第一篇：牛津英語5A Unit 3 (Part B,C)教案Microsoft Word 文檔

牛津英語5A Unit 3 At a Music lesson(Part B, C)教案

一、教學內(nèi)容

《義務教育課程標準實驗教科書· 牛津小學英語》5A第三單元第二教時（Look, read and learn和 Look and say）。

二、教學目標

能正確地聽、說、讀、寫詞匯 sing , dance , swim , skate , ski , make a puppet , make a model plane , play the guitar , play the violin.進一步掌握句型 I can … What can you do? I can …并且做到熟練運用。

三、教學重點

正確運用句型 I can… What can you do? I can…

四、教學難點

將本單元句型與詞匯熟練地結(jié)合運用。

五、課前準備 1

教具準備：

a 相關(guān)光碟或磁帶。

b 各種與本單元新詞相關(guān)的圖片。

c 音樂書，體育書和勞技書。

板書準備：在黑板上預先寫好課題 Unit 3 At a Music lesson(part B, C)。

六、教學過程

A

Free talk and listen to the song: we can sing and dance.(約3分鐘)B

Sing a song（約2分鐘）C

Presentation and practice 1

介紹生詞（約12分鐘）

a 教師出示與音樂有關(guān)的單詞和短語及相對應的圖片，如唱歌sing, 演奏吉他play the guitar, etc.講完之后對與音樂有關(guān)的4個單詞(sing, dance, play the guitar, play the violin)進行一個小復習。

b 用同樣的方法對與體育運動有關(guān)的3個單詞（swim, skate, ski）和與勞技課有關(guān)的兩個短語（make a puppet, make a model plane）進行講解和復習。

c 讓學生做小老師，帶領(lǐng)其他同學朗讀本單元新詞。2

Listen and circle（約3分鐘）

通過聽力訓練來加深學生對于本單元B部分新詞的掌握程度，使學生當堂鞏固其所學。3

看圖說話（約5分鐘）

老師先講解本單元重點句型：What can you do? I can …并舉例練習，之后為學生提供一幅包含本單元詞匯和句型的圖畫，讓學生結(jié)合板書進行小組討論，根據(jù)要求編寫對話，然后老師抽查幾組，并作適當指導。3

Fill in the blanks（約5分鐘）

運用練習來檢測學生對于本單元句型的掌握程度，發(fā)現(xiàn)其不足并加以指導。

Say a chant（約5分鐘）

背誦本課時四會單詞（約4分鐘）D

Assign homework（約1分鐘）

1.Read and act Part A;2.Sing the song “We can sing and dance”.七

板書設(shè)計

Unit 3 At a Music lesson

What can you do? I can …

教學反思：本節(jié)課我講解的是第三單元的B、C兩個部分。我認為在講解新詞的過程中，教師應盡量運用圖片、肢體語言等為學生創(chuàng)設(shè)情景，以幫助學生理解新詞的含義，然后引導學生加以練習、運用。本節(jié)課由于利用了多媒體課件的緣故，學生的興趣都很高，掌握的還可以。通過實踐我發(fā)現(xiàn)句型的操練要通過“任務型”的教學途徑，整個課堂應該以學生為主，而不是以“領(lǐng)導式”的教師為主，在這一點上我還需要多加努力。此外，在課堂時間分配上，我覺得自己還存在著不足，今后需要多向其他老師學習，爭取做到最好。

第二篇：牛津英語6A教案

Module One

Relationships Unit One

Meet my family(First Period

Page2)

Analysis of the Teaching Material

1.Page 2 is the beginning of this unit.So if the students can learn it well, it will be helpful to make the students learn the rest of this unit.2.Such a topic is related to daily life, so it is easy to arouse learning interests of students and it will be also helpful to improve their spoken English skills.3.Most students have learned Oxford English for about five years so far.They can understand some words and some simple sentences.So the students may communicate each other easily in English in class now.Teaching Task(Aims)Talk about family members: 1.Draw a self-family tree.2.Talk about the partner?s family members according to the family tree.3.Talk about photographs of their families.Teaching Key & Difficult Points Key points: 1.To draw a family tree.2.Using simple present tense to talk about family members.Difficult points: 1.To teach the students how to use “same” and “different” in a correct way.2.Using “How many” questions to find out quantity.3.How to use the long sentences to talk about the family and family members.Teaching Materials Student?s Book 6A page 2.Cassette 6A and a recorder Photocopiable page 1-4 Some family photographs of students.Teaching Procedure Warming up: A story about a family or teacher?s self-introduction.Pre-task preparation: 1.Draw a family tree of my family on the blackboard.2.Introduce the new vocabulary:

“meet, family, family tree, estate” 3.Teach the usage of “same”

a.“My parents and I live in different housing estates.We live far away.But last year, I moved into a new housing estate.It was really a nice big flat.So my parents came to live with us.Now they and I live in the same flat…” 3.Teach the usage of “same”

a.“My parents and I live in different housing estates.We live far away.But last year, I moved into a new housing estate.It was really a nice big flat.So my parents came to live with us.Now they and I live in the same flat…” b.Practice on “same” Question:

1)Do your grandparents live in the same flat with you? 2)Are you and your good friends studying in the same middle school? 4.Play the recorder “Look and read”

a.Draw a family tree of the Li family on the blackboard.b.Listen to the tape twice.c.Ask several questions to check if the students can understand it.d.Repeat the sentences after the tape.While-task procedures: 1.Students do the “Questions and Answers”(by using “How many”)

2.Show their family photographs and talk about them in pairs.“age”(p.2 “About you”)

3.Divide the students into groups.They take turns to introduce their partner?s family members to the other group members.4.Let the students draw a family tree of their partner?s family on photocopiable p.3.(Give some guided questions), and then correct them.Post-task Activity 1.Finish photocopiable p.4 2.Students write a few sentences about their family members.3.Students are required to circulate their work in groups.4.The whole class vote for the best.Homework: Oral work: 1.Read p.2 and recite it.Written work: 1.Copy the new vocabulary 2.Write five-six sentences about their families or their partners? families

M1U1 Meet my family

（second period）

Language focus：

Using adjectives to make comparisons Using conjunctions to link contrasting ideas Using possessive determiners to identify people Procedure： I． Warm Up Free talk – Students introduce themselves II． Pre-task 1.Guessing game-Who is she？

Material：She?s our teacher.She?s not very young, but she?s a little old.She?s not very tall, but she?s a little short.She has two big eyes with glasses, but she has a small nose on her face.2.Read and review 3.Questions and answers 1)In Ben?s family Who is older, Ben or Kitty? Who is taller, Ben?s father or his grandfather? 2)Look, Which ruler is shorter, this one or that one? Which book is bigger, this one or that one? 4.Read and think III.While-task 1.pair-work My ________(sth)is big , but your ________ is bigger.small

smaller

short

shorter

long

longer 2.pair-work

Your ________(sb)is young , but mine is younger.old

older

short

shorter

tall

taller 3.Listen and read(text on p2)4.group discussion material: two photographs on p3 topic: What else can you compare with Kitty?s family and Alice?s? form: role-play(two Ss are members in Kitty?s family, the others are Alice?s family members.)5.consolidation exercises on WB p1 IV.Assignment

1.talk about your own family members by using comparison 2.GB p1 Module One Unit One Meet My Family(Third Period)Language focus: Using “How many” questions to find out the quantity Using adjectives to make comparisons Using the simple present tense to express simple truth Using the simple past tense to talk about past activities Using possessive pronouns to identify people and animals

1.Daily song 2.Daily report(day, date, weather)3.Daily talk:

(for today)How are you?(together)

How old are you?(Single)

Do you have a younger an older sisterbrother?

