英语一上unit3课件（精选9篇）
Sectin A 1a—2d
设计人：周建
学习目标：1。掌握本节课13个单词。初步介绍一下复数概念。
3。学会运用介绍人句型： This / that is。以及these/thse are
和询问人句型 Is this / that。
学习重点：掌握指示代词 this / these，that/ thse 用法
学习过程：
一、自主学习
学习任务一：熟练掌握本节课词汇。
1。个人试读，组内相互纠正发音。
2。老师领读，学生自己纠正自己发音。
3。自己读并记住汉语意思，组内检查。
4。小组竞赛，看谁记多而快。
5。认真观察1a图片，将单词与图中人物搭配，小组讨论并核对答案。
6。听录音，完成1b，小组核对答案。
学习任务二：听录音，完成2a。2b，小组核对答案。介绍家人，引入复数概念。
This is f________，and this is ________。The are p_________。
把下列单词变为复数形式。
ther ———__________ father———_________ brther———_________ sister———________
friend———___________ grandfather———____________grandther———____________
总结名词变复数规则：______________________________________
不规则变化this———___________ that———__________ is———__________
学习任务三：熟练运用介绍人句型： This/that is以及 These/thse are和询问人句型 Is this/ that┅
1、看图片1a，引入： This is Dave。This is his sister。
2、用This is┅These are┅句型依次介绍Dave 其他家人。
3、小组竞赛看谁介绍最多。
二、合作共建
小组讨论：远处人应如何介绍？
三、系统总结
总结如何介绍自己家人。
四、诊断评价
（一）英汉互译
his friends___________ these bs___________ her grandther____________
你父母亲___________ 他妹妹们____________ 那些女孩们____________
（二）选择
1。These are _______________。A father B ther C parents D parent
2。This ______Zha Lin，Miss Brz5u。c]
1、听录音完成2a，再听一遍，选择2b中正确图画。
2、利用2分钟时间记住中关于家庭 成员名词，然后相互检查，小组竞赛展示单词。
3、模仿听力内容，利用 照片或自制图片介绍自己家人。
二、合作共建（教师寄语：）
学会识别家谱，尝试自己制作自己家谱。
1.onthe20thofSeptember:9月20日
2.inthemorning：在早晨
3.gotothepark：去公园
4.bybike：骑车
5.aparrotshow：一场鹦鹉表演
6.someinterestingparrots：一些有趣的鹦鹉
7.becomewindyandcloudy：变得大风且多云
8.flykiteshigh：风筝放得高
9.inthesky：在空中
10.bringsomedumplings：带来一些饺子
11.somebreadandhoney：一些面包和蜂蜜
12.somedrinks：一些饮料
13.seesomeants：看见一些蚂蚁
14.eatourlunch：吃我们的午餐
15.intheafternoon：在下午
16.blackclouds：乌云
17.hungryandwet：又饿又湿
18.whataday!多么糟糕的一天
2.Do you often travel? Where have you been? 3.2.Following the steps of the warm-up on page 17.Step2.Pre-reading
1.Show some traveling pictures of the teacher’s.2.Ask Ss : which river is the longest one in the world and which is the largest one;which river is the longest one in China.3.Ask Ss: how people who live along a river use it.Step3.While-reading
1.Scanning: Ss read quickly and answer: What are they going to do?
2.Skimming: Ss read again and finish comprehending 1 on page 19.Ss read and get the main ideas of each paragraph.Ss list the countries that the Mekong River flows through.Step4.After-reading
Ss in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think…1.Taking this trip is a dream
come true.2.That they will enjoy this trip a lot.3.They should see a lot of the Mekong.4.That most of the Mekong will be found in Southeast Asia.Wang Wei believes…1.They must start in Qinghai where the river begins /see all of the Mekong.2.That they don’t need to prepare much Wang Kun believes…1.It is too cold and high to start in Qinghai.2.That using an atlas is very important.Step5.Assignment 1.Surf the internet and get more information about the Mekong River.2.Retell the passage use your own words.Period2.Step1.Warming up
Ask some Ss to retell the passage that they have learnt last period.Step2.Learning about the language
Teacher explains some language points in the text on page 18.1.Persuade sb.into /out of sth.: cause sb.(not)to do sth.by arguing or reasoning with him 说服或劝说某人（不）做某事
He is easily persuaded.Wang Kun couldn’t persuade his sister to change her mind.persuade sb.(that clause): cause sb.to believe sth.;convince sb.使某
人信服
How can I persuade you that I am telling the truth?
2.insist(v.): demand(sth)forcefully, not accepting a refusal 坚持或坚决要求； eg.Since he insisted, I had to stay.insist on sth/doing sth: require or demand;refuse to accept an alternative 一定要（某事物），坚决主张
She insists on getting up early and playing her radio loud.3.care about: be worried, concerned or interested 忧虑，关心，惦念 don’t you care about anybody? I don’t care about what happens to him.care for /to do: be willing or agree to do sth.;wish or like to do sth.Would you care a drink? Would you care to go for a walk? care for sb.1).Like or love sb.He cares for her deeply.2).Look after sb;take care of sb;be responsible for sb Who will care for your child if you are out?
4.Once she has made up her mind, nothing can change it.她一旦下了决心，什么也不能使她改变。once: adv.1).for one time 一次
I have only been here once.2).at some time in the past 一度；曾经 He once lived in Zambia.3).all at once: suddenly 突然
All at once the door opened.conj.= as soon as 一旦；一…就…
Once you understand this rule, you’ll have no further difficulty.Step 3.Practice
1.Ss finish Ex 1 and 2 on page 20 by themselves.2.check the answer.3.Ss do Ex 3.on page 20.4.Teacher gives Ss suggested answer and tell them why if the Ss have any problem.Step 4.Assignment
1.Learn the useful expressions by heart.2.Finish Wb.Ex1 on page 56.3.Finish Wb.Ex 2 on page 57.Period 3.Step1.Revision
Check the answers of Wb Ex 1 and 2 on page 56 and 57.Step2.Discovering useful structures
1.Ss look at the following sentences and underline the verbs.Are you working this evening?
We’re having an English party this weekend.He is leaving tomorrow.Let Ss themselves find the rules and tell what tense they are used.2.Ss finish the dialogue on page 21 and pay attention to the tense.Suggested answers:
are going, going, going/traveling, staying, are coming, coming, are going, 3.Ss finish part 3 on page 21.Step3.Talking
1.Ss four in one group and have a discussion about the topic on page 55.2.Ss make a list about the objects: which is the most useful and which is the least useful and why.2.the most useful objects the least useful objects 3.Ss show their result to the class.Step4.Speaking 1.Ss work in pairs and discuss: what do you think a dam does to a river and the people who live on it?
2.Make a list of some good and bad things a dam does.3.Discuss your report with your classmates and then show it in class.Step5.Assignment
Finish Wb Ex 1 using structures on page 57.Period4.Step1.Warming up
Ask Ss some questions about Journey Down The Mekong(I).1.What was Wang Kun and Wang Wei’s dream? 2.What can they see when they travel along the Mekong? 3.Will they have some difficulties in their journey? What are they? Step2.Reading
1.Ss read the passage: a night in the mountains and answer the following questions:
How does Wang Kun feel about the trip now? What do you think has changed his attitude?
2.Ss make a dialogue about things happen the next morning before Wang Kun and Wang Wei leave their camp.3.show the dialogue to the class.Step3.Reading
1.Ss read the passage: The End Of Our Journey on page 59 2.Ss fill in the form with the information from the travel journal.Topic Laos Cambodia Vietnam Population Weather Learning Farming
Period5.(Writing)Step1.Pre-writing 1.Ss read the passage and get the general idea about it.2.Ss make a list of details from the travel journal that you believe are real and you don’t believe are real.Step2.While-writing
1.Ss write a short letter to Wang Wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about.Then wish her well on her journey by using some of the following expressions:
Have a nice/good time.Have a nice/good trip.Good luck on your journey.Say “Hello” to …
Give my love/best wishes to… Have fun.Take care.Write to me.2.Ss read their writing and check the mistakes by themselves.Ss exchange their writing and correct the mistakes.Ss rewrite the letter again.Step3.After-writing Choose some samples and show them in class.Tips on writing:
Pay attention to the form of writing a letter.Pay attention to the tense while writing.Pay attention to the structures of the sentences.Step4.Assignment
in many aspects =in many respects在许多方面
impression n.印象，感觉;影响，效果;盖印，印记
impressive adj.可观的;给人印象深刻的，感人的;引人注目的;显赫
impress vt.印;给„以深刻印象;使铭记
n.印象;印记
make/leave an important impression on/upon sb/sb’s memory给某人留下重要印象 leave a deep/strong/good/bad impression on sb.给某人留下深刻/强烈/好/坏印象 impress sb with sth=impress on sb sth 给某人留下印象 sb be impressed by/with...某人对某事印象深刻
I was deeply impressed by/with what he said.=What he said impressed me deeply.他说的话给我留下了深刻的印象。
I was deeply impressed by the beauty of West Lake.给我印象最深的是西湖的美景。The beauty of West Lake makes a deep impression on me.西湖的美景给我留下了很深刻的印象。
My father impressed on me the importance of hard work.=My father impressed me with the importance of hard work.我父亲要我牢记努力工作的重要性。
take up 占用;开始从事;接受（提议）
take up one’s arms 拿起武器
take up doing
=set about doing =get down to doing =set out to do =undertake to do都有“开始做......”的意思
I took up learning painting when I graduated from school.当我从学校毕业的时候，我开始学画画。
The teacher took up the lesson where he stopped last time.老师从上次停下来的地方开始讲课。
He decided to take up the challenge after consideration.经过考虑，他决定接受挑战。
I won’t take up much of your time.我不会占用你太多的时间。
He has taken up art in college.他在大学里学过美术。
constant
adj.不断的，持续的;永恒的，始终如一的;坚定;忠实的n.[数]常数，常量;不变的事物;永恒值
at a constant speed 以恒定的速度
He is constantly changing his mind.他不停地改变主意。
certain
adj.某一;必然的;已确定的pron.[动词用复数]某些
certainty
n.确定性，确实性;确定的事，必然的事
certainly
adv.肯定;当然;无疑;确定
a certain +可数名词单数
表示某一 a +可数名词单数 表示某一
