第一篇：一年級英語教案Unit 5

教學重點：復習本單元知識，做聽力練習;歌謠-有節(jié)奏、有韻律的歌謠.教學難點 ：聽力練習, 歌謠學習。

教具準備：

1．教師準備本單元所學動物的動物玩具（玩具也可以從學生處借用）。

2．本單元所學詞匯的圖卡和詞卡。

3．Lets check部分的聽力磁帶和Lets chant部分的歌謠錄音帶。

教學過程 ：

l．熱身／復習（Warm-up／Revision）

（1）日?？谡Z會話活動。

（2）通過詞卡和圖卡以及看本單元的課件復習所學的動物詞匯。

（3）游戲：速認速記。教師每次從詞卡中挑出3張，讓學生快速認記。

教師說：one，two，three！便拿掉卡片，讓學生說出是哪幾個單詞。最快舉手說對這3個詞的同學可以為本組加一分。（教師在說One，two，three！時要快慢適度，給學生記憶時間；也不要過慢，要讓學生有一定的緊迫感，訓練瞬時記憶。）

（4）游戲：把手放在你的背后。

教師拿出準備好的玩具放在講臺上，請一個學生站到前面，面對全班同學并把雙手放在背后。教師將一個小動物玩具放在他的手里。教師問他：Whats in your hand？這個學生用手摸完，用Its a?.回答。如果他答對了，就拿出來給全班同學看，并可以為本組加分。如果給三次機會，學生都答錯了，就要換其他同學來繼續(xù)這個游戲。

（5）游戲：找卡片

教師將同樣數量的A, B兩組卡片正面朝下貼在黑板上，學生一從A組中翻一張卡片并讀出單詞，再從B組中翻看一張卡片，如果兩張卡片相同則給該學生以獎勵。若不同則將卡片放回原處，換另外一名學生作此練習。

2．趣味操練（Practice）

（1）聽力練習：Lets check

學生看圖，說出圖中的單詞。教師播放錄音, 學生作練習。根據聽到的內容圈出相應的圖A

或B。教師播放動畫，學生邊看邊做，一起核對答案。教師獎勵表揚做得好的學生。學生跟著動畫逐句跟讀。

聽力內容： l．Look at the panda．

（轉載自本網http://004km.cn，請保留此標記。）

2．I have a squirrel．

3．Jump like a rabbit．

4．Fly like a bird．

答案：1．A 2．B 3．B 4．A

（2）學習Lets chant

a．先讓學生認真看兩遍動畫。

b．教師再次播放動畫，每兩句停下來，讓學生跟讀，并伴有手勢。教師板書每句的最后一個單詞，兩個詞為一組（cat，fat；pig，big；monkey，funny；mouse，house）。朗讀每組單詞，讓學生找出讀音中的共同點，并再給出一些生詞來認讀。如：cat，fat 這組，給出bat，mat，hat，sat，rat等單詞讓學生讀。從而逐漸使學生掌握拼讀規(guī)則記憶單詞的方法。

c．讓學生分組有表情地并且有節(jié)奏地朗讀歌謠。

d．請學生上講臺朗讀或表演，設最佳表演獎，教師進行適當獎勵。

E．最后請有能力的學生將歌謠背誦下來，教師封其為班級“記憶王”。

3．課堂評價（Assessment）

做活動手冊本單元第六部分的練習。

2

教師將學生分成幾個小組, 合作找出圖中的動物。看看圖中藏有多少動物。用比賽的形式可進一步激發(fā)學生的積極性和學習熱情。

2

教師引導學生用Look!This is a ?或Look at the ?!表達出自己所找到的動物。

2

比一比看哪個小組找得多找得快!

2

教師獎勵優(yōu)勝組。

答案：cat，dog，monkey，panda，rabbit，squirrel，duck，pig，bird，bear，elephant，mouse.4．擴展性活動（Add-activities）

（1）聽錄音，讀A、B兩部分Lets do的內容，邊讀邊做動作。

（2）和同學一起看第38－39頁的主情景圖，用手指著主畫面上的人和動物，用英語把他們說出來，看誰說得多。

您可以訪問本網（004km.cn）查看更多與本文《英語教案－Unit 5 We love animals第六課時》相關的文章。

第二篇：新編實用英語教案unit5

Unit 5

Our weather and Climate I.Teaching objectives

1.2.3.4.5.6.Enlarge vocabulary related to weather and climate.Get some tips about the use of basic sentence structures.Practice writing: describe the weather in form of weather forecast.Appreciate passages and complete exercises well.Practice to understand easy weather forecast.Practice to talk about the weather.II.Key points 1.Master the vocabulary about weather and climate.2.Understand the passages 3.Practice writing: describe the weather in form of forecast.4.Practice to talk about the weather and understand easy weather forecast.III.Difficult points 1.Get some tips about the use of basic sentence structures.2.Practice writing a short weather forecast.3.Appreciate passages and complete exercises well.IV.Teaching methodology