How old is shehe?

How many people are there in your family?(Write: There are(number)people in S1?s family.)Pre-task preparation: 1.Ask and answer “How many” questions and use adjectives to make comparisons.Ⅰ.Ask a student: How many people are there in your family?

To elicit: There are(number)people in S2?s family.Ask: Is S1?s family bigger smaller than your familyyours?

To elicit: Yes, S1?s family is biggersmaller than mine.(Encourage students to use possessive pronouns here.)

Ⅱ.Ask more students to make such comparisons.ⅰ.I make an example:

There are(number)people in my family.My family is biggersmaller than S1?s.ⅱ.Invite students to talk.(Maybe in pairs)

A: There are(number)people in my family.B: There are(number)people in my family.A: My family is biggersmaller than yours.B: My family is smallerbigger than yours.2.Text learning.Ⅰ.Play the recording “Look and read”, students listen and answer questions.Q: How many people are there in Alice?s family?

How many people are there in Kitty?s family?

Is Kitty?s family biggersmaller than Alice?s?

Is Kitty?s dog biggersmaller than Alice?s?

Ⅱ.Play the recording “Look and read”, check the answers;students listen and follow in books.Ⅲ.Play the recording “Look and read”, listen and repeat.Ⅳ.Role reading.While-task procedure: 1.Invite students to compare Kitty and Alice?s families 2.Finish the table in “A survey”.3.According to the survey table, make dialogues to consolidate “How many” questions and adjective comparisons.Ⅰ.Invite two students to make an example with me.(Use the dialogue model in “A survey”)

A: How many people are there in your family?

B:(Number).My_____, my _____, and my ____.A: There are(only)(number)people in my family.Your family is biggersmaller than mine.B: That?s right.Your family is smallerbigger than mine.C: HisHer family is bigsmall, but mine is biggersmaller.There are(number)people in my family.Ⅱ.Give the students two or three minutes for preparation, then invite some to present.4.Play the recording “Read and act” students listen and follow in books.Post-task activity:(in groups)1.Each group forms a family.Ask the students to write about their families and compare their own family with the old woman?s.eg.Our family was biggersmaller than the old woman?s.We lived in a ___.Our mother knew what to do.She gave us some dinner.And then she said, “It?s time for bed!” 2.Act out the poems.Ⅰ.Give time for preparation.Provide guidance if necessary.Ⅱ.Invite students to perform.Ⅲ.Give bars or stars as praises.Module One Unit One Meet My Family(Fourth Period)I.Warming-up A poem There was an old woman.She lived in a shoe.She had a big family.But she knew what to do!She gave them some dinner.II.Pre-task Preparation 1.Make a new story was;lived;had;knew;gave 1)a little princess(公主)palace（宮殿）owl（貓頭鷹）cookies take them to the poor people 2)an old man(live)by the sea a lovely dog money buy some food for me 2.Introduce a new student--This is ….He/ she is….--Hello, … Nice to meet you./ Glad to see you.--How do you do?(when people first meet)III.While-task procedure 1.Introduce family to a new friend /classmate /teacher 2.When friends meet each other 1)--How are you ?

--I?m fine.Thank you, and you ?

--I?m fine, too.2)– Hello/ Hi.How is everything going?

--Pretty good./ Not bad./ just so so.3.Game: How are you? I am happy.I am very well.I am excited.I am sad.I am sick.IV.Post-task Activity Group work : At a party 1.Greet each other between friends.2.Introduce a new person to your friend or family member.A foreigner;

A teacher;

A new friend Module One Unit One Meet My Family(Fifth Period)Analysis of the Material 教材分析

Material（教材）: Oxford English, Student?s Book 6A page 6 Teaching Aims（教學目標）

Language learning objectives（知識目標）

Using adverbs to express frequency（用副詞表達頻率）Using the simple present tense to express habitual actions（一般現(xiàn)在時）

Getting familiar with the verb phrases about the things we do with our families（熟悉和家人一起做的事情有關(guān)的動詞短語）Skill & ability objectives（技能目標）

Providing chances for the students to improve the skills of listening, speaking, reading and writing（提高聽說讀寫能力）.Having the students make a poster and a short play using newly learned knowledge.（用新學知識做海報、編小品）Instructional objectives（教育目標）

Having the students know the importance of spending more time with family.Language focus（教學重點）

Main structure（語言結(jié)構(gòu)）:

I always /usually/sometimes/never go to the supermarket with my mum.Relevant phrases:

go to the supermarket

play football

go to the cinema

eat breakfast

do my home work

watch television

walk in the park

wash the dishes

go to the beach

Analysis of the Students學生分析

Character（特點）: active, competitive, curious, good at acting, good at drawing Ability（能力）: very different levels, most are weak English learners eaching Approach教學方法

Learner-centered Teaching以學生為中心 Task-based learning（任務型教學法）

Communicative Language Teaching（語言交際法）Teaching Strategy 教學策略

Relaxed classroom atmosphere 輕松的學習氛圍.Real-life situations 真實的情景 Main Activities主要活動

Competition 比賽

Poster 海報 Board-writing design 板書設(shè)計

I always

go to KFC/the supermarket with my mum.usually

sometimes

never Warm-up Salad English Short play Useful Expressions Video錄像

Game游戲

Short play小品表演

Charity begins at home.(Make your own family happy before you help others.)Pre-task preparation Create a situation: I want to introduce four new classmates to you.Do you want to meet them now?(Yes.)But before you can see them, you have to answer my questions.Make sure that your answers are right.If not, you can?t see your new classmates.(to arise their curiosity)Review the seven days in a week by asking questions and then show the answers.(通過提問復習一星期的七天)A: How many days are there in a week? B: What are they? Read in chorus: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Elicit the following sentences.I always

go to KFC/the supermarket with my mum.usually

sometimes

never Make sentences and match the right person.(sometimes, always, never, usually)

Play the recording: Look and learn.Students listen and repeat with their books closed.(a long-term practice on listening)Listen and repeat 聽然后復述 Read and check讀然后檢查 Act 表演

While-task procedure Guessing Game What else can you do with your family?