some +可数名词单数
表示某一
some person某个人,相当于certain a I have read the article in a certain magazine.这篇文章我在某个杂志上读过。
be certain+of/about/that从句 确信......be certain to do sth 一定要做某事
I am not certain whether you can succeed.我不能确定你是否能成功。
It is certain that you can succeed.你一定能成功。
I am certain/sure of your success.我确信你会成功。
guide
vt.指导;引路;操纵;影响
n.导游;向导;指导者;有指导意义的事物
guidance n.导航;指导，引导;领导
Teenagers need adults to guide them.青少年需要成年人来指导他们。
surroundings n.（周围的）环境[事物];环境，周围的事物(surrounding的名词复数);一带
surrounding
n.环境，周围的事物
adj.周围的，附近的 v.绕;包围(surround的现在分词);与„紧密相关;喜欢结交（某类人）
Children should be brought up in healthy surroundings.孩子们应该在健康的环境中长大的。
The surrounding scenery is very beautiful.周围的景色很美。
Our school is surrounded by green hills and blue waters.我们的学校被青山绿水所环绕。
tolerate vt.忍受;容许;承认;容忍（不同意或不喜欢的事物）
put up with stand bear
都有“忍受”的意思
lack
vt.缺乏，缺少;需要的东西
n.缺乏，不足，没有;缺少的东西
(a)lack of 缺乏
be lack in 欠缺
lack experience/confidence/exercise 缺乏经验/信心/锻炼
I didn’t enter university because of lack of money.=I didn’t enter university because I lacked money.我没有上大学，因为我没有钱。Though lacking experience, the young man accomplished the task perfectly.这个年轻人虽然经验不足，但完美完成了任务。
adjustment
n.调解，调整;调节器;调解，调停;（赔偿损失的）清算
adjust oneself to 调整自己，使自己适应于
adjust to 调整，调节
You should adjust yourself to the life here.你应该适应这里的生活。
recover from an illness 痊愈 recover oneself 恢复健康,痊愈
press
vt.压，按;逼迫;紧抱
vi.压;逼迫;重压
n.压榨;强迫征兵;新闻报道，出版物;印刷机（厂）
In case of fire,please press the button.如果发生火灾，请按按钮。
belt
n.腰带;传送带;区域;带状物
vt.环绕，包围;用带做记号;用力打;绕着系上带子
Please fasten your safety belt.请系好安全带。
lose sight of 忽视;忘记;看不见;失去联系
The street was so busy that I lost sight of my classmate in the crowed.街道很忙拥堵，我在人群中失去了我的同学的视线。sight短语
lose sight of 忽视;忘记;看不见;失去联系
catch sight of 看见;瞥见;见;一下子看到 lose one’s sight 失明
within/in sight 看得见的，在视野范围内 out of sight 看不见，在视野之外
at the sight of 一看见„„就„„
at first sight 乍看之下，一看到„就
sweep up 清扫
We were left to sweep up the room after the party.聚会后，我们被留下来打扫房间。
slide into 溜进;（使）滑入
When she was singing on the stage,his parents slid into the hall.当她在舞台上唱歌的时候，他的父母溜进大厅。
speed up（使）加速;开快车;加紧;增速
at full/low/high speed 全速/低速/高速
at a speed of...以„的速度
at a constant/steady speed 以恒定/稳定的速度（匀速）The truck speeded up going down the hill.卡车加快走下山去。
desert n.沙漠;荒地;应得的赏罚;功劳，美德
adj.沙漠的;荒芜的，不毛的;无人的
v.丢开，抛弃;擅离职守;逃亡，逃走;开小差
instant n.瞬间，顷刻;此刻;当月;速食食品，即溶饮料
adj.立即的;迫切的;正在考虑的，目前的;即食的instant noodles方便面
instant coffee 速溶咖啡
in an instant立即，马上;须臾之间;斯须之间;弹指之间
the instant/minute/moment = as soon as 一„„就 I recognized her the instant I saw her.我一看见她就认出了她。
receiver
n.接收器;接受者，收款员;无线电接收机;（破产公司的）官方接管人
receive
vt.& vi.收到;接待;接到;接纳
vt.接收;受理;欢迎;承受
vi.接到，获得;接见，欢迎;[电子学] 接收;[橄榄球] 接球
receive foreign guests 接待外宾
I received a gift yesterday and I accepted.我昨天收到了一份礼物，我接受了。
efficiency n.功效;效率，效能;实力，能力;[物]性能
efficient adj.有效率的;（直接）生效的;能干的;（因省钱、省时或省力等而）收效大的effective
adj.有效的;起作用的;实际的，实在的;给人深刻印象
n.[军]现役兵额，有生力量，精兵
effect n.效果;影响;印象;所有物
vt.使发生;引起;产生（效果）
remind vt.提醒;使想起，使记起
remind sb to do 提醒某人做某事
remind sb of sth 使某人想起某事
Please remind you manager to take medicine on time.请提醒经理按时服药。
The story reminds me of an experience I once had.这个故事使我想起了我曾经有过的一次经历。
suffer
vi.受痛苦;受损害;变糟;变差
vt.遭受;忍受;容忍;容许
as a result 结果，因此
I was caught in a heavy traffic jam;as a result,I was late.我遇上了严重的交通堵塞，结果我迟到了。
I was late as a result of the heavy traffic jam.由于交通拥挤，我迟到了。
result in 引起，导致，以„为结局;落得;致使
contribute to
v.有助于;促成;捐献;投稿
lead to 导致;把„带到;领到;（道路）通向
His careless driving resulted in the accident.他的粗心驾驶导致了事故。
The accident resulted from his careless driving.事故是他粗心驾驶造成的。
be similar to 类;与„相似;类乎
A is similar to B in sth
A在某方面与B相似。
Familiar
adj.熟悉的;通晓的;冒昧的;随便的n.常客，密友;高级官吏的家属;[天主]教皇[主教]的仆人
主动表被动
①主+be+adj(for sb)to do ②sb be to blame ③be worth doing ④with+宾+ to do to do 强调将来要做，主动表被动 ⑤have sth to do He is easy to get along with.他很好相处
He is easy to deal with.他很容易相处。
At first my new surroundings were difficult to tolerate.起初，我的新环境很难忍受。The air is hard to breath.空气很难呼吸。
English is difficult for me to learn.英语对我来说很难学。
provide vt.& vi.提供，供给，供应
vt.规定;提供(+for);装备;预备
vi.抚养，赡养(+for);做准备;预约(for 或 against)
They provided our school with many new computers.=They provided many new computers to our school.他们为我们学校提供了许多新电脑。
take 短语
take up 占用;开始从事;接受（提议）
take in 吸收;领会;欺骗;接待
take over 接管;带;帮„学习;在„上花费
take on 承担;呈现;雇用;录用
take on a new look 呈现新面貌
take off 起飞;脱掉;（使）离开;突然成功
take away 剥夺;拿开;减去;使停止
take out 取出，除去;拔掉;把„带出去;邀请（某人）外出
take down 取下;拆卸;记录，记下;笔录
take one’s place 取代„人;顶换;就位;即位 take one’s time=don’t hurry 慢慢来
take it easy=don’t worry 放松点，别担心 take office 就职;任职;绾结印绶;到职
take...as 把„„看作是
take sb/sth for granted 不把„当回事，对„不予重视
sight短语
lose sight of 忽视;忘记;看不见;失去联系
catch sight of 看见;瞥见;见;一下子看到 lose one’s sight 失明
within/in sight 看得见的，在视野范围内 out of sight 看不见，在视野之外
at the sight of 一看见„„就„„
at first sight 乍看之下，一看到„就
time短语
in time 及时;迟早;最后;经过一段时间之后
on time
按时，准时;以分期付款方式;正点;顺时
ahead of time
提前
all the time
（在该段时间内）一直;向来，一向;时时刻刻;每时每刻
at times
有时;有时，间或
from time to time 不时，偶尔，间或;时而
at the same time
同时;一起;但是;然而
at a time
依次，逐一，每次
at one time
一度，从前
kill time
打发时间;消闲
have a good time 过得愉快，玩得痛快
in no time 马上，立即;即将
at no time 决不
for the time being 暂且;权;权时
for the first time
首次;第一次;乍;初 take one’s time
慢慢来;不慌不忙
tell the time 告诉时间
turn短语
turn to 求助于;（使）转向;（使）变成;翻书到 turn to sb for advice 向某人求教
turn up 出现;翻起;开大;（尤指失去后偶然）被发现
turn around 转身;好转;改变意见;使变得完全不同 turn over 移交;翻转;变换;仔细考虑 turn on 打开;感兴趣;兴奋;发动 turn off
关掉;完成;解雇;转向 turn out
关掉;结果是;制造;出席
turn away
转过脸去;拒绝进入;辞退;背 turn against 转为反对，变成和„敌对 turn in 上床睡觉;上交;归还;面向内 take turns
轮换;替换，轮流;更替;倒换 by turns 轮流地，交替地;挨;更番 in turn 依次;转而;轮流地;相应地
一、教学目标：
1、掌握表示动物的名词和具有动物特征的形容词，例如：koala bear(树袋熊)，tiger(老虎)，elephant(大象)，dolphin(海豚)，panda(熊猫)，Lion(狮)，penguin(企鹅)，giraffe(长颈鹿)；cute(逗人喜爱的)，smart(聪明的)，exciting(令人激动的)，friendly(友好的)，interesting(有趣的)，fun(供人娱乐的)，scary(可怕的)。
2、用英语谈论、描述动物(describe animals)并表达对动物各自的喜爱(express preferences)，例如： Elephants are friendly.Tigers are kind of scary.Why do you like pandas? Because they’re very cute.Why does he like koala bears? Because they’re kind of interesting.二、教学活动过程 活动目的：学习和巩固表示动物和具有动物特征的单词，掌握用英语表达对动物及其它事物的喜好。教学过程和步骤：
1、布置任务，学生以4-6人为一个小组（要求面对面坐），以小组为单位，运用所学的内容进行对话，并根据所学知识扩展话题编对话，谈论自己的喜好。
2、组织教学，师生互相问候。例如：Good morning!Nice to see you!How are you? What’s the weather like today? 等等。
3、出示教学挂图和图片，向学生呈现表示动物的单词：koala bear, tiger, elephant, dolphin, panda, lion, penguin, giraffe等。要求学生能看到图片立即说出单词。
4、①打开课本P.14,1a,看图将单词和图画配对。②1b听录音，检查在1a中听到的表示动物的单词。
活动1 要求全班同学每人跟自己的同伴结对，用所学的表示动物及动物特征的单词编一组对话，并谈论各自对动物的喜好，然后请部分同学到黑板前面当众表演。
5、①P.14,2a,听录音，填上所听到的单词，并把表示动物的单词和表示动物特征的单词连线。
②2b听录音，用所给的词完成对话。
very
dolphins
kind of
koalas
②每个同学就表格中填写的内容跟各自的搭档进行对话。例如： A:Let，s see the pandas.B:Why do you like pandas? A: Because they are cute.B: Well,I like elephants.A: Why do you like elephants? B:Because they are kind of interesting.活动2 将全班分为5-6组，以小组为单位，每个小组挑选一个所学内容的话题（如animal动物、food食物、color颜色、city城市、subject科目、sport运动项目等）。例如：
What’s your favorite animal? My favorite animal is pandas.Why do you like pandas? Because they’re cute.Why does he like …? Because… 最后，比比看，哪一组说得最好？
6、语法项目小结
译林版小学英语5上Unit8 At Christmas (Cartoon time & Song time )Period 2
二、教学目标：
Knowledge objects:
1. To make the students understand the new words: sing, songs; new phrase: merry Christmas; new sentence pattern: what’s wrong with …?
2. To let students know how do people celebrate the different festivals in western countries.
Ability objects:
3. To improve students’ listening and speaking ability by reading and practicing the cartoon time.
4. To develop students’ communicative ability by learning the useful expressions for celebrate the festival.
Moral objects:
5. Be able to enjoy the great fun of this cartoon story.
6. To enable the students to enjoy the fun of helping others.
三、教学重难点：
1. To make the Ss grasp and understand the main idea of cartoon time.
2. To enable the students to use useful expressions for celebrating a festival and replying in their own dialogues related to the daily life.
四、教学方法：
情境教学法、交际教学法、多媒体辅助教学法
五、教学过程：
Step1. Warming up
1. Greeting
2. Leading in
a. Play a game:’Non-stop talking’
(渗透enjoy和send)
b. Review Story time.
Step2. Presentation
Song time and Cartoon time
1. learn the song
(PPT shows picture1 of the Cartoon time)
T: Who are they?
S: Sam, Bobby and their friends.
T: How are Bobby and Sam?
S: They’re very happy.
T: What time is it?/ when is it?
S: It’s at Christmas.
T: Yes, it’s on Christmas Day.
T: What are they doing?(Ss listen to the song)
S: Sing the songs.
新授sing the song
T: Can you tell me the title of this song?
S:... (揭题: we wish you a Merry Christmas.)
2. Enjoy the cartoon
(PPT shows the story)
T: Who is not happy?
S: Mr Turkey.
T: Mr Turkey looks sad. (新授sad) , so what will you say to him?
S: What’s the matter, Mr Turkey?/...
T: We can also say: What’s wrong with you? (新授)
3. Read and answer
1) 引出：It’s a lot of fun! I always have a big dinner on Christmas Day!
2) 引出I don’t like Christmas, people eats us on Christmas Day.
4. Read together
5. Act Cartoon time
Step3.consolidation
1. Send presents.
2.Cultural infiltration: ‘The White House Turkey Pardon’.
3. Other popular holidays
Step4.Ticking time
Step5.homework
Retell Cartoon time.
Try to know more about the festivals in western countries.
板书：
Unit8 At Christmas
First Sing Christmas songs buy presents
Next enjoy Christmas food buy a Christmas tree
Then send presents
Finally know about holidays
跨国婚姻
我和盖尔计划举行一个不事张扬的婚礼。在两年的相处中，我们的关系经历了起伏，这是一对情侣在学着相互了解、理解和尊重时常常出现的。但在这整整两年间，我们坦诚地面对彼此性格中的弱点和优点。
我们之间的种族及文化差异不但增强了我们的关系，还教会了我们要彼此宽容、谅解和开诚布公。盖尔有时不明白为何我和其他黑人如此关注种族问题，而我感到吃惊的是，她好像忘记了美国社会中种族仇恨种种微妙的表现形式。
对于成为居住在美国、异族通婚的夫妻，我和盖尔对未来没有不切实际的幻想。相互信任和尊重才是我们俩永不枯竭的力量源泉。
许多夫妻因为错误的理由结了婚，结果在10年、20年或30年后才发觉他们原来是合不来的。他们在婚前几乎没有花时间去互相了解，他们忽视了严重的性格差异，指望婚姻会自然而然地解决各种问题。我们希望避免重蹈覆辙。事实更说明了这一点：已经结婚35年的盖尔的父母正经历着一场充满怨恨、令人痛苦的婚变，这件事给盖尔带来了很大打击，并一度给我们正处于萌芽状态的关系造成了负面影响。
当盖尔把我们计划举办婚礼的消息告诉家人时，她遇到了一些阻力。她的母亲德博拉过去一直赞成我们的关系，甚至还开过玩笑，问我们打算何时结婚，这样她就可以抱外孙了。但这次听到我们要结婚的消息时，她没有向我们表示祝贺，反而劝盖尔想清楚自己的决定是否正确。“这么说我跟他约会没错，但是如果我跟他结婚，就错了。妈妈，是不是因为他的肤色？”盖尔后来告诉我她曾这样问她母亲。
“首先我必须承认，刚开始时我对异族通婚是有保留意见的，也许你甚至可以把这称为偏见。但是当我见到马克时，我发现他是一个既讨人喜欢又聪明的年轻人。任何一个母亲都会因为有这样一个女婿而感到脸上有光的。所以，这事跟肤色没有关系。是的，我的朋友们会说闲话。有些朋友甚至对你所做的事表示震惊。但他们的生活与我们的不同。因此你要明白，马克的肤色不是问题。我最大的担心是你也许跟我当初嫁给你爸爸一样，为了错误的原因而嫁给马克。当年我和你爸爸相遇时，在我眼中，他可爱、聪明、富有魅力又善解人意。一切都是那么新鲜、那么令人兴奋。而且我们两人都认为，我们的婚姻是理想婚姻，至少表面上看是如此，而且一切迹象都表明我们的婚姻会天长地久。直到后来我才明白，在我们结婚时，我并不十分理解我所爱的人——你的爸爸。”
“但是我和马克呆在一起已有两年多了，”盖尔抱怨道。“我们俩一起经历了许许多多的事情。我们彼此多次看到对方最糟糕的一面。我可以肯定时间只能证明我们是彼此深情相爱的。”
“你也许是对的。但我还是认为再等一等没坏处。你才25岁。”
盖尔的父亲戴维——我还未见过他的面——以知事莫若父的态度对待我们的决定。他问的问题基本上和盖尔母亲的问题相同：“干吗这么匆忙？这个马克是什么人？他是什么公民身份？”当他得知我办公民身份遇到了问题时，就怀疑我是因为想留在美国而娶他女儿的。
“不过爸爸，你这话讲得太难听了，”盖尔说。
“那么干吗要这样着急？”他重复地问。
“马克是有公民身份方面的问题，但他总是在自己处理这些问题，”盖尔辩解道。“事实上，当我们在讨论结婚的时候，他清楚地表明了一点：如果我对任何事情有怀疑，我完全可以取消我们的计划。”
她父亲开始引用统计数据说明异族通婚的离婚率比同族结婚的要高，而且还列举了接受过他咨询的、在婚姻上有麻烦的异族通婚夫妇的例子。他问道：“你考虑过你将来的孩子可能会遭受的苦难吗？”
“爸爸，你是种族主义者吗？”
“不，当然不是。但你必须得现实一点。”
“也许我们的孩子会遇到一些问题。但谁的孩子不会呢？可是有一样东西他们将会永远拥有，那就是我们的爱。”
“那是理想主义的想法。人们对异族通婚生下的孩子是会很残酷的。”
剑桥小学英语4-Unit3 展示课教案
Teaching plan How to Describe the Animals? StepⅠ. Warming-up 1. Songs: Old MacDonald The whole class sings the song to review some animals. 2. Greetings: T: Do you like animals? Ss: yes. T: What animals do you like best? Ss:……. T: Now, listen and then tell me what it is? StepⅡ. Listen and guess. The whole class listen to the record of some animals first, and then they need to call their English names out loudly. If they call the right name, I stick the very picture on the blackboard. If not, they have a second chance to guess. When we finished, they spell and I write down these names on the blackboard. What’s this? What’s it like? 第二步 Tiger cheetah cow rabbit 第一步 □ □ □ □ The whole class read those names to review animals under the help of mine. StepⅢ. Way for how to describe the animals I ask and they answer according to the picture: A: what’s this? B: Its a _________. A: What’s it like? Then I guide them to pay exclusive attention to its legs, favorite food, size and location, along the way I show them PPT images to make it easier. After which I stick the word-labels to the blackboard and read loudly in class. What’s this? What’s it like? 第二步 Tiger cheetah cow rabbit 第一步 □ □ □ □ 第三步 □legs □food □size □location StepⅣ. Sentence-presentation and example-description. I point at the picture of a frog and kick the PPT; they can see the same picture on the screen and hear the pronunciation at the same time. I kick the PPT again and show them the sentence-patterns for description of animals line by line. And then, I teach the sentences for many times so that they can get familiar with them. In order to make sure, individual student must read them line by line to remember them better. What’s this? What’s it like? 第二步 Tiger cheetah cow rabbit 第一步 □ □ □ □ 第三步 □legs □food □identity □location 第四步 It has got _________legs. It eats_________. It’s smaller/bigger than a ______. It lives in __________. StepⅤ.Consolidation for sentence-patterns (1)Group work: Ss in a group will get a bunch of word-lables and they need to put them into sentences. When they finished, one student in each group should tell the order of the words and read the sentences out to make them known by the whole class. If her group fails, other groups can correct by ‘stop’. When they finished, I set example to them by delivering sentence patterns with a low voice beside one’s ear in a group and the last one in each group need to tell what it is. (2)The whole class: I kick the PPT and the whole class describes the animal presented on the screen. When they finish, we check it again. (3)Pair work: Desk mates in class work in pairs, one describes and the other guesses in turn. (4)Individuality: a game One student come to the door and chooses a number. She/he should the picture using sentence-patterns we have learnt; the other students need to guess what it is. StepⅥ.Homework: The can see two pictures on the screen: one is a rabbit, the other is a bird. They can choose one of them to write their own text starting with the following sentences. I have a pet. It has got ________legs. It eats_______. It’s smallerbigger than a __________. I like it very much.
第一课时
一、教学目标与要求
1、能够听、说、认读12个月份的名称并能书写其缩写形式。
2、能够就12个月份进行四季划分。
3、能够使用句型：When is your birthday ? My birthday is in…调查班级或小组内同学的生日。
4、能够听懂并填写Let’s try 部分Amy 一家人的生日。
二、重点、难点
1、重点是12个月份的听、说、认读及其缩写形式的书写，以及句型：When is your birthday ? My birthday is in…的运用。
2、难点是January , February 的发音和正确书写12个月份的简写形式。
三、教学准备
12个月份的单词卡片
四、教学步骤
1、热身
（1）教师播放第二单元第14页的歌谣，并出示四季的单词卡片，学生看图跟随录音吟唱歌谣。
（2）师生根据卡片组织对话。
2、预习
教师播放五年级上册recycle 2中的Let’s chant 部分的录音，在黑板上按1-12的顺序张贴12个月份的单词卡片。学生听录音并跟节奏吟唱歌谣。
3、新课呈现
Let’s learn and Let’s start
(1)教师指着12个月份的单词卡片，对学生说：There are 12 months in a year.Which months are warm ? Who knows ?（2）教师继续说：March is warm , Which season is it in ? Spring , summer , fall or winter ? 引导学生一起回答： It’s in spring.将march 的卡片贴在黑板上“春季”的方框里。同理教学April and May.（3）教师指着“夏季”方框，画一轮艳阳，表情夸张地说： Oh , summer is after spring.And it’s hot , very veryt hot.Which months are in summer ? 根据学生呢感的回答教学June , July , August.（4）师生一起做“Before and after ”游戏。教师面向学生，宣布游戏规则：在March 和August 六个单词中，教师随机给出一个单词，并举左手或右手。举左手，学生说出该单词前的一个月份，举右手，则说出后一个月份。
（5）利用上一游戏引出单词September.学生跟读并书写其简写形式后，教师问：What’s the weather like in September ? Is it very hot?引导学生回答: No , it’s not very hot.It’s cool.教师说：So September is in …引导学生说出fall.（6）教师在“冬季”方框中画上雪花，做出“冷”的样子说： Now we have the last season---winter.How cold it is!It snows!But my favourite season is winter.Why ? Can you guess?学生开始猜测。教师根据学生的猜测适当做出扩展。
（7）教师指着剩余三个月份的卡片说：These three months are in winter.One of them is my favourite month.What is it ? 学生会问： Is it December ? „„（8）教师放Let’s learn 部分的录音，学生跟读。Let’s chant
听录音，学生跟读。Let’s try
三步走。
第二课时
一、教学目标与要求
1、能够听、说、认读句型：When is your birthday ? My birthday is in February.Is your birthday in February , too ? No , my birthday is in „„
2、能够使用句型：How many birthdays are there in January ? There are …进行生日情况的调查并填写调查表。
3、能够听懂、会唱歌曲“When is your birthday ? ”
二、教学重点、难点
1、本课时的教学重点是强化第一课时的句型： When is your birthday ? My birthday is in …并听、说、认读新句型： Is your birthday in …too?
