Unit 3小学四年级教案教学设计（共4篇）
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
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PEP小学六年级英语下册Unit3 Last weekend?第一课时
一、教学内容：P26 Let’s start, Let’s learn , Let’s find out.二、教学目标与要求
1、能够听、说、读、写短语：watched TV, washed clothes, cleaned the room, played football and visited grandparents。
2、能够听懂问句：What did you do last weekend? 并能够做出正确的回答。
3、能够运用新学语言内容完成Let’s find out 中的任务。
4、教育学生要热爱生活，关心他人，积极参加各种课外活动。
三、教学重点
听、说、读、写短语“watched TV, washed clothes, cleaned the room, played football and visited grandparents”，听懂、会说句子：What did you do last weekend? 并能够在实际情景中灵活运用。
四、教学难点
5个词组读音和书写，掌握动词过去式及其发音。
五、课前准备
1、教师准备本课时所需的六张词卡。
2、教师准备录音机和录音带。
3、教师准备本单元的挂图。
六、教学过程
1、Warm-up（1）Daily oral practice.Good morning!Glad to meet you.How are you? What’s the weather like today? 对话练习，已学知识的巩固。
（2）Hang–man game.玩游戏，猜单词。(watch, wash, clean, play, visit)
2、Preview(1)Let’s chant(第六册书本Page 7)a.听一遍录音 b、师生一起说唱(2)Let’s start:
What do you usually do on the weekend? 说说自己的周末，复习动词短语。
3、Presentation(1)教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend)，然后问学生：What’s the date today? What day is it today? 学生回答今天的日期, Today is April the 10th.It’s Sunday.(2)教师说：On Sunday(weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。跟着老师朗读几遍动词短语。(3)教师问学生：What do you usually do on Sundays? 学生回答教师的问题。
(4)教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day? 引导学生回答：It was last Sunday? 板书并带读单词：last。教师：It was last Sunday.It was the last weekend.板书、解释并朗读词组：last weekend。学生跟读并掌握词组：last weekend。(5)引出句型：What did you do last weekend?板书句型并朗读。
(6)呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。(7)Activity one: Bingo!(8)师生问答。（语言内容）
（9）引出句型 Did you play football last weekend?
Yes, I did / No, I didn’t(10)Activity two: 摘苹果游戏
(11)教师领读 Let’s learn部分。
4、Consolidation and extension Let’s find out.(1)教师出示图片，提问：
What did Zoom do last weekend?
板书并认读：do-did, water-watered.(2)教师问几个学生：What did you do？
(3)Do a survey。学生之间相互了解，并做好记录。完成后上台进行解说。(4)填入所缺的单词。
(5)完成活动手册的相应练习。
(6)回家朗读课本Let’s learn部分，抄写词组。
5、Homework（1）抄写四会单词各两行。
(2)回去读熟课本内容，做本课时练习册。
七、板书设计：
Unit3
Last weekend? What did you do last weekend?
watched TV.washed clotes.I
cleaned the room.played football.visited grandparents.教学反思：
让学生由被动的知识容器变成积极的探索者，使学生体会到成功带来的喜悦，学习兴趣更浓了。
1、Warm-up(1)、Enjoy the song: At the zoo(2)、Daily oral practice Good morning.Glad to meet you.How are you? What day is today? What’s the weather like today?
2、Preview(1)、Activity 1(2)、Let’s try.T: What did you do last weekend?
S: …
T: What about Chen Jie?
3、Presentation and practice Let’s talk
设计主情景“我是小小侦探”(1)、“谁打扫了教室”
教师用课件动画形式出现一个明亮干净的教室。出现一个老师和一个学生John。
Look, our classroom.It’s very clean and tidy.But who cleaned it.I don’t know.I want to thank him.Can you help me to find him? J: I can help you to find him.John跑了出去，碰到了Sarah，John就问Sarah.J: What did you do last weekend? Sarah: Hmm!I watched TV.John跑去问了Wu Yifan.J: What did you do last weekend? W：Hmm!I played football.板书句型：What did you do last weekend? I played football.学生朗读。
教师头带John的头饰T: Look, John come to our class.He wants to find who cleaned the classroom last weekend.T: What did you do last weekend? S1: I …
T: What did you do last weekend? S2: I …
T: Did you help the teacher clean the classroom? 引导学生回答。
板书help，并朗读。(2)、Activity 2(3)、Activity 3 Make the chant.(4)、“找到了”
通过课件展示John和Zoom的对话。
J: What did you do last weekend?
Z: I played football at school.J: Did you help the teacher clean the classroom?
Z: Yes, I did.J: Oh, Zoom.You are great!(5)、听录音，跟读书本对话。(6)、学生一起朗读对话。
4、Consolidation and extension(1)、对话操练：Let’s find out.p28(2)、完成活动手册相应练习课堂检测
一、选择填空。
（）1.It
Tuesday yesterday.A.is
B.can
C.was（）2.Chen Jie went back late
night.A.in
B.at
C.on
（）3.Let’s go and
the football match.A.look
B.watch
C.see（）4.What
Mike do yesterday ?
A.do
B.does
C.did
（）5.What do you do on Saturdays?
B:
A.I often went swimming.B.I often go swimming.C.I often goes swimming.二、根据所给的中文情景，选择正确的答案。
（）
1、如果你想邀请对方和你一起去钓鱼，你应该说： A.Do you like to go fishing with me ?
B.Would you like to go fishing with me ?
C.Did you go fishing ?（）
2、你想请求别人的帮助，你应该说： A.What can I do for you ?
B.Can you help me? C.Can I help you ?（）
3、你想问别人昨天去过哪里，你应该说： A.Where do you go ?
B.Where are you going ? C.Where did you go ?（）
4、你想问对方上周末做了些什么，你应该说： A.What are you going to do last weekend?
B.What did you do last weekend? C.What do you often do on the weekend?（）
5、别人请你吃东西，你不想吃，你应该说：
A.No, thanks.B.I don’t like it.C.It’s sour.七、板书设计：
Unit3
Last weekend What did you do last weekend?
played football.I visited grandparents..Did you help them clean their room?
Yes, I did.教学反思：
通过让学生在实践中大胆尝试，不断摸索，使学生逐渐熟悉和掌握所学知识，教学效果明显。第三课时
一、教学内容：P30 Let’s read, Let’s play,Pronunciation.二、教学目标与要求
1、能听、说、认读Let’s read部分的内容，并完成相应活动。
2、能够了解双元音音标/ /、/ /、/ /的音与形，能够读出例词并选择音标与单词和配图正确连线。
3、教育学生要热爱生活，关心他人，积极参加各种课外活动。
三、教学重点
1）理解短文内容，学会描述自己或询问他人的周末生活。2）was, busy, It was „’s birthday.四、教学难点
1）理解短文内容，学会描述自己或询问他人的周末生活。2）was, busy, It was „’s birthday.五、课前准备
1、教师准备一幅本课时的教学挂图。
2、教师准备一台录音机和相关录音带。
3、学生准备本课时的单词卡片。
六、教学过程
1、Warm-up（1）Let’s sing: The days of the week.（2）Ask and answer:
What did you do last weekend? What did you do yesterday? I(did)…last weekend/ yesterday.2、Preview 结合单词卡片复习所学的四会单词，可让学生进行快看快拼的比赛。
3、Presentation（1）Let’s learn.从上面的问答中，老师总结并板书呈现：busy, „ was busy last weekend.①根据学生的回答，教师可提出更细节性的问题：
T: What did you do last Saturday morning/ last Sunday evening…? A: I(did)…last Saturday morning/ last Sunday evening… T 根据学生A的回答，再向其他学生提问：
T: What did A do last Saturday morning/ last Sunday evening…?
引导学生将第一人称改为相应的第三人称进行回答，并将学生的回答(选择一个)以短语形式填入课前准备好的表格中。见附录。②完成表格后，T 再次重复： A was busy last weekend.③根据板书及表格，引导其他学生以： ××× was busy last weekend.为开头转述其他同学上周周末的活动。（2）Presentation of the sentences ① T: A was busy last weekend.B was busy last weekend.And Wu Yifan was busy last weekend, too.（可用课件展示）
② Now, let’s listen to the short passage and answer some questions.(T 可根据段落内容顺序设计问题)A：What did Wu Yifan do Saturday morning? B: Whom did he visit? Why? C: What did they do together? D: What did they do in the evening? E: What did Wu Yifan do Sunday morning? With whom? F: What did Wu Yifan do in the afternoon? ③听完两遍录音，学生可以同桌讨论并回答问题。如果有不同答案，大家一起讨论，寻求最佳答案。
④听音跟读，再齐读。
⑤要求学生独立完成课本中“Finish the sentences”.再进行组内讨论并校对答案。1)Let’s play
T: Look at the calendar.Today is(date).Yesterday was(date).What did you do yesterday? A: I(did)yesterday.2)Activity 1 :滚雪球 Pronunciation（1）听音模仿.教师要以夸张的口型带学生跟读。
（2）认读双元音音标。/ / , / /, / /.说明音标与字母的区别和联系。(3)拼读单词。老师请学生自己拼读并读给大家听。(4)读单词，连线。
(5)Activity 2: Play basketball
4、Consolidation and extension（1）用词组或短句来描述自己爸爸或妈妈上周末的活动情况。（2）完成活动手册相关内容。课堂检测 选择填空。
（）1.The weather
good yesterday.But today it
rainy.A.was, was
B.is, is
C.was, is（）2.You
taller than me last year.But now I
taller than you.A.were, was
B.are, am
C.were, am
（）3.Do you like
old piano by the table?.A.the
B.an
C.a（）4.It
a lot last year.A.rained
B.rainy
C.rains（）5.---Did John go
with Mike?---No，.A.hiking, he doesn’t.B.hiking, he didn’t
C.hike, he didn’t
七、板书设计：
Unit3
Last weekend? Wu Yifan was busy last weekend?
played football.He
visited his grandparents.cooked noodles.cleaned his room.教学反思：
通过设计各种不同梯度的任务，让学生在环环相扣的教学活动中，去感知、学习、操练与运用不规则动词，教学效果不错。第四课时
一、教学内容：P31 Let’s learn, Let’s play, Task time, Let’s check
二、教学目标与要求
1、掌握四会词组：went to a park, went swimming, read a book, went fishing, went hiking.2、学会用句型What did you/(name)do last weekend/ yesterday? I(name)(did)last weekend/ yesterday.Did you„.? Yes, I did.来进行问答并完成Task time的表格。
3、教育学生要热爱生活，关心他人，积极参加各种课外活动。
三、教学重点
掌握四会词组,并用所学词组和句型进行调查
四、教学难点
掌握四会词组,并用所学词组和句型进行调查
五、课前准备
1、教师准备本课时所需的五张词卡及A部分所学单词。
2、教师准备录音机和的录音带。
六、教学过程
1、Warm-up 1)Free-talk: T: What day is today? A: Today is…
T: What day was yesterday?(强调 yesterday)B: Yesterday/ It was…
T: What did you do yesterday? C: I(did)„yesterday.(用前几课时已经学的词组)2)Chain-drill: C: I(did)…yesterday.What did you do yesterday? D: I(did)…yesterday.What did you do yesterday? E, F…(ask the teacher)
T: I went to a park yesterday.2、Presentation and practice let’s learn
（1）继续Chain-drill,由T 引出并出示新授词组:went hiking.（2）学生已经了解了go 的过去式后, T 边用I went(这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.（3）Ask and answer: A: T ask and Ss answer.B: S1 ask and S2 answer.C: S3 ask and T answer.由此,T 引出新授词组: read a book.（4）自编chant.Chant together.（5）Listen to the tape and repeat.Pay attention to the pronunciation of: went, read.(6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly;T say the phrase lowly, Ss say it loudly.Practice:
通过各种游戏，操练所学词组 Activity 1 找搭档 Activity 2 我是侦察兵 Activity 3 记忆大挑战
3、Task-time 1)Pair work A: What did you do last weekend? / Did you …? B: I(did)…/ Yes, I did.2)在问答过程中完成书中所示的表格.3)邀请几组同学到前面汇报调查结果
4、Let’s check 1)Ask Ss to describe each picture with the sentence structures of: I(did)yesterday/ last weekend.2)Listen and circle.3)Check the answers.5、consolidation and extension（1）完成活动手册相应内容。
（2）课后继续交流同桌的周末或前天的活动信息.课堂检测
一、写出下列动词的过去式。
1、is/am
2.are
3.have/has
4.do
5.read
6.go
7.study
8.fly
9.swim
二、根据汉语提示，翻译下列句子。
1、昨天你做了什么？我去远足了。
What
you
yesterday? I
.2、我昨天下午和Tim 一起学英语。
Tim and I
last afternoon.3、我的妹妹的爱好是集邮。
My
hobby is
stamps.4、瞧，Amy正在树下看书呢。
Look，Amy
books under the tree.5、昨天是教师节。
It
Day yesterday.七、板书设计： Unit3
Last weekend? What did you do yesterday?
went to the park.went swimming.I
read a book.went fishing.went hiking.教学反思：
教学设计
一、学生分析：
1、小学生随着年级的增长举手回答问题的人越来越少，特别是六年级学生不敢举手或者不愿意举手回答问题。原因是小学生在英语课堂上自信心不足，从而导致不举手回答问题。
2、过三年多的学习已经拥有较强的自学能力，打下了较好的英语语言基础，具备小组合作学习和探究学习的能力。可以开始培养他们的自主学习。
二、内容分析：
本课时内容是将来时态”be going to”重点是询问并回答未来几天或周末的活动安排，主要句型是：”What are you going to do? I’m going to … ” 要求学生能在实际语言环境中熟练运用。
2．重点与难点
听、说、认读 Let’s read 部分的对话。
三、教学目标：
1、能够听、说、认读 Let’s read 部分的对话；
2、能够根据对话内容回答文后的问题；
3、能够就自己后的理想状况进行讨论。
四、教学准备用具
小黑板、录音机、磁带、人物图片、职业卡片
教学实录
Step 1:温故知新，创设愉快学习氛围。，根据教材及小学生的年龄特点，我在进入新课前先让学生唱自编歌谣。如：（Chant）
GS: What are going to do? (twice each time)Play football, Play football
BS: I’m going to ply football.(如此不断替换新词)这样不但可复习大量旧词组：take pictures, play chess, play games, plant tree, watch TV, go chopping, go hiking and so on 且可较好操练新句型。”What are you going to do? I’m going to…
Step 2:站起来，你说我说大家说，提高自信心 自由问答（教师不点名，让学生勇敢站起来one by one 问答）
Step 3:Game:Guessing:”What is she /he going to do? She /He is going to …” 增强学习的趣味性，导入新课。出示人名图片。（在背面写将要干的事情）（John, Amy.WuYifan,Zhang Peng Sarah）
E.g. 一What is Amy going to do this weekend? Guess!
一 She is going to…
T: What is Sarah going to do this afternoon? Let’s have a look.(卡片后没写任何东西)
Oh, There’s nothing. Today Let’s learn.
Unis 3 B Let’s read” and find out.
Step 4:学习新课，讲究方法
1、Read and circle your new words.(学生共同找出新单词，并板书)
NW：need , else , use
plant trees
some plants ----- 对比学习
plant shop /
2、Listen the tape and try to learn by yourself.
a.First time: Just listen.
b.Second time: listen and follow.
c. Third time:listen and follow loudly.
3、Learn the new words and sentences.(ss try .T help and explain)
4、Reading
a. Follow the teacher.
b. Read together
c.Read in group. (Use the way they like)
(小组内可选择自己喜欢的方式读，教师指导阅读方式，强调语音、语调、语速)
d.小组读书比赛，突破“读”
5、Writing
Finish the exercises(课后练习和教师增加的课外题)
More exercises: 5)What are you going to do this weekend?
6)What is your father going to do this afternoon?
7)What are you going to be in the future?
Step 5: 课外拓展，施展才华，真我风彩/你演我演大家乐！（改编或照演Let’s read 的对话）
Eg:(学生编的内容)
A：Hello,Peter,What are you going to do this weekend?
B：I’m going to the bookstore . I want to buy some comic books .What are you?
A：I’m going to the bookstore ,too. I want to buy some post cards.
B：Let’s go together.
A：Great!
B：When are we going?
A：On Saturday morning.
B：OK.
A：See you then.
Step 6 :小结本课内容
教学反思
本节课的内容我选自人教版PEP六年级上册Unit3 What are you going to do?的最后一课时；B Let’s read，在备课的过程中，我对教材进行了一定的加工，根据学生的实际生活，延深、扩展了教材的内容。除了教授课文中的重点句型外，还扩充了句型的多人称变化及特殊疑问句what when where how在一般将来时的运用，同时让学生自主创设情境，操练所学过的语言文化知识。现将我对这节课的整体思路阐述如下：
一、 导入、呈现新内容较自然
在本节课中，我从轻松愉快的chant引入通过chant 引出主要句型同时复习大量的动词短语为本课所学的内容及拓展做好准备.让学生站起来，你说我说大家说，提高自信心 自由问答，有效激发学生的学习兴趣和信心！通过游戏Guessing增强学习的趣味性，自然导入新课。
二、 自主学习，发挥学生的表演才能，在真实的情景中灵活的运用英语。
英语作为一门语言，应体现它的交际功能，我一贯认为学生会应用英语是关键。给学生自由发挥的空间，通过小组合作学习新的语言，互相帮助努力完成共同的任务。通过小组之间的竞争有效激发他们的学习热情。让他们充分的发挥想象，运用所学的内容自编自演谈话场景。这样学生可以活学活用英语，同时也培养了学生的表演才能。有的学生极有想象力和创造力，能够有一些新点子自创情境，而且往往不局限于本节的内容。学生的表演的成功与否是我教学的落实与否的一大衡量标准。
PEP英语五年级――PEP BOOK 5 UNIT 1第五六课时
第五课时:
一、教学目标与要求
1．能听懂、会说：Whos that young lady? Shes our principal．Is she strict? Yes, she is．/ No, she isnt．?等句型并能在情景中熟练运用。
2．能够完成本单元Lets check部分，对一个单元的学习进行阶段性评价。
二、教学重、难点分析
1．本课时需要重点掌握的句型：Whos that young lady? Shes our principal．Is she strict? Yes, she is．Is she active? No, she isnt．Shes quiet．要求学生能在相似的情景中正确替换句中关键词，练习新语言。
2．本课时的难点是一般疑问句“Is he / she ... ?”及其肯定和否定回答。
三、课前准备
1．教师准备一幅本课时的教学挂图。
2．教师准备本课时所需的人物图片，最好是能够直接粘贴在黑板上的人物形象图片。
3．教师和学生共同准备学校里一些教师的照片或图片。
4．教师准备录音机及该课时录音带。
四、教学步骤和建议
1．热身（Warm-up）
（1）新编歌谣大比拼：让学生改编第四课时的歌谣，进行汇报演出，班内评选出最佳创意奖、最幽默奖、最贴切奖等。
（2）日常口语练习。可放本单元第一首歌谣的录音，让学生随节奏吟唱：
A: My math teacher is very smart．
B: My English teacher has a kind heart．
C: My P．E．teacher is very strong．
D: My music teacher sings nice songs．
2．预习（Preview）
利用第四课时中学过的单词和句型：“Whos your principal? Miss Lin．Is she young? No, shes old．Shes very kind．”结合人物照片或图片替换句型中的关键词，复习上一课时所学的四会单词，并为本课时学习句型做好准备。
3．新课呈现（Presentation）
Lets talk
（1）通过观看配套的教学VCD或者挂图，让学生对对话中的年轻校长有一定的感性认识，然后要求学生对该校长进行简单描述，再开始对话学习，重点把握strict, active, quiet这几个单词在句子中的意思。
（2）教师出示Lets talk部分三张替换图，描述其中一张的人物特征，让学生猜测是哪一位教师。三张图片分别表示的个性特征为smart, kind和funny。可让学生参照所给句型替换关键词，操练所学语言。再请几组学生做演示，其他学生做评价。
（3）听录音，跟读对话，指导学生口头操练一般疑问句“Is he / she ... ?”及其肯定和否定回答。可在班内做“我的朋友是谁”的游戏。具体步骤如下：一名学生表述：I have a new friend．教师引导大家用一般疑问句询问相关信息：A boy or girl? Is he / she tall / short / quiet / active ... ? 直到最后猜出：Is he / she××?游戏过程中该生始终回答：Yes, he / she is．或No, he / she isnt．
Group work
教师在学生较为熟练地掌握了新句式后简单描述学生比较熟悉的某位教师，如：Shes our teacher．Shes kind．Whos she? Guess! 请学生用一般疑问句发问，获得有关该教师更为详细的信息，如：Is she young? Is she pretty? 等等，然后作答，看哪位学生能最快猜出这位教师是谁。
Lets try
听录音，完成学生用书Lets try部分的练习。录音内容如下：
Boy: Whos that man?
Girl: Hes our new art teacher．
Boy: Hes so tall．
Girl: Yes．
Boy: Is he strict?
Girl: Yes, but hes very funny．
Whos the man theyre talking about?
Lets check
播放录音，让学生根据录音内容给四张小图排序，进行单元评价。录音内容如下：
①Girl: Whos your Chinese teacher?
Boy: Mr Wu．Hes short and strong．
Girl: Is he strict?
Boy: Yes, but hes very kind．
②Boy: Whos that woman?
Girl: Shes our art teacher．
Boy: Shes very young．
Girl: Yes．Shes a university student．
③Girl: Look at that man! Is he your P．E．teacher?
Boy: No, he isnt．Hes our science teacher．
Girl: Hes tall and strong．
Boy: Yes, he is．
④Boy: We have a new English teacher．
Girl: Whats he like?
Boy: Hes old and funny．We all like him．
4．巩固和延伸 （Consolidation and extension）
（1）让学生做B Lets talk部分的活动手册配套练习。
（2）让学生听Lets talk部分的录音，读给朋友或家长听。
（3）让学生描述某位教师的体貌或个性特征，可以是学生所熟悉的教师，也可以是他们心目中的优秀教师形象。可参照语言：I want an English teacher．She is pretty．She speaks English well．Shes tall and thin．Shes very funny．Shes our friend．
第六课时:
一、教学目标与要求
1．能听懂、会说：I have a new math teacher．Her class is so much fun．Really? Whats she like? Shes young and pretty．Shes a university student．等句子并能在情景中正确运用。
2．能够听、说、读、写两组四会掌握句子，并理解篇章意义。
3．能够按照对方描述大体绘出人物形象，完成Talk and draw中的任务。
二、教学重、难点分析
1．本课时需要重点掌握的句型：Is she quiet? No, she isnt．Shes very active．Is she strict? Yes, she is, but shes very kind．要求学生能在相似的情景中替换关键词，正确运用新句式，并重点掌握这两组四会句型的书写。
2．本课时难点Task time是教材的选学部分，教师可根据教学实际安排学生课下以小组为单位制作贺卡，然后在班内展示。注意引导学生在展示时尽量多使用本单元所学新语言。
三、课前准备
1．教师准备一幅本课时的教学挂图。
2．教师准备本课时所需的人物图片，最好是能够直接粘贴在黑板上的人物形象图片。
3．教师和学生共同准备学校里一些教师的照片或图片。
4．教师准备录音机及录音带。
5．学生准备本课时所需的单词卡片和人物卡片。
6．教师和学生共同准备制作教师节贺卡的纸张和工具。
四、教学步骤和建议
1．热身（Warm-up）
（1）故事表演：让学生在课堂上表演自己编排的故事，教师要鼓励学生主动使用所学新语言。
（2）日常口语练习，内容可参考如下：
A: Whos this man?
B: Hes our new math teacher．
C: Is he strict?
A: Yes, he is．
2．预习（Preview）
结合单词卡片复习所学的四会单词，可让学生进行口头拼读比赛。
3．新课呈现（Presentation）
Read and write
（1）教师先让学生仔细看本部分挂图，请学生描述图中女教师，叙述错误也没关系，鼓励学生尽量多说。
（2）学生阅读对话，提出不理解的单词和句子，教师解答或请其他学生尝试解答。
（3）看挂图、听录音带跟读对话，注意理解和体会，然后完成句子填空。
（4）教师指导书写，让学生在练习本上仿写句子，可进行“看谁写得好”的竞赛活动。
Talk and draw
教师可以先请一名擅长画画的学生到黑板前做示范。请另一名学生口头描述某位教师，由擅长画画的学生根据描述画出这位教师的形象，画好后进行总结描述，并请全体学生进行评价。这项任务可以同桌练习，也可以小组完成。教师需注意不要让学生只着眼于绘画，要注意在画的过程中操练所学的对话。
Task time
这部分是本单元的选学部分，可视教学实际灵活安排。在时间充裕的情况下可以放在课内完成。教师要注意组织并引导学生完成任务，同时鼓励他们多使用所学语言。该项任务可以让学生独立完成，也可以由小组共同设计完成。在制作过程中，要注意培养学生的合作精神，鼓励学生尝试用英语解决问题、交流信息。
4．巩固和延伸（Consolidation and extension）
（1）让学生做B部分Read and write的活动手册配套练习。
（2）让学生听 Read and write部分的录音，读给朋友或家长听，并写一写四会句型。
（3）让学生参照Task time说一说，做一做，设计更多的卡片送给喜欢的教师。
（4）教师将学生设计的教师卡进行展览和评价。
PEP英语五年级――PEP Book5 Unit3 Part B
教学详案
1.教学内容: Unit3 Part B “Let’s Learn” & “Let’s Chant”。
2.教学目标：
知识技能：
a.能够听、说、读、写本课时的四会单词:tasty, salty, sweet, sour, fresh, 并认读单词healthy。
b.能够说唱歌谣，并能理解其含义。
c.了解与本课时有关的，学生想知道的词。
情感态度：感受学习生活中的英语的乐趣，体会英语就在身边感觉，延续孩子们学习英语的兴趣。
3.教学重点： 四会tasty, salty, sweet, sour, fresh五个单词。
4.教学难点：healthy的发音。
5.课前准备：
三杯刚用开水调的溶液（一杯里放稍多的盐，一杯里放稍多的糖，最后一杯里倒上一些醋）；一把小汤匙；磁带（Song & learn）；本单元的单词卡片；吸铁石；活动手册及其磁带；纸袋；两束野花（一束新鲜的，一束焉儿了的）。
6.教学步骤及说明：(注：{}内的为说明的内容)
I. Warm-up:
A. Sing the song “What Do You H***e For Lunch?”.
B. Free talk:
Ha! Boys and girls, what day is it today?
What do you h***e on Fridays?
What’s the weather like today?
What do you h***e for lunch today?
What about you?
…
{主要为巩固此单元之前的一些主要句型及单词，将学生带入英语学习的氛围。}
……（Waiting）
PEP英语五年级――pep小学英语第五册教案（Unit3）
教学内容： Let’s start Main scene Let’s chant A. Let’s learn Group work
教学目标：
Be able to listen, say, read and write four-skills words: tomato, tofu, green beans fish, potato, eggplant.
Can recognize the words: cabbage, mutton, pork.
Grasp the drill: What would you like for lunch?
Can listen and chant.
重点难点： Four-skills words and sentences..
教具准备： Recorder, tape, picture, cards, color pens, white papers.。
教学过程
Step I warm up
Sing a song
Review the words
Review the structures: What would you like four lunch/…?
I’d like…
StepⅡ Preview
Listen and chant (Book4 unit6 B. