,指名回答。
（三）、制定方案
1.教师讲解.
（四）、展示交流
2.狂犬病的症状有哪些?主要传播途径是什么?如何预防?
3.脊髓灰质炎的症状有哪些?主要传播途径是什么?如何预防?
4.麻疹的症状有哪些?主要传播途径是什么?如何预防?
（五）展示交流
5. 病毒是一类什么样的生物?
6. 学生讨论后,教师讲解.
（六）、拓展延伸（网上学习）
1、教师讲述：关于病毒，你还知道些什么？请回去以后在网上自主学习。
2、学生交流学习收获和体会。
3、课后作业：
（1）回去查资料,了解人类与病毒的抗争史.
（2）利用作文、图画或小报的形式，说一说自己的学习体会和收获。
Teaching aims and demands
类别 课程标准要求掌握的项目
话题 1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能 Interests and hobbies
Which do we like…or …?
What’s your favorite sport?
Which sport do we like best?
Which do we prefer…or…?
What about…?
Are you interested in…?
词汇 vocabulary
continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法 Future Passive Voice
The human of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the human of Beijing.
Beijing will hold the 29th Olympic Games in the year .（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2，3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media， so I arrange such a task -discussion(group of 4):
Q: What do we know about sports?
During this process， if Ss can’t express themselves in English， Chinese is also all right. Besides， it is a
good chance to present new words. If necessary， I will make some complements. At the same time， I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball， basket ball， football， table tennis， tennis， ，golf
badminton， bowling， baseball， American football， ice hockey etc
Events of sports track and field: relay race， long jump， high jump， pole jump， discus， shot， javelin etc
gymnastic: rings， double bars， high and low bars， horse ， free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham， Mike Owen， Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports， favourite sports stars， and the reason why they like them， with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of human. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity， the students will hear three sports reports about basketball， football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
牛津版六年级上册Unit2Mysummerholiday教案分析
Teaching Ais(教学目标):
1.能听、说、读、写本课的核心词汇：faus, during,spend, everne,cuntrside
2.能熟练掌握核心句型：Hw was ur suer hlida?
It was wnderful. We went t the Great Wall.
Everne had a gd tie.
3.读懂有关暑假生活的对话，学会询问别人和介绍自己的暑假生活。
Teaching Iprtances and Difficulties (教学重难点)：
1.能在语境中正确运用本单元的核心词汇和句型。
2.能写几句话简单描述自己的'暑假生活。
3.在具体的情境中正确运用一般现在时和一般过去时。
4.了解字母e、a及字母组合ea在单词中的发音规律，拼读简单的单词。
Teaching Tls(教学用具)： 录音机、自制、照片等
Teaching Prcedures(教学过程)：
StepⅠ.War up and revisin（热身与复习）
1. Greetings.
2. D se waring-up exercises.
Step Ⅱ.Presentatin and practice（呈现新语言知识和练习）
1. Lead in.
T: D u lie the suer hlida r winter hlida?
Hw was ur suer hlida?
S1: It was wnderful.
T: Where did u g?
Ss: I went t Beiing.
2. Shw se pictures and intrduce Beiing.
3. Learn t sa and write the phrases.
4. Read and spell the wrds.
5. Chse and sa:
This is the Great Wall. It’s in Beiing.
6. Watch the screen and learn t sa the useful sentences.
Hw was ur suer hlida?
It was wnderful. We went t the Great Wall.
7. As pupils t practise in grups .
Sept Ⅲ. Learn the str (学习课文)
1. Watch the cartn.
2. Students fllw the recrding and repeat the dialgues.
3. The pupils read the text carefull. And then tr t d se exercises.
Step Ⅳnslidatin（拓展延伸）
The pupils learn t write sething abut their suer hlidas.
於国礼
第一课时 Review Unit 1-2
教学目标：1 掌握四会单词
2 根据日常交际用语能自由会话
3 能认真书写26个英语字母。注意书写笔画
教学重点：能根据所给的日常交际用语自由会话
教学难点：1 解决学生怕开口，胆小的心理问题
2 结合生活实际，能将所学的交际用语灵活运用，不拘泥于课本。
教学方法：1 尽量让学生多说。
2 鼓励与表扬相结合
3 以小组竞赛的形式调动学生的学习兴趣。
教学器具：录音机 挂图
教学过程：
一、Have a talk with the students
Hi, Millie
Hi , Jack
Good morning /afternoon / evening / night
Goodbye
How are you ?
Fine , thank you . And you ?
I am fine , too .
What’s your name ?
I’m /My name is ……
You’re …, right ?
Yes, I’m …/No , I’m….
This is …
She is /He is …..
What is it ?
It’s a …
What’s he /she/his father ?
He /she/ is …..(a teacher a doctor a nurse a policeman )
二、Task-based teaching
1 Ask four students to act the members of a family .
2 Introduce yourself or your members of your family to your classmates and friends .
3 Arrange four groups to come to the front and act , we can give them a mark ,the winner will be able to get a prize .
4 Check the students if they have mastered the usage of the expressions .
三、Write the 26 English letters and pay attention to the handwriting .
四、Production
1 Assign the homework (see the paper )
2.Give the full name of the abbreviations in the book P11 and P15
3. Recite the words and phrases .
第二课时 Review Unit 3-4
教学目标：1。掌握四会单词以及相应短语
2．能运用所学句式介绍自己的朋友和同学
3．掌握人称代词与be 动词的搭配以及there be 句型
4．能运用所学numbers 表达物体的数目。
教学重点：1。能自由的就朋友以及教师这个话题展开自由对话。
教学难点：1。教学内容相应增多，如何让学生多说，多练，达到尽快消化所学知识点的效果。
教学方法：1。就身边的情景展开情景教学。
2．以同桌，小组的形式展开会话，调查。
教学器具：录音机，挂图等
教学过程：
1． Write the new words and phrases of Unit 1-2 .
2． Have a free talk according to the expressions of Unit 3-4
A:This is my ……(uncle ,aunt , brother ,…..)
B:He’s …(big,strong ,small ,thin , tall ,slim .short , pretty …..)
A:Are you ……?/Is he …….?/Am I ……
B: Yes , you are …../He is ….
A: I have two friends .
B: He is from China /England / Japan/America ….
He is Chinese /English/Japanese /American
A: Open /Close the door/book/window / pencilbox
B: Don’t open/close the book / door /pencilbox …
A: Stand up, please .
B: Sit down , please .
3. Explain the grammar
1) 人称代词与be动词的搭配
I am ….
You are ….
He/She /It is …..
They are ……
2) Numbers (1-30)
3) There be 句型
eg There is a teacher in our classroom
There is a teacher’s desk in our classroom
There are four windows in the wall .
There are some pictures on the wall.
There are 28 boys in our class .
4.Productions
1) Read Unit 3 and Unit 4 and be ready for the dictation .
2) Exercise paper .
牛津版M5U2教案二：Welcome―Reading知识点
I. Teaching aims and demands 1. Review the reading by filling in the form with the words in the reading.. 2. Get the students to grasp the usage of some important words and expressions. 3. Get the students to practice mastering the language points and some useful sentences. II. Teaching important and difficult points 1. How to make the students have a better comprehension of the text. 2. How to help the students be familiar with the language points. 3. How to help Ss apply these points into practice. III. Teaching aids Multimedia, test paper and a blackboard. IV. Teaching procedures Step 1: Teaching check before class 1. Dictate the new words and expressions. 2. Ask students to say something about the environment. Step 2: Important and difficult phrases 1. open the floor 2. large amounts of 3. in addition / in addition to 4. large numbers of / a number of / the number of 5. turn into 6. be beneficial to / be of benefit to 7. see … as … 8. be bad for … / be bad to … 9. agree with / agree to / agree on 10. take responsibility for / be responsible for (Page 25) 11. have a problem with (Page 25) 12. clean up (Page 25 F) Step 3: Important and difficult phrases 1. Can you think of other ways in which people damage the environment? (P21) I am talking to you today about the way large areas of the world are damaged by industrial waste. (Line 10) 2. Pollution is so sad that many rivers are full of chemicals which flow into the sea and kill sea creature. (Line 14) 3. This will have a lasting effect upon the number of fish left for us to eat. (Line 14) 4. While we damage our environment, we keep producing more and more people who need more land to live on. (Line 19) 5. The world’s population has grown to more than six times what it was in 1800. (Line 20) 6. My suggestion is that we should try to cut back on production and reduce the amount of things we make and buy. (Line 22) 7. It is obvious that you are very concerned about the present situation of our environment. (Line 29) 8. When people think of factories, they think of clouds of dirty smokes or a pipe pouring chemical waste into a river. (Line 31) The people running these factories are very concerned about the environment. (Line 40) 9. What we need is more effective laws to preserve the environment, which still allow the economy to grow. (Line 47) 10. Asking around, I find many people willing to pay slightly higher prices for things that are environmentally friendly. (Line 51) 11. What if we run out of space? (Page 25 E) 12. My dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs. (P25 F) Step 4: Homework 1. Read the text to remember the words, phrases, sentences. 2. Exercises for consolidation. V. Blackboard design VI. Notes after teaching牛津版M5U2教案三：Word power―Task
I. Teaching aims and demands Learn some useful phrases and sentence patterns in Word power, Grammar and Task. II. Teaching important and difficult points How to enable students to master and use the phrases and sentences. III. Teaching aids Blackboard and test paper. IV. Teaching procedures Step 1: Teaching check before class Step 2: Useful phrases 1. associate with / be associated with (P26) 2. protect … from … (P29) 3. pick up (P29) 4. on one’s own (P30) 5. draw conclusions (P32) 6. provide … for … (P35) 7. fight against … (P35) 8. be stocked with (P35) 9. agree with (P36) / agree to / agree on Step 3: Useful and difficult sentences 1. We use natural, safe energy from the sun, solar energy, instead of digging up Earth to find fossil fuels. (P26) 2. I used to find a trip to the park very relaxing. (P29) 3. It would be a shame if they were destroyed because of people’s activities in the park. (P29) 4. On taking off his jacket, a sleeping tortoise was found on his stomach. (P29) 5. We have to take environmental protection into consideration when developing the economy. (P30) 6. When I look back, I find I didn’t like some of the questions the audience asked though. (P31) 7. I liked it when you told that joke. (P31) 8. There are certain things you can do to make what you say more polite so that people will be more likely to agree with you. 9. Get something repaired rather than buy a new one. (P36) Step 4: Homework 1. Remember the words and expressions (Pages 26-37) 2. Finish off Learning plan 3. (学案三) V. Blackboard design VI. Notes after teaching牛津译林版9A Unit7 Films教案
【学习目标】
1. 熟练掌握本课出现的生词、短语以及重点句子；
2. 会背诵漫画和B部分的对话；
3. 能用英语谈论电影类型以及自己想做电影行业的何/种:工作。
教学过程
【亮标明学】
出示目标，明确本课学习内容。
Step 1 Revision
Show some pictures and introduce different types of films.
Step 2 Practice
A Sandy has found some pictures of different types of films. Do you know what types of films they are? Help her write the correct name under each picture.
action film cartoon horror film
romantic film science fiction film western
B Sandy and Kitty are members of the school drama club. They are talking about entering the film industry. Work in pairs and exchange your ideas. Use the conversation below as a model.
Listen to the dialogue in Part B and answer the questions.
1. Who does Sandy think would be suitable for entering the film industry?
2. Why does she think so?
Step3Comic
1. Watch the flash.
2. Listening
Let’s listen to the conversation between Eddie and Hobo. Then answer the questions.
1. Who does Eddie think he is?
2. Does Hobo think so?
3. Act out the comic strip.
Step 4Homework
1. Read the text book and learn the new words and phrases by heart.
2. Do the exercises in the workbook
九上Unit7 Comic strip & Welcome to the unit学案
【学习目标】
1. 熟练掌握本课出现的生词、短语以及重点句子；
2. 能用英语谈论电影类型以及自己想做电影行业的何种工作；
3.会背诵漫画和B部分的对话；
4.感知并能够运用so…that与such…that句式。
【自主先学】：
一、翻译下列短语。
1.你做梦，你妄想_________ 2. 动作片__________3.如此….以至于__________
4.浪漫电影 ___________5.科幻电影___________6.西部电影_______________
7.适合…的_____________6. 进入电影行业_______________
二、阅读93页Part A内容，试着完成匹配练习。
1.action filmA. The Pig Brothers
2.cartoon B. Johnny and Elly
3.horror film C. Tomorrow Never Runs
4.romantic film D. 2998
5.science fiction film E. The New King of the West
6.western F. Graveyard Midnight
【课堂活动】
三、模仿93页Part B编对话
A：Who do you think would be suitable for entering the film industry? B: I think …
A: Why do you think so?B: …
A: What would you like to do in the film industry? B: …
四、听漫画，回答以下问题：
1. Who does Eddie think he is?
2. Does Hobo think so?
五、朗读漫画，表演漫画内容。
六、感知so…that与such…that的区别。
七、记忆下列课文中的句子。
1.你非常幸运，霍波。 2.你知道我是谁吗？
3.嗯，我这么优秀，倒是应该在好莱坞发展。
4.你认为谁适合进入电影行业？
5.米莉是一个很好的讲故事的人，她可以写出激动人心的剧本。
6.虽然我喜欢表演，但是我更愿意当一名导演。
【检测反馈】
一、根据句意和提示写单词。
1. Many students want to be TV___________ (超级明星)when they grow up.
2. He is a___________ (浪漫的) person. He comes from France.
3. I can’t find my pen, so I use my pencil___________(代替).
4. American has powerful film _______(工业)，especially in Hollywood.
二、用正确形式填空。
1.You’re ________ (luck) that you can pas the exam.
2. In the _______(west) countries, Chinese medicine is also popular.
3. She’d rather ______(be) a teacher in the future.
4.The boy is 2.10 meters tall. I think he is ______(suit) for playing basketball.
. 三、根据汉语提示完成句子。
1. 我不喜欢表演，我宁愿成一名导演。
I don’t like acting .I_________ _______ _________ a director.
2. 我认为这双鞋适合远足。I think this pair of shoes is _______ ________hiking.
3. 你做梦，如果你不努力的话，你不会得到好工作。
_____ _____ ______, if you don’t work hard ,you won’t get a good job.
【中考链接】
(江苏中考)1. It's ____good food that we all like it very much.
A. so a B. such a C. so D. such
2.There are _____ many difficult questions on the paper that ____ of us can finish them on time.
A. so , a few B. such , a few C .so, few D. such , few
【自我反思】
本课我学会了那些单词,短语和句子_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Warm-up activities
1 Before looking at the comic strip, revise some of the adj.used to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.
2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.
3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.
4 Do a mini survey of students’ opinions.
Presentation (Welcome to this Unit)
1 Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.
2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.
Language points
Why don’t dogs…? What is school like? Be like watching TV, fewer advertisements, autumn-fall, American football-football, football-soccer, film-movie, secondary school-high school, etc.
Homework
1 Learn the language points by heart.
2 一课三练 P.13
3 Preview the Reading Part.
Presentation (Reading A)
1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.
2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.
3 Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.
4 Ask students to read the text. Explain any difficult words.
5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.
Presentation (Reading B)
1Ask students to do Part B1 on their own.Encourage students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answers orally with the whole class.
2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.
3 Ask a pair of more able students to read the conversation to the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank.
Presentation (Reading C)
1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.
2 Ask students to correct the false sentences.
3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.
4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.
5 Write some questions about the reading passage.
* What are the names of the two students?
* What are the names of their towns?
* Why does John love Home Economics most?
* How old are students when they learn to drive in American?
* What do older students do at the buddy club?
* What is the name of Nancy’s buddy?
Language points (Part A)
Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than taking a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doing
Language points (Part B)
A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very much
Homework
1 Learn the language points by heart.
2 一课三练 P.14-15
3 Preview the Vocabulary Part.
Presentation （Vocabulary）
1 This section helps students expand their active vocabulary about school subjects. Ask students to read the words in the box and match pictures with correct subjects on their own.
2 Check answers with class as a whole.
3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.
Unhappy, unhealthy, uncomfortable, careless
Read all the adj. Students should be able to recognize all the words. Ask them to do the task on their own first and then compare with a partner.
Language points
Want to learn more about the subjects that British students study, attach to, unimportant, unpopular
Homework
1 Learn the language points by heart.
2 一课三练 P.1
3 Preview the Grammar Part.
Presentation （Grammar Part A）
1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various things.Write down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.
2 Ask students to study the sample sentences at the top of the page.Read each sentence. Invite students to make one more sentence about each picture.
3 Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.
4 Ask students to read and complete ‘Work out the rule!’
5 Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.
Presentation （Grammar Part B）
1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.
2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.
3 Ask students to read and complete ‘work out the rule!’
4 Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.
5 Ask students to read out the sentences to check the answers..
Presentation （Grammar Part C）
1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage of words depending on the position of the noun.
2 Divide students into pairs and ask them to do Part C1. Read the worked example and point out the word order.
3 students to look at the contents of their school bags. Ask them to show and name the things in it.
4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.
Presentation （Grammar Part D）
1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.
2 Use the topic of the school uniform to arouse students’ interest and help students refocus on the task more easily.
3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.
4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.
Language points
More than, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniform
Homework
1 Learn the language points by heart.
2 一课三练 P.17-18
3 Preview the Integrated skills, Speak up & pronunciation Part.
Presentation （Integrated skills A）
1 Read the list of future plans before playing the recording.
2 Invite students to talk about their own and their partner’s future hopes.
3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.
4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.
5 Play the recording for Part A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter.
Presentation （Integrated skills B）
1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.
2 Ask students to practice the conversation in pairs and then change roles.
3 Ask students to bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. E.g., Who is the boy on your left? What’s he like? What would he like to be when he grows up?
Language points
Popular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boys
Homework
1 Learn the language points by heart.
2 一课三练 P.19-20
3 Preview the Main task & Checkout Part.
Presentation （Study skills）
1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the page. Underline the ‘Wh-‘ words.
2 Read the letter to the whole class. Ask more able students to close the books while I read. Ask some open questions, e.g. , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.
3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.
4 Ask more able students to underline main points and circle keywords.
5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.
Language points （Study skills）
Smiling, general appearance, pleasant, ability
Presentation （Main task）
1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.
2 sk students to look at Daniel’s notes in Part A.
3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.
4 Encourage students to use a variety of adj. to avoid repetition. Remind them of the adj. they’ve learned in this unit.
5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.
6 Ask students to underline the adj. in the article.
7 Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion.
8 Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.
9 Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.
Language points （Main task）
Live next door, have been friends for almost 10 years, wear a smile on her face
Presentation （Checkout）
1 Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.
2 Ask students to read through the table and complete the conversation.
3 Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.
Language points （Checkout）
Climbing, what about playing football?, a friend like Alan, answer questions correctly
Homework
1 Learn the language points by heart.
2 一课三练 P.21-22
3 Preview Unit 3
教案内容：
Teaching aims and requirement
1. 会说Hi和 Hello，能使用 He、Hello互相问好。
2. 会用I’m介绍自己。
3. 激发学生学习英语的兴趣,并能在相应的场景中自如地表演运用。
Teaching aids
Recorder and tape
Teaching procedure:
第一课时
Step 1 Introduction
1.师生问候;(师说英语，用手势示意，上课，起立，坐下。)
2.简介英语的重要性，激发学生学习热情，鼓励学生学好英语。
Step 2 Presentation
Teaching ‘Hi’ and ‘Hello’
1.师用Hi、Hello与学生问好，鼓励学生大胆回答，适当纠正学生的读音。对学生及时给予表扬。
2.让学生用Hi、Hello自由问好。
Step 3 Presentation
Teaching ‘ I’m….’
1.师先用中文介绍自己，再用英文说I’m Miss Jiang， 放慢语速反复多次。
2.鼓励学生用I’m….介绍自己。(每个学生说完，全班给予掌声鼓励)
Step 4 Practice
1.师用Hi/Hello, I’m Miss Jiang. 与学生问好，引导学生用 Hi/Hello, I’m …作答。
2.学生分组用Hi/Hello, I’m 互相自我介绍。
3.唱《找朋友》，让学生下位用“Hi/Hello, I’m”找朋友。
4.指名上台表演。
5. 引导学生展开想象，让他们在类似的生活场景中运用所学语言。
T: Hello ,I am Miss Jiang .
S: Hello ,I am Mike .
Step 5 Act
用Hi/Hello，I’m…. Goodbye /Bye向全班同学介绍自己。
Step 7 Homework
回家用所学的句型与父母问好、道别。
Some thoughts after the lesson: ☆教学调整☆
教案内容：
1.能听得懂，会说单词Su Hai, Mike, Helen, Wang Bing .
2.能正确地运用日常交际用语Hello, I am ,激发学生学习英语的兴趣,并能在相应的场景中自如地表演运用
Step 1 Free talk
师生之间互相问好，打招呼，复习句型Hello/Hi, I’m ….
T: Hello/Hi, I’m MissJiang…. S: Hello/Hi, I’m ….
Step 2 Presentation
出示头饰，逐个介绍新朋友Su Hai, Wang Bing, Helen, Mike。用中文讨论图画，他们来自哪儿?会说些什么?
师戴头饰T: Hi, I’m Su Hai.S1: Hi, I’m S1.
T: Goodbye, S1.S1: Goodbye, Su Hai.
在交往中让学生认识四个新朋友。
Step 3Practice.
1、听录音，指出书中人物。
2、再听录音，跟读课文。
3、分组操练，四组分别是Su Hai, Wang Bing, Helen, Mike，学生下位找朋友，最少找五个，巩固本课句型。
Step 4Act .
1、指名学生戴上头饰，下位走动，向本组同学问候。
2、请一组学生到前面围成一圈，叫圈里两个学生的名字，这两个学生走到中
间说：“Hello/Hi, I’m …”，然后握手，接着说“ Goodbye.”
Step 5 Consolidation
找人物，涂颜色，说出他们的姓名。复习巩固所学的句型和人物。
Step 6 Homework.
听录音，熟记书中人物姓名。
教材简析：
本单元的日常交际用语主要用于“询问爱好”。Do you play …?Do you like …? What do you play ?都是一般现在时的疑问句，在现阶段教师并不需要把有关一般现在时的语法知识传授给学生，只要求学生能听懂意思，会表达就可以了。
本单元教学内容有关的实物或图片应该在课前准备好，以便在教学时让学生有一个直观的印象。
本单元的词汇主要是球和乐器类的单词，在教学过程中可以通过实物来演示一些相关动作，以活跃课堂气氛。
教学要求：
1.能正确地听、说、读、写字母Uu， Vv和Ww
2. 能听懂、会说球类和乐器类单词 ，basketball， football，Volleyball， baseball， a piano ，a violin ，a guitar ，an accordion.
能听懂、会说日常交际用语Do you like …? Do you play …?Yes ，I do/ No ，I don’t .What do you play ? I play …Great! 并能熟练运用。
会唱歌曲We study and play .
教学重点：
见教学要求1、2、3、4。
教学难点：
见教学要求3。
教具准备：
图片、实物、乐器类玩具模型。
教学安排：
第一课时教学A部分1、2两幅图，B部分乐器类单词。
第二课时教学A部分3、4两幅图，B部分球类单词。
第三课时教学C、D两部分。
第四课时教学E部分和练习册。
The first period
Teaching Contents：
A.Vocabulary ： a piano ，a violin ，a guitar ，an accordion .
B. Patterns ： Do you play …? Yes ，I do /No ，I don’t . What do you play ? I play …
Teaching Aims ：
1.能听懂、会说乐器类单词a piano， a violin ，a guitar ，an accordion.
2.能听懂、会说日常交际用语Do you play …? Yes ，I do./ No， I don’t .What do you play ? I play …
Teaching Steps：
Step1 Free talk and motivation .
A. Sing a song： Hot cross buns .
B. Free talk.
Step2 Presentation and practice .
A. Learn to say ： a piano ，I play the piano.
教师播放一段钢琴曲让学生猜猜是哪一种乐器演奏的声音。学生答后教师出示钢琴模型。
T：Look ，this is a piano .Read after me ，please .a piano (升调)，a piano (降调)， I play the piano.(同时作出弹琴的动作)
学生自由练读，教师抽查。
教师在抽查过程中将钢琴放到一个学生的课桌内。
T：I can’t find my piano ，Where is it ?
S1： It’s in the desk .
T： Do you play the piano ? Yes or no ? (教师引导学生回答Yes ，I do ./No ，I don’t .)
Read after the T： Do you play the piano? Yes ，I do ./No ，I don’t .
B. Practice in pairs .
e.g S1： Do you play the piano ?
S2： Yes ，I do /No ，I don’t .
C同法学习其余乐器类单词：a violin ，a guitar ，an accordion .(学习不同乐器类单词时注意让学生通过不同的动作区分各种乐器)
D.Learn to say ： What do you play ? I play …
借助小猫Kitty与教师的对话进行教学。
T：Hi ，Kitty .
Kitty ： Hi ，Miss Yao .
T： Do you play the violin ?
Kitty： No ，I don’t .
T： What do you play ?(教师出示四种乐器的模型)
Kitty： I play the guitar (边说边拿起吉他做出演奏的动作)
The Ss read after the T： What do you play ? I play the guitar /violin /accordion /piano .
Practice ：
T&S S&S
Step3 Consolidation .
Listen to the tape and repeat .( A Learn to say前半部分)
Step 4 Homework .
Listen to the tape four times .( A Learn to say )
Design ：
Unit 10 Do you play…
Yes ，I do .
No， I don’t .
What do you play ? I play the …
The second period
Teaching Contents：
A.Vocabulary ： football ，volleyball， baseball ，basketball .
B.Patterns：Do you like …?Yes ，I do /No ，I don’t .
Teaching Aims：
能听懂、会说球类单词football，volleyball，baseball，basketball.
能听懂、会说日常交际用语Do you like…? Yes ，I do /No ，I don/t .
会唱歌曲We study and play .
Teaching Steps：
Step1 Warm up
Say a rhyme：Jack has a clock .
Sing a song： Hot cross buns .
Step2 Free talk and presentation .
Free talk .
e.g T： Do you play the piano ?
S1： Yes ，I do ./No ，I don’t .
T： What do you play ?
S1： I play the violin .Do you play the violin ?
S2： Yes ，I do …
S3： …
Presentation .
教师出示一个足球，T：I like football.(边说边踢球，当球滚到一学生跟前时，师提问)
T：Do you like football? Yes or no ? (教师引导学生回答)
S：Yes ，I do /No ，I don’t .
学生自由组合练习对话。
借助小猫Kitty学习对话：Let’s go and play football now .Great! Let’s go .
同法学习其余球类单词，教学时可以用不同的动作区分各种球。
Step3 Consolidation .
Passing game： 听音乐传球，当音乐停止的时候，手中持球的学生与其同位到台前用手中的球编对话。
Do and guess ：一位学生到讲台前作出打球的动作，其余学生猜猜是哪一种球。
Step 4 Have a rest .
Sing a song： We study and play .
Step5 ENDING
The third period
Teaching Contents ：
C Look and say ： D Look read and write .
Teaching Aims：
复习巩固Do you play /like …? What do you play ? 及其应答 答语。
能熟练运用所学句型编对话。
学习字母Uu ，Vv ，Ww .
Teaching Steps
Step1 Warm up
Sing a song ： We study and play .
Revision .
主要复习球类和乐器类单词，用抽读图片的方式进行，并随机进行交际复习。
Step2 Presentation .
Look and say .
The T shows the wall picture and asks ： What can you see on the picture ?
The Ss discuss .
教案内容：
教学内容和要求：
1.会读Learn to say 中的内容，并知道句子的意思。
2.学会说good morning ,good afternoon, good evening, ,准确知道它们的意思，并能够初步学会运用。
3.复习Unit 1 的内容，要求读说流利，应用自如。
4. 能正确演唱本单元的歌曲。
教学重点：
1.让学生学会说morning, afternoon , evening ,并理解意思
2.初步学会运用good morning, good afternoon ,good evening 说话。
教学难点：
1. good morning,中字母d要失去爆破;good afternoon ,good evening 中两个单词连读。
教学准备：
磁带，图片，实物(笔，文具盒，橡皮等)
教学方法：
跟读，领读，游戏
第一课时
教学过程：
一.复习
1.朗读unit 1中look and learn .
齐读并指名读，要求注意语音语调
2. 看图片说名字，分组或指名说
二.教学look and learn .
1.学生看图片，用中文说一说这是什么
2. 激发兴趣，教说单词 morning afternoon evening
教师在学生用中文回答时，用英文说出短句，让学生跟读，理解意思
3.跟读磁带，反复练习
4. 指名学生说，教师正音后齐读
5. 带领学生做游戏，让学生观察 morning afternoon evening这三张图片，再认读。
三.教学Listen ,point and learn to say .
1.看图说话，图上有什么，是什么时间，他们会说什么
教学目标： 1. 能听懂、会说单词a tape, a pencil sharpener, a knife, a crayon
2. 能听懂、会说、会读日常交际用语What’s this/that in/on the…? What’s this/that in English? It’s … Come here. 并获得运用所学语言进行交际的能力。要求读音正确，语调自然。
重点难点：能正确理解运用介词in 和on。
教 学 过 程
用时：20分钟
第一步：重难点突破
用时：5分钟
T: (PPT 1 显示课题) Hello, boys and girls. Nice to meet you.
T: 同学们你们好，我是你们的新朋友，My name is May. 我的名字是May。今天由我来和你们一起学习三年级第一单元Unit 1 My school bag，现在我们就开始吧!
T: 首先我们来玩一个游戏复习已经学过的单词和句子。请你看老师出示的图片，猜一猜它们都是些什么呢?(PPT 2)然后回答老师的问题What’s this?和What’s that? 你可以怎么回答呢?对了，你可以回答It’s a/an… 记住了吗?好，我们开始吧!(PPT 显示图片剪影×4，教师带领学生问答)
T: OK! Good! 你们回答的真好!现在老师要把几样东西分别放到不同的地方，请你仔细看好回答老师的问题 (PPT 3显示图片，若干物品分别放在桌子上椅子上盒子里面和上面。)
T: Look! What’s that on/in the …? (PPT 3点击显现物品)
Yes. It’s a/an … (教授单词tape)
T：同学们，刚才老师是怎么样用英语来问在某处的某样东西是什么的呢?你还记得吗?对了，老师是在原来我们学过的句子后面加上了物品所在的位置。例如What’s this on the desk?是想问在桌子上的这个是什么。请你也来读一读.(带读) 再例如What’s that on the …? 是想问… 请你也来读一读。
T:在这里老师还想提醒大家介词in 和on的区别，(PPT4显示帮助解释) in 表示在……里面，例如What’s this in the box? 盒子里面的是什么?而on 表示在……上面，例如What’s this on the box? 盒子上面的是什么?好，现在你都懂了吗?老师来考考你。(拿铅笔盒和一只铅笔，分别放在里面和上面，带领学生问和答，进一步解释说明)
(本步骤设计说明：教师首先通过游戏带领学生复习旧知并过渡到新句子的学习，这样的层次有助于学生自然接受新知识。同时通过讲解和教授，帮助学生理解，体会in 和on这两个介词的区别，突破重点难点。)
第二步：课文学习
用时：10分钟
1 T: Now boys and girls, let’s look at these boy and girl. Who are they? 同学们，现在我们来看看这两位小朋友，他们是谁呢? (PPT5显示Yang Ling 和Wang Bing) Yes, they’re Yang Ling and Wang Bing. Yang Ling is in Wang Bing’s house today. 今天杨玲在王兵的家里，他们在说什么呢?我们一起来看一看吧!(播放课文动画)
2.T: 好，现在你知道他们在谈论什么了吗?对了，他们在谈论王兵的文具呢!那么他们谈论了哪几样文具呢?请你听课文对话，把他们谈论到的文具选出来。(PPT 6显示待选文具和听力要求)(播放课文录音)
3.T: OK. 他们到底谈论了哪几样文具呢?请你和同学讨论讨论。
T: 好，我们一起来看看正确答案。他们谈论了这四样文具，你会用英语说一说这些文具吗?首先我们来看What’s this in English? Yes, it’s a tape. And what’s this in English? It’s a pencil sharpener. 很好。这个呢?What’s this in English?这个用英语怎么说呢?Yes, it’s a knife. (教授带读knife) 最后What’s this in English? Yes, it’s a crayon. (教授带读crayon)
4. T: 同学们现在你知道怎样询问某样物品用英语怎么说了吗? 我们可以问：What’s this/that in English? in English是用英语表示的意思。(带读词组和句子) 现在就请你看着这几样文具用What’s this/that in English? It’s a/an …来问答。首先请你来看看以下两位同学是怎样对话的吧!
(学生演示问答)
5. T: 好了，现在我们来跟随杨玲和王兵一起来说一说。请听课文动画跟读。
(播放课文动画，暂停跟读)
6. T: Very good! 现在你能来自己读一读课文吗?
7. T: 同学们，现在请你来当杨玲，跟电脑上的王兵来对对话。
8.T: 好，现在请和一位同学搭档表演课文。首先请你来看看这两位同学的表演吧!(学生演示表演课文)
(本步骤设计说明：本部分教师直接引出课文中的两个人物，让学生通过看初步感知课文，在通过听理解课文内容，从待选物品中选出他们所谈论到的文具并进行新单词和句型的教授，此部分的重点应转移到句型What’s this/that in English?这个问句上。在此基础上再让学生跟读学习课文，在充分的读和理解的基础上进行课文表演。)
第三步：巩固操练
用时： 5分钟
1. T: 今天我们学习了两种新的提问方式，(PPT小结)一种是询问在某处的某样物品是什么，我们可以问：What’s this/that on/in…? 这里我们不但要注意物品的远近，还要注意物品的位置，如果物品离我们比较近，我们应该用代词this;如果比较远，应该用代词that;如果物品是在某样东西的上面，我们应该用介词on;如果物品是在某样东西的里面，我们应该用介词in。另一种提问的方式是询问某样物品用英语怎样表达，我们可以问：What’s this/that in English? 而这两种提问方式都可以用It’s a/an …来回答。你都明白了吗?好，现在我们就用今天所学的内容来编对话进行表演。(提供四个场景，让学生4选1进行表演)
2. T: 首先请你们来看看这几位同学所编的对话吧，说不定会对你有所启发哦!(学生演示表演编对话)
(结束语)
T: 本节课中我们一起跟随杨玲和王兵学习了如何询问在某处的某些物品是什么，还学会了询问某样物品用英语怎样表达，希望你在课后认真复习课文，我们下节课再见。Bye!
三年级英语教案范文二：Plusandminus
教学目标：1、巩固数词类单词 13-20。
2、能听懂、会说日常交际用语 What’s …plus /minus…? It’s…That’s right/Sorry , you are wrong.
3、能熟练使用数字表达：时间(半小时以内)和加减法
教学重点：1、能听懂、会说日常交际用语 What’s …plus /minus…? It’s… That’s right/Sorry , you are wrong.
教学难点：1、能听懂、会说日常交际用语 What’s …plus /minus…? It’s… That’s right/Sorry , you are wrong.
2、能正确理解运用plus ,minus 进行加减法的运算
教学准备：1、教具准备 课前准备 数字卡片，加减法的符号 “+ -”
2、磁带及录音机，教学挂图。
教学过程：
Step1. Free talk:
1、课前常规训练：song
2、数数：1-20
3、花样数数：如隔5就说：It’s me ! / 接龙数/ E Funhouse : 说前一个数或后一个数(可适当增加难度，如前二个等)
4、日常问答 看钟，学生问答(12和24小时制)
正点：
What’s the time now ?
It’s … o’clock.
Is it time to …?
Yes, let’s / No , it’s time to …
半小时以内：
What’s the time ?
It’s ( 9:10) nine ten
It’s (8:15) eight fifteen .
Work in pairs :
3:11 4:25 5:16 7:18 8:29 11:05
Step2. Presentation and practice
1、去超市，购物看标价
T: Good morning .
S: Good morning.
T: What’s the time now ?
S: It’s …
T: Let’s go to the supermarket .
S: Great! But how ?
T: By bike . I’d like some …. Look , how much is it ?
( 出示价格表)
S: It’s __x yuan .
一起认识商品的价格：How much is it ?
It’s __x yuan .
2、请学生帮老师算一算要付多少钱
(学生做营业员)
T: I’d like two hambergers. How much ?
S: Twenty yuan .
T: Here you are .
S: Thank you.
板书： 10+10= ?
T: I’d like two cakes. How much ?
S: Ten yuan.
T: Here you are .
S: Thank you .
板书： 5+5=?
3、学习加法的运算
T: What’s ten plus ten ?
S: It’s twenty.
T: That’s right.
What’s five plus five ?
S: It’s ten.
T: That’s right.
_ plus 加
板书：What’s ____ plus _____ ? It’s ______. √ That’s right.
运用：
(老师做营业员)
T： Good morning . What do you want ?
S: I’d like ….How much ?
T: (板书 12+12= 24 ) Twenty-four yuan.
S: Here you are .
T: Thank you .
Work in groups
4、学习减法的运算
(学生做营业员)
S: Good morning.
T: Good morning. I’d like two T-shirts.
S: OK.
T: How much ?
S: 40+40=80 Eighty yuan.
T: Sorry . Here you are .Would you please give me a change( 请找钱)。
( 老师用一张100元)
S：100-80=20 Here you are,. Twenty yuan.
T: Thank you.
板书： 100-80=?
_minus 减
板书：What’s ____ minus ____ ? It’s ______.
5、活动：做一做，说一说
a、数一数1、2组，3、4组各有多少人
b、全班共有几人 _____ plus ______
c、数一数女生有多少人
d、男生有几人 _____ minus _____
6、看卡片，问答
T： What’s _____ plus / minus _____?
S: It’s ______ .
T: That’s / You’re right.
Work in pairs
Step 3. Learn to say
1、出示本课1、2两幅挂图。生看图听课文录音并跟读。
2、尝试100以内的加减法
Step 4. Consolidation
1、复习数字： Can you count from … to … ?
2、看图回答(几样物品放在一起，算价格) How much are they ?
3、游戏：将学生分成两大组，相互出题，答对多者为赢
Step 5. Homework
听本课录音A和B部分，跟读单词和课文。
七、板书设计
Unit 5 Plus and minus
What’s the time now ? It’s ____ ______ .
3:11 4:25 5:16 7:18 8:29 11:05
What’s ____ plus _____ ? It’s ______. √ That’s right.
10+10=?
5+5= ?
What’s ____ minus ____ ? It’s ______. ╳ Sorry , you are wrong.
100-80=?
於国礼
第三课时 Review Unit 5
教学目标：1 运用所学的句式熟练表达某一学校的介绍。
2 掌握四会单词及相应短语
3．掌握句式：There is /are…….
How many …………?
教学重点：1 熟练运用There be 句型
2能就数字用How many /How much …….? 提问。
教学难点：There be 句型
教学方法：1 就身边的物体的数量用There be 句型,,学生会更明了一些。
2． 采取一问一答式
教学器具：录音机，挂图
教学过程：
1. Write the words and the phrases of Unit 3-4 from the memory .
2 Have a talk according to the things in the classroom .
A: Is this ……?
B: Yes , it is / No , it isn’t .
A: How many boys are there in our class ?
B: There are 28 boys .
A: There is a beautiful garden behind our school .
B: Look at the map of our school . There are six floors in this building .
2. Explain the grammar ( The plural of nouns )
A: There is a book on the desk .
B: There are two books on the desk .
A: There is a box in the bag .
B: There are two boxes in the bag .
A: There is a bus in the school .
B: There are ten buses in the school /
A: There is a library in our school .
B: There are two libraries in our school .
3. Grammar :
The plural of nouns
normal -s cup-cups
ending with s,sh,ch,x -es watch-watches
consonant +y -ies family-families
4. Practice
Give some plurals of some nouns .
5. Production
1) Read the words and phrases fluently .
2) Assign some homework
a. Written work
b. Exercise paper
★ 牛津英语教案
★ 初一牛津作文