(If they can?t guess some of the things, I may ask a student to do actions and let the other students guess.)Students read the verb phrases together after they have guessed all the things.★Students look at the table in “About you”, give them an example with the first line: I usually walk in the park with my mum.★ Ask individual students to choose the thing and the adverb to make sentences like the example.★ Students finish the table in “About you” individually, and

then write a simple report using the main structure: I always/usually/sometimes/never …with my… ★ Students share their reports in small groups of four.★

Ask some students to read their reports in front of the class.Post-task procedure Make a poster Imagine that you are new student to the class and you are going to introduce yourself to your classmates.Make a small poster with both pictures and sentences to say something about the things you do with your family.Make sure that you use “always, usually, sometimes, never”.Let?s see whose poster is the most beautiful.（通過畫圖和寫句子介紹自己和家人一起做的事情，簡單而有趣）Short play Name of the programme(節(jié)目名稱）:Family Studio(家庭演播室）Topic（話題）: Things I do with my Family.（I am busy, but I do a lot of things with my family.)

Four roles(4 個角色）: a TV announcer(主持人）, three big stars(any big stars that you like)（任何你們喜歡的明星）

(把自己想像成喜歡的名人來演小品，提高積極性，激發(fā)興趣)The students will present their work to the whole class.任務匯報 Assignment: Ⅰ.Workbook page 2 Ⅱ.Grammar Practice Book Page 3

Module 1 Unit 2 Good friends Language focus: Using ?like to? to express preferences e.g.I tike to play and dress up, too.Using common expressions to introduce oneself e.g.Hi!I?m Annie Wang from Flat 3C.Using ?too? to express addition e.g.I like to skate and cycle, too.Pre-task preparation 1 Draw a floor plan of a 14-floor block on the board.There are five flats on each floor, A-E.Ask the students to read poem and find out which floors and flats the characters live on/in.Invite the more able students to circle the flat on the floor plan on the board.Ask the less able students to put the names of the characters in the correct flats.2 Have the students read the poem silently again.Ask them to find out what those characters like to do.3 Play the recording: Read a poem.Students listen and follow in their books.4 Play the recording again.Students listen and repeat.5 Introduce: dress up.Say: I don/'t like to dress up.I like to wear T-shirts and jeans.Who likes to dress up in the poem? What do the other characters like to do?

While-task procedure 1 In groups of four, students read the poem aloud.Each reads a verse.2 Ask the students to read the sample poem in About you.Divide the students into groups.Distribute a copy of Photocopiable page 15 to each student.Students are required to tick the activities they like to do and write a poem about themselves.Put the work of the group members together to form a long poem.Ask the less able students to do the controlled task on Photocopiable page 16 first.3 Groups take turns to read their poems to the class.4 Put all the poems together to make an anthology.Put it in the class library.Post-task activity Workbook page 5

Consolidation Grammar Practice Book 6A pages 6-8

Oxford English(Shanghai Edition)Practice and Assessment Series 6A Part 1, Module 1, Unit 2 presents further grammar and vocabulary exercises as well as listening, reading and writing skills development tasks.

第三篇：新牛津英語Unit8教案

7A Unit 8 教案

Comic strip and welcome to the unit Teaching Aims: 1.Learn some new words about fashion.2.Arouse the students’ interests in fashion and learn to enjoy nice things.Step 1.Lead-in

Enjoy a short video about a fashion show, teach the word “fashion”.And draw the Ss’ interest in the following words and expressions.Step 2.Presentation

Show some pictures to learn the new words: fashion n.時裝；時尚，風尚 think about 考慮

spend vt.度過；花費（錢、時間等）lazy

adj.懶惰的

blouse

n.(女子穿的）短上衣，襯衫 tie

n.領(lǐng)帶 lend vt.借給

Step 3.Learn some words about clothes

Present the words about clothes and make sure Ss know each word then fill in the boxes in PA on Page 93.Step 4.Borrowing things

1.Listen to the conversation between Millie and Mum, then answer

1)What does Millie need for the fashion show?

2)Why doesn’t she wear Mum’s blouse?

2.Read aloud and then make a similar conversation about borrowing things from others.A: Can you lend me/ us …?

B: Of course.A: What size/ colour is/ are your …? B: …

A: Oh, it’s … but … can … it/ them.B.OK then.A: Thank you, …

Step 5.Listen and fill in the blanks.Listen to the conversation between Eddie and Hobo on Page 92, then fill the blanks:

Eddie is ________ about what to wear.But Hobo tells him dogs don’t _______ clothes.So Eddie wants to ________ ten more minutes in bed.He is a ______ dog.Step 6.Read and act

Read aloud the conversation in groups, then present the comic strip on the screen for the Ss to act out the conversation.Step 7.Explain 1.wear 穿著，戴著（表示穿、戴的狀態(tài)）

put on 穿上，戴上（表示穿戴的動作）

e.g.She likes wearing red.她喜歡穿紅色。

It’s cold outside.Put on your coat.外面冷，穿上外套。2.think about sth.考慮某事；想起某事

e.g.She is thinking about how to spend her holiday.她正考慮如何度假呢。Don't think about it any more.不要再去想這事了。

3.what to wear

意思是“穿什么”，英語中“疑問詞+ to do ”是一個短語而不是句子。

e.g.I don’t know what to do.我不知道該怎么辦？

Let me tell you how to do it.讓我告訴你如何做這件事。4.spend vt

花費，度過

常用結(jié)構(gòu)(1)Sb.+ spend +time/money doing sth.(2)Sb.+ spend + money on sth.e.g.He spends a lot of time playing football every day.他每天花大量時間踢足球。

How much does she spend on clothes every year? 她每年在衣服上花多少錢？

5.spend ten more minutes = another ten minutes

再花十分鐘 e.g.We need five more chairs.6.lend sb.sth.= lend sth.to sb.把某物借給某人

e.g.Can you lend me your bike? 你能把自行車借給我嗎？= Can you lend your bike to me? 注：lend 是“借給”，而英語中的borrow

是指句子的主語將東西借進，含義是“借來”。常用結(jié)構(gòu)是borrow sth.from sb.“向某人借某物”。e.g.Can I borrow your rubber? 我可以借用你的橡皮嗎？ Step 8.Exercises

一、根據(jù)Millie 與Mum的對話內(nèi)容填空：

Millie wants her mother to _______ her some clothes for the _________ show.Her mother’s red ________ is ________ 4.It’s too large for her.but she thinks Sandy can _______ it because Sandy is tall.So she borrows it from her mother.二、翻譯：

1.她正在考慮去哪度假（holiday)。2.我可以再吃兩個蘋果嗎？ 3.你穿多大尺碼的鞋？ 4.Tom經(jīng)常將自行車借給我。Homework: 1.Act out the two conversations in pairs after class.2.Preview the new words in Reading.Reading I Teaching Aims: 1.Learn some new words about fashion.2.Practise reading skills by learning Millie’s article.Step 1.Presentation Present the new words: lady

女士，夫人

gentleman

(pl.gentlemen)先生;君子 style

風格，樣式 trainer

運動鞋

comfortable

舒適的，使人舒服的 popular

受喜愛的，受歡迎的 among

在（三者或以上）中 purple

紫色(的)grey

灰色(的)smart 衣著講究的；聰明的；精干的 cool

酷的，絕妙的 cotton 棉；棉織物 scarf

(pl.scarves)圍巾 both

兩者（都）jeans

（復）牛仔褲 silk

（蠶）絲；絲綢 wool 羊毛，羊絨 boot

靴子

both… and …

…和… 都；不僅…而且… be made of … 由… 制成 Step 2.Lead-in

Present two pictures about a fashion show and ask: What are they doing? Are you interested in it? Step 3.Reading