1.Task-based language teaching 2.Direct method V.Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1.Work in pairs.Practice the following mini-talks about greeting and introducing people.Acting out the Tasks 2.Work in pairs and act out the tasks by following the above mini-talks.Key for reference: 1.Task: Ask for Mark’s comments on the weather.2.Task: Ask about and describe the weather at this time of year.3.Task: Ask Mr.Green about the weather condition tomorrow and plan an activity.4.Task: Talk about the change of the weather from long rainy days.5.Task: Complain about a cold day.Studying Weather Forecasts 3.A weather forecast id a statement that tells the public what the weather condition is going to be.We need to watch weather forecasts on TV or hear them over the radio every day.It is part of our life.Read the following samples of weather forecasts carefully and try to use the information to practice short dialogues.Following Sample Dialogues

4.Read the following sample dialogues and try to perform your own tasks.Putting Language to Use 5.Mr.Parks is talking about the weather of two places in the United States with her students.Read aloud the following dialogue with your partner by putting in the missing words.6.There is going to be s sports meet tomorrow.Bob is worried about the weather and you are talking about it.Fill in the blanks according to the clues given in the brackets.Then act it out with your partner.1.Listen to 10 sentences for workplace communication cross-referenced with their Chinese translations.Script:(e.g)1.It look likes rain.2.Is it going to be fine this weekend?

3.There is a chance of snow this evening.4.Today will be cool and partly cloudy, with a chance of rain this afternoon.5.What’s the temperature today?

2.Listen to the following sentences for workplace communication in Column A and match each one with its Chinese version in Column B.3.Listen to 6 sentences for workplace communication and choose their right responses.Handling a Dialogue 4.Listen to a dialogue and decode the message by finding out the correct choices in the brackets according to what you have heard.Understanding a Short Speech/Talk 5.Now listen to a short speech/talk and fill up the blanks according to what you have heard.The words in brackets will give you some hints.6.Listen to the speech/talk again and complete the information in Column A with the right choices in Column B.Section III Trying Your Hand Practicing Applied Writing 1.Read the following two samples of weather report and learn to write your own.2.Translate the following weather forecast into Chinese, using the data bank in the Workbook for reference.3.Write an English weather report according to the information given in Chinese.Writing Sentences and Reviewing Grammar 4.Analyze the following sentences to see what tense they belong to.5.Correct the errors in the following sentences.6.Translate the following sentences into English.Keys for the exercise: 1)The weather was terrible yesterday.In fact, it has been awful.2)She has worked in this office for five years.3)I paid a visit to the Great Wall last year and had a very good time there.4)We have never spoken to each other since we quarreled last time.5)Turn down the TV a bit, the weather forecast hasn’t begun yet.Write and Describe a Picture Write a short passage of about 100 words to tell a story or about an event related to the picture given below.Some useful words and phrases have been provided to help you.Section IV Maintaining a Sharp Eye Passage one

1.Information Related to the Reading Passage 2.Language Points: 3.Explanation of Difficult Sentences 1)

(para.1)Climate change may be a big problem,but there are many little things we can do to make a difference.Analysis: May can be used to introduce concession in putting forward an argument.2)(para.1)As we have learned, these greenhouse gases trap energy in the atmosphere and make the Earth warmer.Analysis:As is often used to introduce an indicator of the information source, such as as we have learned.Similar structure are:as the saying goes,as everyone knows, as you know,as you put it,etc.3)

(para.3)By turning off lights, the television,and the computer when you are through with them, you can help a lot.Analysis: By is followed by a gerund, introducing a prepositional phrase of manner.Note,by is not necessarily always translated as “通過”.4)(para.8)One of the ways to reduce the amount of greenhouse gases that we put into the air is to buy products that don’t use as much energy.Analysis:Two That-clauses are used to serve as post-modifiers of nouns:the first one is that we put into the air, modifying greenhouse gases;The second that-clause is that don’t use as much energy, modifying products.Note: In translation, the noun phrase products that use as much energy can simply be translated into”節(jié)能產品”, instead of “不消耗那么多能量的產品”.B.Important Words 1)trap:v store(energy, gas or water,etc.)so that it cannot escape.2)Stand-by:n.Readiness for duty.3)Absorb:v.Take in,sack up(liquid,heat,knowledge,etc.)4)Membership: n.Being a member of(an organization)5)Swell:v.(number or amounts)grow bigger;expand.4.Passage Translation 5.Read and Think: Answer the following questions according to the passage.6.Read and Complete

1)Complete each of the following statements with words or phrases from the passage.2)Fill in the blanks with the proper words or expressions given below, changing the

form if necessary.7.Read and Translate 8.Read and Simulate

Passage two Information Related to the Reading Passage 1.Language Points: A.Explanation of Difficult Sentences 1)(para.1)The most important thing to remember about the weather in Britain is that it often changes.Analysis: To remember about...is the post modifier of the sentence subject the most important thing, and that introduces the complement clause.2)(para.1)As it is not very common in Britain to have long periods when the weather stays the same day after day, the kind of weather you get will depend not only on the time of year, but also on the luck.Analysis: Within the as-clause of reason, there is a relative clause introduced by when and modifying periods.And in its main clause, there is another relative clause you get modifying weather, with the relative that omitted.3)(para.2)For example, the opportunities for people to meet outside depend a lot on the weather, so you won’t see people meeting or spending time together outdoors as much as you do in hotter countries.Analysis: for people to meet outside modifies opportunities.Both meeting or spending time together are the object complement of verb see, and do refers to see...4)(para.3)Foreigners are often amused that the British people spend so much time discussing the weather.Analysis: That is often used to introduce a clause which gives the cause or the effect of an adjective, just like amused in this case.5)(para.4)Another reason is that the British people are reluctant to converse about personal matters with people who are not friends.Analysis:Here that introduces a subject-complement clause, in which a relative who-clause modified people.6)(Para.4)A comment on a nice day or a personal complaint about the rain is an easy way to break the ice.Analysis:Note that when or is used to coordinate two subjects, the verb must agree with the subject after or.To break the ice is an infinitive clause modifying an easy way.B.Important Words 1)depend: v.A.change according to(no passive)