2、难点是学生要根据实际情况使用多样化的表达方式，如： When is your birthday ? Is your birthday in February , too? How many birthdays are there in January 以及When is Children’s Day ?避免机械性地重复同一个句型。
三、教学步骤
1、热身
（1）全班吟唱学生用书第26页的歌谣，边说边做动作。
（2）教师出示标有12个月份的大转盘，在转动指针前提问：Which month is it ? 让学生猜测，如： It’s January/ February.2、预习
师生之间进行如下对话 T: Hello.A , When is your birthday ? SA: It’s in January.T:What about you , B? Is your birthday in January , too? SB: No , it’s in March.等。
学生模仿以上对话进行“连锁问答”。
3、新课呈现 Let’s sing
（1）“连锁问答”进行到组内的最后一名学生，在他/她说出自己的生日之后，教师引导他/她来询问自己：When is your birthday ? 教师回答说： My birthday is in January.学生跟读这句话。
（2）教师放Let’s sing 部分的录音，学生听一遍后跟着旋律哼唱。教师出示歌词，学生跟唱。
（3）教师用在准备好的月份单词卡片对歌词中的January 进行替换，学生按旋律变换歌词唱歌曲。Let’s talk
（1）教师出示A部分Let’s learn 的挂图。与学生进行看图问答
（2）教师出示Mike , Amy , Zhang Peng 的头饰，提问：When is Mike’s birthday ? What about Amy ? What abut Zhang Peng ? Let’s listen and find out.教师放let’s talk 部分的录音，学生听两遍后回答以上问题。然后看对话跟读录音。
（3）学生三人一组练习该对话，并将自己与同伴的实际姓名和生日替换对话中的相应部分。
第三课时
一、教学目标
1、能够听、说、读、写句子：When is your birthday ? It’s in May.My birthday is in June.Uncle Bill’s birthday is in June , too.2、能够听懂、会说Read and write 部分的对话并能完成对话下面的表格。、3、能够总结字母组合ear , eer , ch, sh 的发音规律。并能朗读Pronunciation.部分的例词。
二、教学重点、难点
1、重点是掌握四会句型： When is your birthday ? It’s in …等
2、本部分的难点是正确书写四会句子。
三、教学步骤
1、热身
（1）师生合唱三年级下册第三单元的歌曲“Father and Mother”（2）学生展示家庭成员的照片，师生之间自由对话。
2、预习教师出示家庭成员的单词卡片，说：Look , there are seven people in my family.I love them.Please come and meet my family.教师出示uncle的单词卡片，进行师生对话，教学单词uncle.教师将卡片贴在黑板上，提问学生：Can you spell the word “uncle”?请学生根据读音尝试拼读该单词。
教师依次呈现grandma , grandpa , aunt , mom , dad 等单词卡片，进行师生问答并拼读这些单词。
3、新课呈现 Read and write（1）教师指着黑板上家庭成员的卡片说：There are so many people in my family.I want to make a birthday chart for my family.出示准备好的空白表格，贴在黑板的另一册，板书：a birthday chart for my family.师生一起拼写单词birthday , 并朗读单词短语：a birthday chart for my birthday.（2）教师指着空表表格。填写。
（3）教师将dad的卡片放至January下面的空格中，说：My dad’s birthday is in January。When is Mom’s birthday ? Is her birthday in January , too? No , It’s in May.教师将Mom的卡片放在may下面„„（4）根据天好的表格师生展开对话。
（5）教师播放本部分的录音，学生听录音跟读。
（6）教师出示单词卡片，如：When , is your birthday.教师先读出这些单词，然后教师提问：Can you spell the words ?学生拼读后，教师将单词卡片贴在黑板上，要求学生将这些打乱了顺序的单词组成正确、顺利的句子。Pronunciation 教师出示Pronunciation部分的挂图，引导学生认读含有字母组合ear , eer 的例词，指导学生归纳出eer和ear的发音规律。
第四课时
一、教学目标
1、能够听、说、认读20以内的序数词。
2、能够听、说、读、写序数词1—20的简写形式。
3、能够掌握日期的表达方法并能说出生日、节日的具体日期，如：When is your birthday ?It’s October 1st , When is Independence Day ? It’s July 4th.二、教学重点、难点
1、教学重点是序数词的听、说、认读以及具体日期的表达法
2、难点是不规则序数词的认读。
三、教学步骤
1、热身
教师放本单元Let’s chant 部分的录音，学生听录音，边做动作边有节奏地吟唱。
2、预习
教师指着学校教学楼简图，进行师生问答：Where is our classroom? It’s on the first floor.Where is the TV room ? It’s on the second floor.教师提问的内容由first floor 和second floor.自然过度到位于三楼的教室，学习生词third.3、新课呈现 Let’s learn
（1）教师指着黑板上画好的12层大楼，提问学生：This is a tall building.It’s very tall.How many floors are there in this building ? 师生一起从1数到12，回答： There are 12 floors.教师将单词卡片January贴在一楼，提问学生： Where is January ? 学生回答： It’s on the first floor.教师板书first.学生一起朗读。
教师说：January is the first month.It’s on the first floor.学生模仿并进行拓展会话，如：February is second month.It’s on the second floor.教师表演第一个自觉拓展句型的学生。（2）教师出示April 的卡片提问：What about April ? 教师自己回答：April is the fourth month.It’s on the fourth floor.学生齐读单词。
（3）教师指着第五层楼问学生：Now , who lives on this floor ? 学生应回答：May ,.教师说：Yes , it’s May.May is the fifth month.It’s on the fifth floor.教师强调该词是fifth 而非fiveth，师生一起朗读fifth.同样的方法教学12th.教师引导学生发现其变化规律。
（4）教师引导学生看图说话，教师先给予明确示范，如：January is the first month.It’s on the first floor.请学生依次做表述，一直到12月份。
(5)师生进行听词义猜单词游戏，如：教师给出词义：the first month of a year.学生即能猜出是January.Pair work（1）教师放歌曲“happy new year”，师生同唱。教师出示一张有新年气象的图片提问：What festival is it ? 学生回答: New Year’s Day.教师出示1月份的月历表，问学生： When is New Year’s Day ? 教师自己回答：It’s the first day of a year.It’s January 1st.（2）教师挑选20日之前的日期让学生试读，使学生能自如表达具体日期。
第五课时
一、教学目标与要求：
1、能够听懂、会说句子：What’s the date ? It’s October 1st.Who has a birthday in October ? Me.2、能够完成Group work 中调查同学生日的任务。
3、能够完成Let’s try 部分听录音找图片的练习。
二、教学重、难点：
1、本课时的教学重点是熟练掌握具体日期的表达法。
2、本课时的教学难点是学生要能熟练运用各种句式提问生日。
三、教学步骤
1、热身
教师放节日歌曲，如：“Jingle Bell” “Happy Teacher’s Day” 等，学生听歌猜节日，进行师生问答，如：What day is it? It’s…What’s the date ? It’s…
2、新课呈现 Let’s try
学生听录音，完成Let’s try 部分听音选图的练习。Let’s talk
（1）教师放歌曲“Happy Birthday to You”，学生个跟录音齐唱。教师提问学生：What song is it?学生回答： It’s a birthday song.教师继续提问： Whose birthday is it? Can you guess? 引导学生猜测学生用书中人物，如：Is it Zoom’s birthday? Is it Zip’s birthday ? 等。
教师放课前制作好的录音： Happy birthday , Zoom.教师说： Oh , it’s Zoom’s birthday.What’s the date ?
教师教学句子：Who has a birthday in May ?引导学生按实际情况问答。
教师对问句中的月份惊醒替换，如：Who has a birthday in June / October?等。练习进行到一定程度时教师提问：What’s the date ? 板书该句，师生一起朗读。然后教师引导学生回答，如：It’s October 1st.等。
师生就这个句型进行大范围的问答练习，要求学生根据实际情况问答。（2）教师放录音，学生跟读。
（3）学生表演对话，要求学生根据实际情况进行练习。Group work 游戏：小小人口普查员 教师与一组学生进行示范，教师提问：Who has a birthday in March ? Please stand up!然后教师分别提问：What’s the date ?What about you ? Is your birthday in March , too ? 等，将具体日期记下来。教师随后将学生分成八人小组，每组4-6人，每人担任2-3个月份的生日调查工作，模仿教师进行调查并记录结果。Story time 教师放Story time 部分的录音。学生观看，了解故事大意。
第六课时
一、教学目标
1、能够听、说、读、写四会句子：What’s the date ? June 9th.Is her birthday in June? Yes.2、能够听、说、认读Read and Write 部分的对话，能回答对话后的问题并书写答句。
3、能够就序数词进行Bingo游戏。
4、能够正确完成Let’s check部分的练习。
二、教学重点、难点
1、本课时的教学重点是掌握两组四会句子：What’s the date ? June 9th.”和“Is her birthday in June ? Yes.2、本课时的教学难点是Read and write 部分的对话。因为语言知识含量较大，教师要使学生充分理解对话内容。
三、教学步骤：
1、热身：
全班吟唱学生用书第26页Let’s chant部分的歌谣，说、做结合，营造活跃的课堂气氛。
2、预习
师生围绕本单元话题进行对话，如：
T：When is your birthday?
Ss: My birthday is in „ T：What’s the date?
Ss: It’s „ T：When is National Day?
Ss: It’s October 1st.等。
教师也可出示日历卡问学生：What’s the date?（板书该句，全班拼读date），学生根据日历上的日期回答，如：“It’s June 9th.”等。教师请学生书写12个月份的简写形式。
3、新课呈现 Read and write（1）教师在黑板上画一张卡片，并画花朵、蜡烛等图案，写上Happy birthday。教师请学生一起拼读birthday。教师提问：What am I drawing ？学生回答：A birthday card.教师接着说：Yes, you’re right.I am making a bithday card.学生跟读这个句子。
（2）教师出示几张bithday card，快速并广泛地询问学生：Do you like birthday cards?学生回答：Yes, I do.(I like them very much.)之后教师总结说：Oh, I know.Evrtyone likes to get birthday cards.教师应运用身体语言，并放慢语速，使学生感知句意并清晰模仿语音语调。
（3）教师给黑板上的birthday card画上电脑边框，以惊奇的语气说：Look, the card is in the computer!Oh, it’s an e-card!板书an e-card（根据学生实际情况决定是否加以解释）。
教师简笔画一只鼠标，并做敲键盘与移鼠标的动作，在黑板较远的一角贴Grandma的卡片。教师说：Now I am sending the e-card to Grandma.板书sending an e-card，学生跟读。教师做出忽然想起什么的样子，说：Oh, sorry.Grandma doesn’t have a computer.Then, she won’t be able to see the card.What shall I do?（4）教师出示本部分挂图，放录音，请学生看图、听录音后回答文后总是并书写答句。学生再跟读一遍录音，然后两人一组进行朗读练习。
（5）教师出示一张硬卡纸说：Today is Grandma’s birthday.Let’s make a birthday card for her.OK? 学生取出准备好的硬卡纸，在教师的示范下，画上图案，并写上Happy birthday, Grandma!以及日期June 9th。学生完成生日卡后，教师对学生所表现出的创造力、想象力以及英语书写的美观、整洁程度进行评价，并收集优秀作品进行展出。Let’s play
教师讲解Bingo游戏的规则后开始这个游戏。游戏进行到有三、四名学生“Bingo!”的情况下即可停止或重新开始。
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