1.Listen to Millie’s article and answer the questions:

1)Where do they hold the fashion show? 2)How many students are there in this show? 2.Read the article and complete the form:

3.Complete B1 on Page 95.4.Read aloud the article and put T or F in the blanks.5.Complete B3 & 4 on page 96.Step 4 Homework

1.Read aloud the article and underline the difficult parts.2.Remember the new words in this lesson.Reading II Teaching Aims: 1.Learn the language points in this article.2.Learn to describe a fashion show.Step 1.Revision The students are having a fashion show in the school _______ in the ________.Millie wears _______ clothes.She thinks trainers are __________ to wear, so they are popular _________ young people.Simon’s shirt is _______ and his trousers are ________.He looks _______.______ Amy _______ Daniel wears blue ________.Young people also like to wear them.Sandy looks ________ because she is in red _______ blouse, a ______ wool skirt and a pair of red __________.Step 2.Explain 1.trousers, jeans本身就是復數(shù)，其數(shù)量的表達要用 a pair of 這樣的短語，這樣的短語作主語時要由pair 的單復數(shù)形式來決定謂語動詞形式。e.g.The jeans are popular among young people.There is a pair of jeans in the bag.The two pairs of trousers are different.2.look cool 看上去很酷

當look的譯為“看起來，看上去” 的意思時是連系動詞，這種動詞后面可以接形容詞作表語，但不能接副詞，e.g.You look happy today.（正）（happy是形容詞）

You look happily today.（錯）（happily 是副詞，不能作表語）

? 本課短文中的look cool, look smart，look modern中l(wèi)ook都是連系動詞。3.both 兩者（都）

(1)這個詞只能用于兩者或兩部分時，三者及以上的“全，都”要用all。e.g.His parents are both teachers.There are 40 students in our class.We are all Chinese.(2)“both of + 名詞復數(shù)/ 賓格代詞”作主語時謂語動詞要用復數(shù)形式。

Both of them work in Beijing.（3）both … and …

…和… 都；不僅…而且… She can both sing and dance.她不僅會唱歌而且會跳舞。4.Here comes Sandy.西蒙來了。

這是一個以Here 開頭的倒裝句，句子的真正主語是Sandy。請觀察here 開頭的倒裝句的兩種不同情況：

Here comes the bus.(主語是名詞the bus）

Here it comes.(主語是代 it）

Here you are.(主語是you)5.be made of …

由… 制成

Sandy’s blouse is made of silk.桑迪的襯衫是由絲綢制成的。6.be popular among …

在……中很受歡迎

Jeans are popular among young people.Step 3.Exercises

一、用所給詞的適當形式填空。

1.Good evening, ________(lady)and _____________(gentleman)!2.You will feel ___________(comfort)if you wear trainers.3.Whose ________(scarf)are these? 4.My T-shirt is ________(make)of cotton.5.His red and grey tie ________(match)his clothes.6.Look!Amy is ________(wear)a blue scarf.二、完成句子：

1.今天我打算向你們展示不同式樣的鞋子。2.牛仔褲在年輕人中很受歡迎。3.瞧，汽車來了。

4.她今天看起來時髦又漂亮。5.他的褲子是棉制的。6.我們倆都喜歡穿運動鞋。7.今天的會議到此結(jié)束。

8.Amy正穿一件紅色的羊毛短裙。Step 5.Interview You are an interviewer.You want to interview Millie about the fashion show.Work in pairs, try to ask at least five questions about the show.Homework 1.Recite this article.2.Remember the language points in this lesson.Grammar Teaching aims: Learn the use of the present continuous tense.Step 1.Presentation Present the new words: write to, wait for, look for… Step 2.Lead-in Present three pictures in gif.and ask: What are they doing? /What am I doing? /What is he doing? Help them to answer and tell them they are using the present continuous tense.Step 3.Grammar

一、現(xiàn)在進行時肯定句和否定句的構(gòu)成：

肯定句:

主語+ am/ is /are + v-ing...肯定句:

主語+ am/ is / are not + v-ing...I am not eating.You/ We/ They are not eating.He/ She/ It is not eating.二、動詞ing形式的構(gòu)成：

Exercise 1: Complete Part A on Page 97.三、現(xiàn)在進行時一般疑問句的構(gòu)成及回答： I am eating.→ Am I eating?

Yes, I am./ No, I am not.(或 No, I’m not.)

You/ We/ They are eating.→ Are you/ we/ they eating?

Yes, we/you/ they are.No, we/ you/ they are not(或用縮寫aren’t)He/ She/ It is eating.→ Is he/ she/ it eating? Yes, he/she/it is.No, he/she/it is not.(或用縮寫isn’t)規(guī)律：將be 動詞移到主語前面。注意：肯定回答時主語be動詞不能縮寫，否定回答時be動詞和not可以用完全形式也可以用縮寫。

Exercise 2: Complete Part B on Page 98.四、語法補充：

（一）現(xiàn)在進行時可以表示說話時正在進行或發(fā)生的動作，也可表示當前一段時間內(nèi)的活動或現(xiàn)階段正在進行的動作。Look!He is reading in bed.(說話時正在進行）Mr Green is writing a new book.(現(xiàn)階段正在做）

（二）現(xiàn)在進行時的判斷方法：

如果句子中帶有鮮明的時間狀語，如：now, 或帶有Look, Listen 等暗示動作正在發(fā)生，或有表示現(xiàn)在的上下文語境時，我們常用現(xiàn)在進行時。Listen!She is singing in the next room.—Where is your mother? — She is cooking dinner.（三）注意點：

（1）現(xiàn)在進行時的謂語動詞由“be 的某種形式+ 動詞ing 形式” 這兩部分構(gòu)成。這時be是個助動詞，沒有實際意思，只起構(gòu)成時態(tài)的作用。同學們在使用現(xiàn)在進行時時千萬不要忘了用be動詞。

We having breakfast.(錯）We are having breakfast.(正)(2)有些動詞一般不用進行時，如：know, understand(理解), love, like, want, hope, hear, see等。

(3)雙寫末尾一個輔音字母再加ing形式的動詞的條件參考書本P121。這個規(guī)律不易掌握，所以同學們可以在學習英語的過程中學到一個雙寫詞就記住它，慢慢體會規(guī)律。以下是已經(jīng)學過的一部分雙寫詞：shop, run, get, swim, begin, stop, cut, hit，forget等。Homework Remember the new words in this lesson.Integrated skills

Teaching Aims: 1.Practise listening skills by listen to a conversation.2.Practise speaking skills by talking about different materials of the things.Step 1.Presentation Present the new words by showing some pictures: go for sth.去做某事，去參加 fit for

適合于

think of

認為；想起；考慮 glove

n.手套 leather n.皮革

smooth

adj.光滑的，平坦的；順利的 lovely adj.可愛的；親切友好的 hat

n.(有檐的）帽子 Step 2.Lead-in

Show a picture of a lady and let Ss discuss what she is going to do? Step 3.Listening 1.Listen to a conversation and complete A1 on page 99.2.Listen to the conversation again and complete A2 on page 99.3.Complete A 3 according to A1 & A2.Step 4.Speak-up 1.Listen and answer: 1)What colour are Kitty’s gloves? 2)What are the gloves made of? 3)What is Amy’s hat made of? 2.Read after the recorder.3.Talk about different materials of the clothes your classmates wear like this.Step 5.Explain 1.go for sth.去從事（某項活動或運動），去參加

go for a walk 去散步

go for a meeting 去開會

go for a dinner

去吃晚飯 2.am/ is / are going to do sth.打算做某事

—What are you going to do tomorrow?

你明天打算做什么？

—I’m going to see my grandparents.我打算去看望我的外祖父母。3.What do you think of … ?

(= What do you think about …?)

你覺得……怎么樣？（用來詢問別人對某事的看法的問句）

What do you think of this film? 你覺得這部電影怎樣？

It’s so boring.太無趣了。4.plan(to do)sth.計劃(做)某事

（注：plan---planning)

They are planning a school trip.他們正計劃一次學校組織的旅游呢。5.They’re made of leather.be made of 由 …… 制成，通常表示該成品仍看得出原材料。

This bottle is made of glass.這個瓶子是由玻璃制成的。

be made from 由……制成，表示該制成品看不出原材料。

Paper if made from wood.紙是由木頭制成的。

6.feel soft and smooth 摸上去柔軟光滑

feel 感覺，摸上去（是連系動詞，后常接形容詞）

I’m not feeling well.我覺得有點不舒服。（well 作“健康的，身體好的”之意時是形容詞，而不是副詞)11 7.sb + look + 形容詞+ in + 顏色

= 顏色 +look + 形容詞+ on sb.意為“ 某人穿某種顏色怎樣怎樣” You look good in red.= Red looks good on you.你穿紅色很好看。Step 6.Exercises 翻譯句子：

1.他今晚得去參加一個生日聚會。2.運動鞋適合長時間步行。3.她穿白色漂亮極了。

4.你的圍巾是什么制成的？

是絲綢制成的。5.—你覺得這本書怎么樣 ？

—很有興趣。Homework 1.Remember the new words and the language points in this lesson.2.Preview the next lesson.Study skills & Task Teaching aims: 1.Learn syllables in words.2.Write about the S’s own fashion design.3.Review the important points in this unit.Step 1.Presentation

Present the new words by showing some pictures: jacket

n.夾克衫，短上衣 feature n.特征 material n.材料 design

n.設(shè)計；構(gòu)思 model

n.模特；模型

dark

adj.昏暗的；黑暗的，深色

include vt.包括，包含

Step 2.Learn syllables in words.1.英語單詞可以劃分成音節(jié)。一個單詞可能分成一個、兩個、三個或更多音節(jié)。例如：

clean，late, feel, tea, at

（單音節(jié)）

lazy

fashion about

（雙音節(jié)）

expensive

popular（三個音節(jié)）

2.Listen to A and repeat the words: 3.Listen to B and write down the number of syllables in the blanks.Keys: 2,3,21,2,3,1,4 4.Listen and complete C & D on page 101.Keys:

C:

special, weekend, present，children, football, modern D:

3, 5, 6, 7 Step 3.Read Part A on Page 102 and answer the following questions: 1.What is the shirt made of? 2.What colour is the jacket? 3.What are the trainers made of?

Step 4.Task 1.Listen and complete the form.2.Read aloud the article and then try to complete Part C.Step 6.Exercises

一、選擇題：

1.I’m thinking about ______.A.what to do it

B.how to do

C.to do what

D.how to do it 2.She always spends a lot of money ____

clothes.A.buy

B.buying

C.buys D.to buy 3.Can she ___ you her dictionary?

A.lends

B.lend

C.borrows

D.borrow

4.This pair of trousers ____ made of leather.A.is

B.be

C.are

D./ 5.Look!Here _____ two bus.A.come

B.comes

C.is coming

D.are coming 6.It’s six o’clock.Sandy ____ a letter.A.writes

B.writing

C.is writeing

D.is writing 7.---____ you ___ with her now?

---No, I’m not.A.Do;play

B.Are;play

C.Are;playing

D.Do, playing 8.She looks ____ with her new hat.A.beautifully

B.happily

C.lovely

D.well

二、翻譯：

1.你能把你的深藍色的夾克衫借給我嗎？ 2.這件男襯衫摸上去柔軟光滑。3.她不僅會唱歌而且會跳舞。4.瞧！他正在河里游泳。

5.你覺得這雙皮鞋怎么樣？

6.白色和其他任何一種顏色都可搭配。Homework Review all the new words and language points in this unit.

第四篇：牛津英語StarterU3全英文教案

牛津英語StarterU3全英文教案

牛津英語七年級預備課程Unit3教案

TheFirstLesson [Teachingcontent] Unit3welcomeandListening

[Teachingaimsanddemands] knowledgeaims:

1.learnthenewwords,especially,somepersonalpronounsandsomeusefuladj,likebigandstrong,smallandthin,tallandthin,tallandslim,shortandpretty.2.Ssgettoknowthegrammar:Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”? Abilityaims:

1.communicativeability,teachstudentshowtogreetsuitablyandhowtoaskone’sages.[Teachingdifficultiesandimportance]

1.Thespellingofsomewords,suchas,classmate,twelve,polite,helpful,England,English,America,Americanandknow.2.Learnpersonalpronouns“we,they,me”

3.Thisisthemostdifficult:Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?

[Teachingtools]

ProjectorandStudents’book [Teachingprocedure] Pre-teaching 1.Teachthenewwords Askthestudentstoreadallofthenewwordsbeforeteaching.onestudentreadsfivewords,sothattheteachercancorrecttheirmistakesinphonetics.2.Askstudentstoreadallofthenewwords,sothattheyarefamiliarwiththembeforecomingintothetext.3.Theteacherneedn

’tleadthembyhimself/herself,becausestudentshavealreadylearnedthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.4.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,classmate,twelve,polite,helpful,England,English,America,Americanandknow.Step1Presentation Haveacasualchatwithstudents,askingthesequestions: Doyouhavefriends?

whoarethey? whoisyourbestfriend?

what’shis/hername? Sothattheteachercanleadtothesubjectofthisunit.Step2welcometotheunit 1.Askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.2.Askthemtoreadthedialoguesagaintograspthemeaningofit,andanswerthesequestions: what’sthenameofthegirlinapinkdress?

whoisthegirlinayellowdress?

whoisAndy?

Howoldismillie?

Howoldisjill?

Arejillandmillieclassmates?

HowisAndy?

3.Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.Forexample，I’mtwelve=I’m12yearsold,I’m12years.I’mtwelvetoo=I’malso12.Heispoliteandhelpful=Heishelpfulandheispolite 4.LetSsdoPairworkandgivestudentschancestoshowtheirdialogues.Step3

Listening 1.Pre-listening.1）AskstudentstoreadthepairsofwordsinPartA,andtheninstructthemtofindtheoppositewordofeachword.2）Afterwards,askstudentstomakesentenceswitheachwordandeachpair,usingthestructure:

“sb.is…”

“sb.is…and…” 3)

Atlast,theteacherasksquestionslike: whoisbigandstronginourclass?

whoissmallandthininourclass?

whoistallandsliminourclass?

whoisshortandprettyinourclass?

SothattheycanunderstandthewordswellandatthesametimelearntouseEnglish.2.DotheexercisesofPartB.3.Post-listening.Takethechancetoteachstudentsgrammarofasimplepresenttensesentence,whichincludes“be”.主語控制謂語，謂語動詞什么時候用am,is,are,要看主語，口訣：

單數(shù)is，復數(shù)are，I配am，you配are。

（說明：在教一般現(xiàn)在時態(tài)的be動詞形式時，我要求學生把you和I單列出來特別記憶，而其它形式的主語只要數(shù)清個數(shù)就行了。我刻意回避“第三人稱單數(shù)”這個名稱，因為我認為，對于基礎(chǔ)不好的普通學校學生而言，“第三人稱單數(shù)”這個概念太復雜了，為了理解這個概念，學生必須弄懂三層含義：“人稱”、“第三人稱”、“單數(shù)”，而口訣簡單易學。）

Step4

Summary,furtherlearninganddoworkbook.TellSsthedifferencebetweenslimandthin,thedifferencebetweentallandhigh,andthedifferencebetweenshortandlow.Step5

Homework

TheSecondLesson [Teachingcontent] Unit3

SpeakingandReading

[Teachingaimsanddemands] knowledgeaims:

1.Learnthenewwords.2.knowthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.Abilityaims:

1.communicativeability,teachstudentstogreetsuitablyandtodescribeone’sfriends’appearanceorpersonality..2.Sswriteanarticleofintroducingone’sfriends.[Teachingdifficultiesandimportance]

1.Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”? 2.knowthedifferencebetween

“

England

”

and“English”,thedifferencebetween“America”and“American”.3.Hereisthegreatestdifficulty:thetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.[Teachingtools]

ProjectorandStudents’book

[Teachingprocedure] Step1.RevisionandPre-speaking 1.Reviewgrammar.主語控制謂語，謂語動詞什么時候用am,is,are,要看主語，口訣：

單數(shù)is，復數(shù)are，I配am，you配are。

2.Teachthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.含有be的句子的一般疑問句，肯定回答，否定回答，Areyouhappy?

yes,Iam.No,I’mnot.AmIhappy?

yes,youare.No,youaren’t.Ishehappy?

yes,heis.No,heisn’t.Isshehappy?

yes,sheis.No,sheisn’t.Arewehappy?

yes,youare.No,youaren’t.Areyouhappy?

yes,weare.No,wearen’t.Aretheyhappy?

yes,theyare.No,theyaren’t.3.Askstudentstoreadthemandcopythemagainandagain.Step2Speaking 1.Askthestudentsreadthedialoguemodelsinthispart,andcorrecttheirmistakesinphonetics.2.Directthemtoplaytheroleinordertobefamiliarwiththestructureofthedialogue.3.Guidestudentstoreplacethebluewordsandphrasestomaketheirowndialoguesaccordingthepicturesinthispart,followingthedialoguemodels.4.Pairworkandgivestudentschancestoshowtheirdialogues.Step3Reading 2.Askstudentstoreadthedialogueinthispartbythemselvestwice,andgetreadytoanswerthesequestions: what’sthenameofthegirl?

whoisthewoman?

Howmanynewfriendsdoesjillhave?

whoarethey?

IsSammiagirloraboy? Howoldisshe?

Issheshortandslim?

whereisshefrom?

IssheanEnglishgirloranAmericangirl?

IsPatagirloraboy?Howoldishe?

Isheshortandslim?

whereishefrom?

IsheanEnglishboyoranAmericanboy?

3.Guidestudentstodotheexerciseunderthedialogue.4.Directstudentstousesomesimilarwords,similarsentencesandothernamestoreplacethedialogue,makinganotherdialogueoftheirown.Forexample,thankyou=thanks，she’sshortandslim=she’sshortandshe’sslim，SheisfromEngland=ShecomesfromEngland，SheisEnglish=SheisanEnglishgirl，He’stwelvetoo=Heisalsotwelve，He’sfromAmerica=hecomesfromAmerica，HeisAmerican=HeisanAmericanboy.5.Askstudentstorewritethedialoguedownintheexercisebook,sothattheycanfinishanarticleoftheirown.Step4

Grammar 1.Reviewgrammar.謂語動詞什么時候用am,is,are,要看主語，主語控制謂語，口訣：

單數(shù)is，復數(shù)are，I配am，you配are。

Reviewthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.含有be的句子的一般疑問句，肯定回答，否定回答，Areyouhappy?

yes,Iam.No,I’mnot.AmIhappy?

yes,youare.No,youaren’t.Ishehappy?

yes,heis.No,heisn’t.Isshehappy?

yes,sheis.No,sheisn’t.Arewehappy?

yes,youare.No,youaren’t.Areyouhappy?

yes,weare.No,wearen’t.Aretheyhappy?

yes,theyare.No,theyaren’t.Bytheway,tellSsthat“yes,Iam.yes,heis.當Iam,heis在句末時，不能合并?！?/p>

2.DotheexerciseofPartA.Afterthat,spendsometimeteachingthephrase“Letsb.dosth.”

3.TeachSspersonalpronouns,andguidethemtofillintheformwithpersonalpronounsofPartB,includingbothsubjectformsandobjectsubjectforms.3.Askstudentstoreadtheexerciseagainandagain.Step5

Task 1.Explainwhattheformofthispartisabout,andfirstly,askstudentssomequestionsorallyaccordingtotheform.2.Guidestudentstofinishtheblank-fillingexercise.3.Afterthat,leadstudentstoreadthearticleagainandagain.Step6Summary,andfurtherknowledgeandability 1.weareallchinese.=weareallchinesestudents 2.Englandhasothernames,suchasBritain,Uk 3.Englishmeans“英國的，英國人的，英語”,butitdoesn’tmean“英國人”.SoSscansay“sheisEnglish.”or“SheisanEnglishgirl.”,butcan’tsay“SheisanEnglish” 4.TeachSsthecorrectwordorderofthephrase“fournewclassmates”.5.并列成分的最后一個之前加如:Sheissmall,thinandpolite.Step7

Homework 1.copythetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativer

and，eply.2.AskstudentstorewritethedialogueofReadingpart,soastofinishanarticleoftheirown.

第五篇：牛津小學英語五年級教案

教學內(nèi)容簡析：

本單元的會話主要是通過Mr.Green上的一堂音樂課引出“談論能力”為話題，學習Can you ??Yes, we can./No, we can’t.I can? What can you do? 等句子。在會話教學中，教師要盡可能的運用直觀教具，如圖片、體態(tài)語等，為學生創(chuàng)設(shè)直觀情境，以幫助學生正確理解本單元所出現(xiàn)的句子的功能和意義，并引導學生進行操練、練習、運用，使學生能夠在日常交際活動中熟練運用這些句子。

本單元出現(xiàn)的日常交際用語有Listen to the song, please.Now, follow me, please.Yes./OK./All right.等，教師在教學中可以邊演示、邊說這些句子，使學生在正確理解及聽的懂的基礎(chǔ)上能夠進行口頭表達和熟練運用。

本單元所出現(xiàn)的動詞詞匯，在3B教材中都已出現(xiàn)過，只有make是第一次出現(xiàn)。在教學中，教師可采用全身反應活動法，讓學生聽聽、做做，說說、演演，以活躍課堂氣氛，強化學生的記憶，采用以舊引新、溫故而知新的教學手段，達到由淺入深、逐步擴展的目的。

E部分Look and read版塊是個幽默小對話，教師在指導學生看圖時，要提醒學生故事中兩個男孩動作的危險性，平時不要模仿。對話中出現(xiàn)的新單詞只要求學生能夠聽懂、會說、會讀，并能在日常交際中初步運用。

教學要求： 1能聽懂、會說、會讀和會拼寫單詞a lesson, a song, can, sing, dance, play, lesson, listen, swim, make, ride, put, can。2能聽懂、會說、會讀和會寫句型Can you ?? Yes, I /we can./No, I /we can’t.I can ? What can you do? 3能聽懂、會說和會讀日常交際用語和句型Listen to ?, please.Now, follow me, please.Yes./OK./All right.OK.Let’s start.Let’s sing it together.4 4初步掌握情態(tài)動詞can的基本用法。

5了解元音字母a在單詞中的讀音。6能有表情地演唱歌曲We can sing and dance。

教學重、難點：

見教學要求。

教學安排：

共六課時。第一課時學習A部分，第二課時學習B部分，第三課時學習C部分，第四課時學習D部分，第五課時學習E、F、G、H部分。第六課時是綜合練習課，完成本單元練習冊。

The First Period

一、教學內(nèi)容：

5A.Unit 3 A部分 Read and Say

二、教學目標： 1能正確理解、掌握A部分會話，并能朗讀、初步表演對話。

2能正確地運用對話中出現(xiàn)的日常交際用語。

3初步掌握會話中出現(xiàn)的四會單詞和句型。

三、教學重、難點：

能正確理解、掌握A部分會話。

四、課前準備： 準備本課會話的投影片。

準備錄音機和磁帶。3把本課出現(xiàn)的歌曲的歌詞復印在投影片上。

黑板上預先寫好課題Unit 3 At a Music lesson。

五、教學過程：

A Listen to a song 聽歌曲 We can sing and dance.B Free talk 師生交流

C Revision 復習1出示圖片，讓學生看圖認讀單詞，復習以前所學的詞匯。sing , dance, play the violin, 2活動：聽聽、說說、做做。學生聽教師口令邊說、邊做動作，鞏固以前所學詞匯。

D Presentation and drill新授和操練 1出示圖片，讓學生認讀并試著拼讀單詞。sing , dance, play 2師生問答，學習學習并操練Can you?? 及其答語和What can you do?句型。

T : Boys and girls, can you sing the song “We can sing and dance”?

Ss: No, we can’t.T : What can you sing?

S1: We can sing “In the classroom”.T : What can you sing?

S2: We can sing “Hello!How are you?”

T : Can you sing “Where is the Thumb King?”

S3: No, I can’t.T : What can you do?

S4: I can play the piano.T : Shall we learn the song “We can sing and dance” now? Please listen to the song.3在師生問答中,教師通過手勢、表情引出單詞learn, listen,教師示范發(fā)音，學生靜聽、模仿、跟讀，并拼讀。4出示本課所聽歌曲的歌詞，讓學生看歌詞，跟唱，引出句型Now follow me, please.Let’s sing it together.教師示范發(fā)音，通過手勢、表情讓學生理解該句的意思，后讓學生分層次練說句型。5出示本課對話的投影片，教師簡介圖片內(nèi)容，讓學生了解對話的背景。

6讓學生看圖、聽錄音，整體理解對話。

E Practice and consolidation練習和鞏固 1讓學生聽錄音，模仿跟讀。

2學生小組分角色朗讀。3在熟讀的基礎(chǔ)上讓學生在小組內(nèi)表演對話。4游戲活動：看看、說說。讓一個學生做動作，其他學生用英語描述。

F 布置作業(yè)：

聽本課對話的錄音，要求學生跟讀、讀熟，并能夠在小組內(nèi)進行表演。

G 板書設(shè)計

H 教后記

The Second Period

一、教學內(nèi)容：

5A.Unit 3 B部分 Look, read and learn

二、教學目標： 通過復習能正確熟練掌握A部分會話，并能表演對話。

能正確地運用對話中出現(xiàn)的日常交際用語進行交際活動。

熟練掌握B 部分 Look, read and learn中出現(xiàn)的四會單詞。

三、教學重、難點：能正確熟練地掌握B部分出現(xiàn)的四會單詞。

四、課前準備： 準備本課會話的投影片。

準備錄音機和磁帶。4準備本課B部分出現(xiàn)的四會單詞的圖片。黑板上預先寫好課題Unit 3 At a Music lesson。

五、教學過程：

A Listen to a song 聽歌曲 We can sing and dance.B Free talk 師生交流

C Revision 復習1 出示本課對話投影片，師生看圖問答。

2 學生看圖小組內(nèi)表演對話。3 出示圖片，讓學生看圖認讀單詞，復習以前所學的詞匯。sing , dance, play the violin, play the piano, skate, ski, swim, a puppet, a model plane 4 活動：聽聽、說說、做做。學生聽教師口令邊說、邊做動。

D Presentation and drill新授和操練 1出示B部分單詞的圖片，讓學生看圖，分層次拼讀單詞。2 出示一張紙，教師邊把紙疊成一架飛機，邊說make a plane,教師示范make的發(fā)音，讓學生靜聽、模仿、跟讀、拼讀。

3出示實物和圖片，擴展make的用法。4游戲活動：看看、說說。請部分學生到臺前做動作，其他學生看動作用英語描述。

E Practice and consolidation.練習和鞏固 1 競賽活動：學生看圖，分組認讀、拼讀單詞，看哪組說得又快又準確。

2 小組活動：用make和play組詞，看哪組擴展的多。

3 小組推選代表匯報組詞情況。

F 布置作業(yè)

抄寫本課所學的四會單詞。

G 板書設(shè)計

H 教后記

The Third Period

一、教學內(nèi)容：

5A.Unit 3 C部分 Ask and answer

二、教學目標： 復習本單元所學詞匯。進一步掌握Can you?? 及其答語Yes, we can./No, we can’t.I can?。

掌握句型What can you do?及其回答I can?。

三、教學重、難點： 四會掌握句型Can you?? 及其答語Yes, we can./No, we can’t.I can?。

2 四會掌握句型What can you do? I can?

四、課前準備： 準備本課會話的投影片。準備本課B部分出現(xiàn)的四會單詞的圖片。

準備本課C部分出現(xiàn)的圖片。黑板上預先寫好課題Unit 3 At a Music lesson。

五、教學過程：

A Learn to a song 學唱歌曲 We can sing and dance.B Free talk 師生交流

C Revision 復習1 出示本課對話投影片，師生看圖問答。

2 學生看圖小組內(nèi)表演對話。3 出示圖片，讓學生看圖認讀單詞，復習以前所學的詞匯。

D Presentation and drill 新授和操練 1 出示本單元單詞圖片，讓學生看圖用I can?造句。試著讓 學生邊造句邊做動作。2 師生問答，運用What can you do? I can?句型。競賽活動：連鎖操練。一個學生邊做動作邊說I can?然后問另一個學生What can you do?依次類推。出示C部分第一幅圖，教師與一個學生示范，后其他學生 在小組內(nèi)模仿、練說。

指導學生看圖，談論圖片。

E Practice and consolidation練習和鞏固

1 學生五人一個小組，看圖對圖片進行小組操練。

2 小組匯報表演。

3 游戲活動：看看、說說。

F 布置作業(yè)：

看C部分圖片造句。

G 板書設(shè)計

H 教后記

The Fourth Period

一、教學內(nèi)容：

5A.Unit 3 D部分 Look , read and complete

二、教學目標： 復習本單元所學對話和詞匯。

學習并操練含有情態(tài)動詞can的句型。

三、教學重、難點：四會掌握句型?can?, but ?can’t ?

四、課前準備： 準備D部分出現(xiàn)的圖片。在黑板上預先寫好課題Unit 3 At a Music lesson。

五、教學過程：

A Learn to a song 學唱歌曲 We can sing and dance.B Free talk 師生交流

C Revision 復習1 出示本課對話投影片，學生看圖用英文描述。

2 學生表演對話。出示圖片，讓學生看圖認讀單詞，復習所學的詞匯。讓學生看圖，用圖片中的詞匯造句。學生邊造句邊做動作I can ?

D Presentation and drill 新授和操練 1教師示范句型，邊說邊板書：I can swim, but my mother can’t.通過動作、表情讓學生理解并讓學生學說。2學生小組內(nèi)模仿句型、練說。

3小組匯報。4出示圖片，描述圖片內(nèi)容：The boy can swim, but the girl can’t.分層次讓學生練說。5指導學生看圖，談論圖片。6要求學生小組內(nèi)完成每幅圖下的句子。7教師出示投影片，讓學生校對句子，后集體朗讀。

E Practice and consolidation練習和鞏固 游戲活動1：做做、說說。請一個學生到臺前表演動作，另一個學生模仿不出來，讓臺下學生運用The boy can swim, but the girl can’t.句子來描述。

游戲活動2：小組了解各自的特長，后每個小組推選一名學 生匯報。

F 布置作業(yè)

能夠用所學句子描述同學的特長。

G 板書設(shè)計

H 教后記

The Fifth Period

一、教學內(nèi)容：

5A.Unit 3 E部分 Look and read, F部分Fide and seek, G部分Listen and repeat

二、教學目標： 通過復習，能較熟練地掌握本單元所學的詞匯。能較熟練地在情景中運用本單元所學的日常交際用語和含有情態(tài)動詞can的句型。

聽懂、會說、會讀并理解E部分 Look and read。

了解元音字母a在單詞中的讀音。

能熟練表演唱本單元出現(xiàn)歌曲。

三、教學重、難點：

能正確地運用句型Can you ?? Yes, I /we can.No, I /we can’t.I can ? what can you do? 并能在具體情景中以口、筆頭形式進行交流。

四、課前準備： 準備E、G部分出現(xiàn)的投影片。

準備本課對話和詞匯的投影片和圖片。在黑板上預先寫好課題Unit 3 At a Music lesson。

五、教學過程：

A Sing a song.表演唱英文歌曲We can sing and dance.B Free talk 師生交流

C Revision 復習出示B部分詞匯圖片，教師快速展示圖片，學生認讀并拼 讀本課四會單詞。用競賽活動的形式鼓勵學生參與。出示本課對話投影片，學生看圖用英文描述。

學生表演對話。用本課所學句型描述周圍同學的特長。

D Look and read 出示D部分的投影片，指導學生看圖，引出生詞ride, put，Aah,教師示范發(fā)音，學生靜聽、模仿、跟讀。師生問答，運用生詞組成句子。Can you ride a bike? Can you put a ?on your head?通過問答的形式加深學生對生詞的理解和運用。在學生理解的基礎(chǔ)上，讓學生邊聽錄音邊看圖，理解對話。讓學生聽錄音模仿、跟讀，并在熟讀的基礎(chǔ)上學生小組內(nèi)分角色朗讀、表演。

E Listen and repeat 出示單詞投影片，讓學生認讀after, basketball, class, dance這四個詞。

分層次朗讀單詞，讓學生體會字母a在單詞中的發(fā)音。出示前兩個單元E部分的投影片，讓學生比較字母a在其 他單詞中的發(fā)音。

看圖，教師示范動作，讓學生理解句子，并讓學生聽錄音跟讀，朗讀時注意句子的節(jié)奏。

F Hide and seek 游戲活動：捉迷藏。既可以是學生躲藏，也可以是藏學習用品。教師示范，后讓學生自己組織游戲。小組開展游戲活動。

G Sing a song.表演唱本課的英文歌曲

H 布置作業(yè)

能運用本課所學句型交流各自的特長。

I 板書設(shè)計

J 教后記

The Sixth Period

一、教學內(nèi)容：

5A.Unit 3綜合練習，本課練習冊

二、教學目標： 通過復習，能較熟練地掌握本單元所學的詞匯和句型。能較熟練地在情景中運用本單元所學的日常交際用語并能運用所學句型描述、交流各自的特長。能熟練完成本課的練習冊。

三、教學重、難點： 熟練地掌握本課出現(xiàn)的動詞和動詞短語。能綜合運用本單元所學過的單詞、句型和日常交際用語。

能初步改編或擴充本單元所學的對話。

四、課前準備： 準備本課詞匯的圖片。準備錄音機和練習冊聽力部分的錄音。黑板上預先寫好課題Unit 3 At a Music lesson。

五、教學過程：

A Sing a song.表演唱英文歌曲We can sing and dance.B Free talk 師生交流

C Revision 復習出示B部分詞匯圖片，教師快速展示圖片，學生認讀并拼讀本課四會單詞。出示本課對話投影片，學生看圖用英文描述。

學生表演對話。用本課所學句型描述周圍同學的特長。

聽寫本課四會單詞。

D Practice 練習Listen and number先讓學生了解圖意，后聽音標號，集體校對。Listen and choose.先讓學生連鎖認讀單詞，后聽音選擇正確的答案，同桌校對。

Put in the missing letters.填入所卻字母。讓學生獨立完成。Put the words in the correct order.先小組討論，后成句連詞。每組選派一個代表板書句子，后集體校對。Look and write.看圖寫句子。先小組討論，后小組匯報。

Look and complete.看圖完成對話。課后完成并小組內(nèi)進行表演。

E 布置作業(yè)

完成本課的練習冊。

F 板書設(shè)計

（略）

G 教后記：