B.Need someone or something for help or to be able to live.2)opportunity:n.A favorable moment or occasion(for doing sth.)3)Outdoors:ad.In the open air 4)Amuse:v.Make someone laugh;cause laughter in 5)Climate: n.The average conditions at a particular place over a period of year.6)Discuss:v.Talk about 7)Variable:a.Changeable, not steady 8)Reluctant:a.Unwilling and therefore perhaps slow to act.9)Converse:v.Talk informally 10)Personally:a.Belonging or relating to a particular person, not to others 11)Social:a.relating to leisure activities that involve meeting other people 12)Comment:v.Make a remark, give an opinion 2.Passage Translation 3.Read and Judge: True/False 4.Read and Translate: Translate the following sentences into Chinese.1)the most important thing to remember about British is the weather.2)People in Britain can enjoy the lovely weather most of the year.3)British people tend to talk about weather quite a lot.4)It is quite common in Britain for people to comment on a rainy day or an lovely day at a bus stop.5)The eating habits of people in Britain have a lot to do with the weather conditions there.6)The best we may use to describe the weather in Britain is “predictable”.7)The variable weather explains why British people talk a lot about it.8)Talking about weather is an inoffensive way to begin a conversation with a stranger in Britain.Section V Appreciating Culture Tips

(Open.)

第三篇：洪恩英語教案：Unit5：part2

洪恩英語教案：Unit5：part2(1)

［教學目標］能熟練說出單詞“eye(s)”、“ear(s)”、“nose”、“mouth”。

能流利的運用句型“Touch your…”進行表達。

聽懂、理解并會說出單詞“head”、“face”。

［語言點］head face

［教具準備］大妖怪、小姑娘、大頭兒子、孫悟空、小偷的頭飾；大山、眼睛、耳朵、鼻子、嘴的貼絨；head、face的單詞卡；一根繩子。歌曲《我的小

臉多漂亮》

［教學過程］

一、熱身活動

Let’s sing《I’m a cat》song together with actions,ok?

Music,please!(師幼一起演唱歌曲)

二、復習ear(s)、eye(s)、nose、mouth.1、游戲《找五官》有一個大妖怪把小姑娘的耳朵、眼睛、鼻子、嘴給偷去了，藏在一座大山里，我們幫小姑娘找回來吧！依次找回。只要我們說出英語單

詞，大妖怪就不敢出來。

2、著重復習，唉呦！這個怎么不動呢？原來是我們的發(fā)音不夠準，快把小

舌尖輕輕咬住。

3、我們幫小姑娘找回了五官，小姑娘又有了漂亮的臉。她要謝謝我們“thank you!”。她要獎勵我們一個好玩的游戲，還有音樂呢,“music,please!”用手指著鼻子說：“touch, touch, touch your ears(eyes、nose、mouth)，三、學習單詞

1、游戲：今天我們請來一位小客人，他給我們表演一個節(jié)目，從黑板后面出示大頭兒子的頭?！癏ello!boys and girls!”做頭部操，前后左右做兩邊。師問：“剛才大頭兒子用身體的什么部位給我們表演的？”（頭）引出單詞“head”，師用一只手貼在自己的下巴下面，另一只手貼在自己的頭頂上。Please follow me!左歪頭兩次，右歪頭一次，“head、head、head”。

2、練習發(fā)音head [h和d輕輕的]

游戲：孫悟空陪師父取經的路上，碰到一個大妖怪，他的頭很厲害，不過觀音菩薩告訴孫悟空，只要一念咒語，他的頭就會疼。疼的利害他就會死掉的，我們來幫幫孫悟空吧！咒語就是“head”，幼兒一齊說“head”，聲音大時擦香香

3、，妖怪的頭就往下；聲音小了，妖怪的頭就多露一點。最后妖怪被打死

了。

4、游戲：《小偷》孫悟空與師父繼續(xù)西天取經，走了一段很遠的路后，坐下來休息時突然來了一個小偷，看！他把哪里蒙上了。幼兒回答（臉）。孫悟空不知道它是人是妖，想把他的面紗摘下去?？墒窃趺匆舱幌氯ィ瓉硪惨弥湔Z才能摘下去。咒語就是“face”,請幼兒摸自己的臉說三遍。

5、游戲《擦香香》

邊拿香香邊說“face”;在手上搓一搓說“face”;往臉上擦說“face”。

6、鞏固復習

游戲《拔河比賽》:。一邊放上大頭兒子的頭“head’，一邊放上小偷的臉“face”。

五、歌曲結束《我的小臉多漂亮》

幼兒邊唱邊做動作。

第四篇：21世紀大學英語教案第四冊unit5

Unit 5 Text A Prison Studies I.Teaching Objectives

1.To understand the audio materials of this unit.2.To grasp the key words, Phrases and structure.3.To mast the skills of writing and reading in this unit.1)understanding the writing skill of a personal narrative 2)mastering the reading skill of skimming the text for main ideas, and reading the text carefully for the details.II.Teaching Content 1.Lead-in activities

2.Text Organization 3.Skill learning in writing and reading

4.Language points(key words, phrases and difficult sentences)5.Grammar Focus(The pattern may / might as well do sth.)6.Guided Practice(exercises, oral practice and group work)7.After-class Assignments III.Teaching Process

1.Warm-up Activity: Questions for Ss’ discussion: 1)What do you often do in your spare time? 2)What do you think of the role that reading plays in you life? 2.Text-organization Part I(Para1)Introduction: My profound knowledge is the result of my prison studies.Part II(Para 2-14)Main body: How I began my prison studies and how hard I kept it.Part III(Para 15-16)Conclusion: The prison studies is so significant that it has changed my

life course forever.3.Skill Learning in Writing and Reading Text A is an example of a personal narrative.Malcolm X is telling an important story from his own life, and he presents the events in the order in which they occurred.Malcolm X?s story is effective because it is centered around a theme-how his prison studies have changed his life by giving him a love of reading – and because it contains many details that let the reader vividly picture the experience he is describing.For example, to write a story of an important event from your own life.This could be an event from your personal life or an important event from your school career.Be sure to clearly describe the events and to include details which will let the reader know how you felt and why this event was important to you.4.Language Points 1.Many who today hear me somewhere in person, or on television … will think that I went to school far beyond the eighth grade.– Many people who are actually present at my speeches somewhere or hear them on television these days… will think that I have got much more education than just eight years? schooling.If you do something or go somewhere in person, you do it or go there yourself so that you are physically present.e.g.I had seen her before on TV, but she looked very different when I met her in person.They talk a lot to one another, over the telephone and in person.2.Bimbi had always taken charge of any conversation he was in, and I had tried to emulate him.– Bimbi had always been the leading speaker of any conversation in which he took part, and I had tried to follow his example.Take charge of – take control of;become responsible for e.g.The boss asked him to take charge of the office for a few days when she was away.They advertised for a nurse to take sole charge of their children while they were at work.3.But every book I picked up had few sentences which didn‘t contain anywhere from one to nearly all of the words that might as well have been in Chinese.– But every book I took up was full of sentences which contained one or almost all of the words which were completely unknown to me.Few sentences which didn?t contain = many sentences that contain Anywhere from one to nearly all – indefinitely from one to almost all You can use anywhere to refer to a point(e.g.an amount)within a stated range when you do not know what exactly the point is.e.g.You could expect to be paid anywhere between $7 and $15 an hour.He could get anywhere form three to seven years? imprisonment.Words that might as well have been in Chinese – words that were as unknown to me as if they had been in Chinese 4.still going through only book-reading motions –still reading books without understanding what they said go through motions – pretend to do something by making the movements associated with the particular action e.g.The actor went through the motions of putting imaginary noodles into his mouth.He caught my eye and went through the motions of sympathetically clapping.5.the best thing I could do was get hold of a dictionary – the best way to carry on reading was to find a dictionary get hold of – take in the hands;manage to find e.g.I threw him the rope and he got hold of it.Where can I get hold of some stamps? The phrase get hold of is an infinitive without to used as the subject complement of the sentence.While in most cases an infinitive with to is used as the subject complement, to can be omitted when the subject contains a structure in which the verb do occurs.e.g.Your mistake was not to write that letter.What I suggest is to start work at once.All she seems to do is gossip with her neighbors.What I really wanted to do was drive all night.6.I was lucky enough to reason also that I should try to improve my penmanship.It was sad.– It certainly did me a lot of good to decide that I should also improve my handwriting, which was regretful.Penmanship refers to the skill, style or art in writing, while handwriting is simply a person?s particular way of writing.e.g.He spends hours a day practicing penmanship.I can?t read his handwriting.Sad can be used to express regret about an unfortunate situation that is being described.e.g.The sad fact is that full employment may never be regained.It?s sad state of affairs when people are afraid to go out at night.7.both ideas = the idea o learning new words and the idea of improving handwriting

8.thumbing uncertainly through the dictionary‘s pages –turn the dictionary?s pages quickly and casually 9.to start some kind of action – in order to make a beginning, no matter what it was some kind of is used to describe or refer to something that is uncertain or is roughly like the thing mentioned.10.I copied … everything …, down to the punctuation marks.– I copied … everything …, including even the punctuation marks.Down to – including even e.g.She could describe what the other women in the room are wearing, down to the color of their stockings.Nobody was free from suspicion, from the head boy down to the youngest pupil.11.I read back … everything I?ve written on the tablet.I woke up the next morning, … immensely proud to realize that not only had I written so much at one time, but I?ve written words that I never knew were in the world.Judging from the context in which the past tense is used with other verbs in the above two sentences, there seems to be an improper use of the present perfect tense where the past perfect tense should normally occur.The phrase I?ve written should perhaps be replaced by “I?d written”.12.Funny thing, from the dictionary‘s first page right now, that ―aardvark‖ springs to my mind.– It?s strange that right at this moment that word “aardvark” which I learned from copying the dictionary?s first page is still fresh in my mind.Spring to / into – start or come into existence very quickly and suddenly e.g.Say the word “Australia” and the vision of beaches and blue seas immediately springs to my mind.A computer will not spring into action without something powering it.13.live off(a particular kind of food)– live by eating the only kind of food e.g.These animals with long necks live off the leaves of tall trees.We lived off fruit for a week.14.I went on into the B‘s.– I continued to copy the dictionary?s B section.15.That was the way I started copying what eventually became the entire dictionary.– In that way I started copying and finally I copied the whole dictionary.What is used here in the sense of “the thing that” to name or describe something often implying a changing process in which something becomes true to that name of description.e.g.I share your concern about what is rapidly becoming a desperate situation.The village was located in what is now a large industrial city.16.between what I wrote in my tablet, and writing letters – over the period of time from starting to write in my tablets to writing letters between here indicates a period of time from one event to another.e.g.between conception and biological birth

There was a gulf of ten years between him and his youngest sister.17.You couldn‘t have gotten me out of books with a wedge.– You could never have forced me away from books.A wedge is a piece of metal, wood, rubber, etc.with a pointed edge at one end and a wide edge at the other, which is either pushed between two objects to keep them still or forced into something to break pieces off it.For either of purposes a wedge is driven with force.18.in a prison where there was heavy emphasis on rehabilitation, an inmate was smiled upon if he demonstrated an unusually intense interest in books – in a prison whose chief objective was to help him live a normal life again, a prisoner was encouraged and approved if he showed particularly keen interest in books

smile on/upon sb./sth.– approve or encourage sb./sth.e.g.The government began to smile on small businesses when it realized that they were the key to economic growth.Fortune has smiled upon us(i.e.We are successful)today.19.Some were said by many to be practically walking encyclopedias.– Many people said that some inmates were very informative.A walking encyclopedia – a very informative person.Walking is used to describe a person in terms of an object, in order to emphasize a particular quality that the person has.e.g.a walking dictionary She?s a walking history book.20.when the new world opened to me, of being able to read and understand = when the new world of being able to read and understand opened to me read and understand –read with comprehension the word understand here is italicized for emphasis? sake.The author was now able to read and understand, but, earlier, he was “going through only book-reading motions(para.2)”

21.could check out more than the permitted maximum number of books – could borrow more books than the average inmate was permitted at most check out(a book, etc.)– register(a book, etc.)as having been borrowed 22.serious reading – reading that requires concentration to understand or appreciate, as in contrast to reading for pleasure 23.It always seemed to catch me right in the middle of something engrossing.– Lights always seemed to be out just when I was reading something that completely held my interest.If you are in the middle of doing something, you are busy doing it and do not want to be interrupted.e.g.I was in the middle of washing up when the telephone rang.He?s in the middle of planning his departmental budget.24.The glow was enough to read by, once my eyes adjusted to it.–As soon as my eyes became accustomed to it, the light from the corridor lamp was enough for reading.25.feign sleep – pretend to be asleep feign and pretend Both feign and pretend mean to put on a false or deceptive appearance, but feign is especially used of an emotion.e.g.Everyone feigned surprise when he told how old he was.I don?t want to go tonight – I shall feign(or pretend)illness.She pretended that she was no at home when we rang the bell.26.in the years in the streets – in the years when I was homeless 27.reflect upon / on –think deeply about;consider carefully when you reflect upon or on something, you think deeply and carefully about past events or about something that involves possibilities or opinions rather than definite facts.e.g.I reflected on all that he had said to me.The manager demanded time to reflect upon what to do next.28.As I see it today, the ability to read awoke inside me some long dormant craving to be mentally alive.– Today I believe that it was my ability to read that made me conscious of a strong inner desire to be mentally active which had long been suppressed in me.Crave and desire Crave implies the force of physical or mental need(as of hunger, thirst, love, or ambition), while desire often implies intention or aim.e.g.He was craving for a smoke.What people crave is peace and security.He passionately desired to continue his career.We all desire happiness and health.29.I certainly wasn‘t seeking any degree, the way a college confers a status symbol upon its students.– Of course I wasn?t studying for any university degree, which is a symbol of rank given to its students by a university.To confer something such as an honour, a gift or status on or upon someone means to give it to them.e.g.Degrees are conferred in July and December.The honour was conferred on / upon him just after the war.30.I don‘t think anybody ever got more out of going to prison than I did.– I believe no one ever benefited more than I did from going to prison.Get sth.out of – gain or obtain sth.from e.g.I never get much out of his lectures.She seems to get a lot out of life.5.Grammar Focus The pattern may / might as well do sth.You can use may as well or might as well do sth.To mean that you will do it although you do not have a strong desire to do it and may even feel slightly reluctant about it, or to suggest that no harm should be caused or no difference made by doing sth.Examples: I may as well admit that I knew the answer all along.Since nobody else wants the job, we might as well let him have it.I thought I might as well go: you can?t keep saying no to people.6.Guided Practice(exercises, oral practice and group work)1)Summary

A).Ask several students to retell the text by using their own words.B).Talk about the main idea or theme of the text.2)exercises: vocabulary and word-building 3)group the students in 4-6, discussing the topic “ what are the factors that contributed to your reading achievements”

7.After-class Assignments

1.Recite the paragraph on page 45.and, 2.Finish the exercises of vocabulary and structure

Text B Reading for life Language Points: 1.Today is the first day of the rest of your life.What is implied by the statement is: How are you going to make a new beginning in your life? 2.Skills are skills.Pleasures are pleasures.—Skill s and pleasures are two absolutely unrelated things.You cannot have both at the same time.3.Reading is more than that.—Reading means more than just skill and pleasure.4.how to stay alive as long as you live—how to remain mentally active as long as you are physically alive 5.With some, youth slips away before being properly savored.–In the case of some people, their youthful days are quickly passed without being fully enjoyed.6.―Some men see things as they are and say ?Why?‘ I dream things that never were and say ?Why not?‘‖—―Some people think of things as they exist and ask ?Why do they exist?? I picture things that never existed and ask ?Why did they never exist??”

7.After all , a little bit of greatness hides in everyone.Let books bring it into full bloom.—However, there is something great lying in every person.Let books help it to become fully developed.8.a measure of your possibilities—a means to know what you can possibly achieve

A possibility is something that you are able to do and that you might do.9.a vocational counselor and consultant—a person who gives expert advice to people who need guidance in deciding on their jobs 10.You may even find them rated.– You may even find these programs offered in different levels.11.The day of only one lifetime career may be almost over.– The time is almost gone when a person never changes his jobs or careers for life.12.out on the street—out of work 13.experience extender –supplement to experience 14.We‘re not born with instant replay.—We don?t have the instinctive ability to experience again what has been already experienced.15.Books never impose on us.—Books never force us to read them.If someone or something imposes on you, they unreasonably expect you to do something for them or to spend time with them when you do not really want to.Examples: I hope it?s not imposing on you, but could I stay to dinner?

第五篇：三年級英語教案Unit5 Let’s eat!

三年級英語教案Unit5 Let’s eat！

Period 1 Let’s learn Let’s do

p49 Learning aims(學習目標):

1、聽說、認讀juice，egg，milk，bread 這些食物單詞。

2、加深學生對I’m hungry。Have some…語用功能的理解和運用。

3、能聽懂有關進食的指令語，按照指令做出相應的動作。Important &difficult points(重難點):

1、聽說、認讀juice，egg，milk，bread 這些食物單詞

2、breadbr和 Havev 學生發(fā)音口型做不到位 Teaching steps(教學過程)：

Step1: Warm-up/Revision(熱身、復習)(用5分鐘時間復習)

目標

1、復習鞏固舊知識

1、Greetings :

2、Go over the old words: cat, tiger, panda, monkey, elephant.Ask Ss to spell them and have a dictation.3、Practice the drills: What’s this? It’s a tiger/cat/panda/。Step2 呈現新課(Presentation)(用15分鐘時間學習)目標

2、聽說、認讀juice，egg，milk，bread 這些食物單詞。

1)Look at the picture: What’s this? It’s an egg.Spell it please.E-G-G.用同樣的方法教What’s this? It’s juice/milk,/bread。

2）教師不對學生的回答做過多評價，提示學生注意觀察。

T: What’s this?

S: It’s an egg.T: I’m hungry.S: Have an egg./ Have some eggs.What’s this? It’s juice/milk,/bread。

S: Have some eggs./juice/milk,/bread 3)聽錄音，學習Let’s learn，并叫學生表演對話。Step3:趣味操練(Practice)(用10分鐘時間操練)目標

3、加深學生對I’m hungry。Have some…語用功能的理解和運用。（1）解釋單詞eat（吃），drink(喝)和have(吃、喝)的意思

（2）讓學生操練Let's do部分的游戲。

（3）分小組比賽說、做Let’s do 部分的指令語。做得準確，說得清楚為勝。(4)兩人一小組表演Let's learn / do部分的內容,看誰先背誦。Step4 達標檢測(用8分鐘時間練習)板書設計：Unit5 Let’s eat！Let’s learn Let’s do.juice, milk, bread, egg Have some bread/ eggs.Eat some bread/Drink some milk.教學反思：

Period 2

A Let’s talk;Let’s play p48

Learning aims(學習目標): 能夠知道如何表達自己喜歡的食物以及將食物拿給別人吃的時候該怎樣說，并能在圖片、實物和教師的幫助下，在語境中運用I’d like some… Have some …。

Important &difficult points(重難點):

1、新句型I’d like some… Have some …。

2、I’d like some、Have some后跟可數名詞時要加其可數名詞的復數 Teaching steps(教學過程)：

Step1: Warm-up/Revision(熱身、復習)(用7分鐘時間復習)

目標

1、復習鞏固舊知識

（1）Go over the old words and spell them.:juice, milk, bread, egg T: Are you hungry?

S: Yes.T: Have some bread.S: Thanks.T: Now, Mike is hungry.What should he do? S: Have some eggs/bread.（2）請學生日?？谡Z會話展示。

S1: Mike ,are you hungry?

S2: Yes.S1: Have some eggs.S2: Thanks.S3：Chen Jie , eat some bread.S4：Thanks.S5：Amy, drink some milk.S6：Sorry, I don’t like milk.Step2 呈現新課(Presentation)(用15分鐘時間學習)目標

2、在語境中運用I’d like some… Have some …。（1）T:I ’d like some juice/milk.And what would you like? I ’d like some juice/milk.重復I ’d like some juice/milk, please.一句，并伴有喝果汁的動作和表情。（2）教讀Here you are.Have some bread, too.學生跟讀。（3）Listen to the tape and read after the tape.(4)分組操練，把Let’s talk的句型記熟，再請學生表演。Step3:趣味操練(Practice)(用8分鐘時間操練)（1）用同樣的方式教學：T: What would you like? S:I ’d like some eggs/bread, please.T: Here you are.Have some bread, too.S: Thanks.（2）讓學生操練Let's play部分的句型。

（3）聽音正音,注意讓學生模仿錄音中的語音、語調。Step4 達標檢測(用7分鐘時間練習)板書設計： Unit5 Let’s eat！A Let’s talk;Let’s play

Have some juice milk bread egg bread eggs I’d like some juice, please.Here you are.Thanks.教學反思：

Period 3 Let's Learn P52 Learning aims(學習目標): 1.能聽說、認讀單詞water, cake, fish, rice。

2.要求學生能根據指令做相應的動作。

Important &difficult points(重難點):

1、能聽說、認讀water, cake, fish, rice。

2、fish, rice的發(fā)音學生有點困難

3、Let’s do 內容的理解和動作的模仿 Teaching steps(教學過程)：

Step1: Warm-up/Revision(用3分鐘復習)

目標

1、復習鞏固舊知識。Revision: 1）Go over the words: juice，egg，milk，bread 2)T: I’m hungry.S: Have some eggs/bread.Here you are.T: Thank you.S: You’re welcome.分別進行小組操練，把此句型學會。

Step2 呈現新課(Presentation)(用12分鐘時間學習)目標

2、能聽說、認讀單詞water, cake, fish, rice。1）Learn the new words: water, cake, fish, rice.Can you spell them?

2)、做“Arrange your card”游戲：教師快速報詞卡名稱，學生按次序在桌面上排列自己的詞卡。

3）Learn: Can I have some water /fish/rice/cakes, please? Here you are.反復操練，讓每個學生過關。

Step3:趣味操練(Practice)(用10分鐘時間操練)（1）讓學生操練Let's do部分的游戲。（2）解釋單詞drink, eat, cut,的意思

（3）分小組比賽說、做Let’s do 部分的指令語。做得準確，說得清楚為勝。（4）組織全部學生讀p52, 然后分小組操練，看誰先背誦。

教師可引導學生用I’d like…表達他在圖中所找到的食物（egg, milk, fish, bread, cake, rice, juice, water）。

(5)展開小組比賽，看誰記的單詞多

egg, water, cake ,rice, juice, fish, bread, milk Step4 達標檢測(用10分鐘時間練習)Step5 解決當堂作業(yè)(用5分鐘時間練習)1.教學生讀四個新單詞，并書寫

2.書寫Eat some bread/rice/fish.Drink some milk/water.Cut the cake 3讓學生在同桌那里背誦課文，并要求下節(jié)課來教室前面表演。學生小結：這節(jié)課我學到了

。板書設計：

Period 3 Let's Learn P52，water, cake, fish, rice 1.Eat some bread/rice/fish.2.Drink some milk/water.3.Cut the cake 教學反思： Period 4 B Let’s talk、Let’s play P51

Learning aims(學習目標): 1.能聽懂會說“Can I have some...” ,“You're welcome.” 來詢問自己是否能得到想要的東西以及能使用You’re welcome.禮貌地回應別人的謝意.2.文化意識：在教學野餐的對話時，讓學生理解外國小朋友所用餐具與中國小朋友不同。我們用勺子、筷子。而外國小朋友用刀、叉。Important &difficult points(重難點):

1、Can I have...? You’re welcome.的運用

2、Can I have...?和Have some…的用法學生易混淆。Teaching steps(教學過程)：

Step1: Warm-up/Revision(熱身、復習)(用5分鐘時間復習)

目標

1、復習鞏固舊知識

1）T: Can you read juice/egg/milk/bread…?(復習本單元單詞)S: Yes, I can.2）T: Have some eggs/milk.(吃些 ……吧。)

S: Thanks.反復進行小組、女生、男生的分組操練.Step2 呈現新課(用10分鐘時間學習)目標

2、能聽懂會說“Can I have some...” ,“You're welcome.” 來詢問自己是否能得到想要的東西以及能使用You’re welcome.禮貌地回應別人的謝意.1)Learn the new drills: T: Can I have some juice, please ?

S: Here you are.T: Thank you.S: You're welcome T: Can I have some eggs, please ?

S: Here you are.T: Thank you.S: You're welcome 多操練，讓學生把Let’s talk 的內容掌握。

2)領讀Let’s talk中的句子，并糾正讀音。并請學生小組比賽，看誰讀得流暢。3)Step3:趣味操練(Practice)(用10分鐘時間操練)（1）Listen to the tape and read Let's talk。

（2）Read p51 Let’s play, 然后分小組操練，看誰先背誦。

老師自己設計些游戲，培養(yǎng)學生學習對話的興趣。Step4 達標檢測(用10分鐘時間練習)Step5布置當堂作業(yè)(用5分鐘時間練習)1.書寫Can I have some water/fish/juice ,please ? Here you are.Thank you.You're welcome 2.要求學生在同桌那里背誦課文

學生小結：這節(jié)課我學到了。板書設計：

Period 4 P 51 Let’s talk Let’s play

Can I have some water/fish/juice ,please ? Here you are.Thank you.You're welcome.教學反思：

Period 5 p50，p53 Start to read Learning aims(學習目標):

1、能認讀并會書寫大小寫Oo , Pp, Qq, Rr, Ss, Tt。

2、進一步培養(yǎng)學生良好的書寫習慣。Important &difficult points(重難點):

1、學習書寫英文字母Oo---Tt的大小寫

2、能根據單詞的發(fā)音，判斷單詞的第一個字母.Teaching steps(教學過程)：

Step1: Warm-up/Revision(熱身、復習)(用10分鐘時間復習)

目標

1、復習鞏固舊知識

（1）T: Are you hungry?

S: Yes.T: Have some bread.S: Thanks.T: Now, Mike is hungry.What can he do? S: Have some eggsbread…….（2）請學生日?？谡Z會話展示。

S1: I’d like some juice, please.S2: Here you are.Have some bread, too.Thanks.S1: I’d like some milk, please.S2: Here you are.Have some eggs, too.Thanks.操練此對話時，通過比賽，看哪個小組更積極。說得更流利。

（3）、復習所學過的字母Aa-Nn。教師出示字母卡，學生認讀字母。教師出示字母卡時可單獨呈現大寫或小寫，讓學生認讀。Step2 呈現新課(Presentation)(用10分鐘時間學習)目標

2、能認讀并會書寫大小寫Oo , Pp, Qq, Rr, Ss, Tt。1.教授字母、單詞

教師引導學生看書上的orange的插圖，讓學生回答：What's this?引導學生回答出：It's an orange.時，教師問學生orangeOKone的第一個字母是什么：教師出示字母卡，讓學生辨別字母Oo的大小寫。提醒學生注意占格位置。用同樣的步驟教完其余的字母。每節(jié)課都要復習字母。字母熟悉了，學生記單詞才有興趣。

2． 播放教材相配套的教學錄音帶，看課本聽錄音跟讀單詞和字母。3． Listen and circle, 聽錄音，圈出字母。

Step3:趣味操練(用8分鐘時間)游戲：看誰找得快

1.教師把字母卡依次擺放在講臺上，讓一位學生來到講臺上，教師讀字母，學生以最快速度找到該字母并舉起來向教師出示?？梢远嗖倬殠状?。

2.Learn start to read/Read and count p53(用5分鐘時間)T: What letter can you find?

S: I see R /S /T /J.T: How many …can you see?

S:數并寫出答案.Step4 達標檢測(用10分鐘時間練習)Step5 解決當堂作業(yè)(用2分鐘時間)1.教學生讀黑板上的字母，并教學生書寫Oo---Tt的大小寫 2.書寫Pig

red six

ten tiger

pen quiet

學生小結：這節(jié)課我學到了

。板書設計： Period 5 p50，p53 Start to read Oo

Pp

Qq

Rr

Ss

Tt orange on

pig pen

queen quiet

red rice

six Sarah

ten tiger 教學反思：

Period 6

P54-55 Let’s check、Let’s sing、Story time, p46-47.P46-47.Learning aims(學習目標):

1、能夠綜合運用一些進餐時需表達的語言： I’m hungry.Have some...I’d like some …Sure.Here you are.Thank you.You're welcome.2、能夠熟練地聽說、認讀本單元的所有食物單詞和字母Oo、Pp，Qq, Rr, Ss, Tt

3、能理解故事內容，提高運用語言的能力 Important &difficult points(重難點): 1.復習本單元知識，進行聽力訓練。

2、進一步培養(yǎng)學生模仿發(fā)音和語調的習慣，奠定語音語調的基礎 Teaching steps(教學過程)： 目標

1、復習鞏固舊知識。Step1 :（用時5分鐘）

Go over the letterswords and drills in this unit: 1)T: What’s this ?

S: It’s Oo /Ss /Pp /Rr….2)T: I’d like some juice, please.S: Sure.Here you are.T: Thank you.S: You're welcome.T: Can I have milk ,please?

S: Here you are.3)T: Can you speak egg? Spell it ,please.Step2．（Practice）（用時15分鐘）

目標

2、能夠綜合運用一些進餐時需表達的語言： I’m hungry.Have some...I’d like some …Sure.Here you are.Thank you.You're welcome.。夠熟練地聽說、認讀本單元的所有食物單詞和字母Oo、Pp，Qq, Rr, Ss, Tt 1.)T: Turn to p54, Let's check根據聽到的句子，讓學生判斷對錯。完成書上練習Look and match。

2).Learn the song : Let's have a picnic today.3).Listen to the tape and learn story time: Master the following drills: 1.I’d like some fish/rice ,please.2.Can I have milk/ice cream ,please? 3.Sure.Here you are.Step3（用時8分鐘）和同學一起看第46－47頁的主情景圖，用手指著主畫面上的人和食物，用英語把他們說出來，看誰說得多。Step 4.達標檢測（用時10分鐘）

Step 5.布置當堂作業(yè)：（用時2分鐘）書寫本單元單詞熟讀重點句子P46-47.★ 學生小結：這節(jié)課我學到了

。教學反思：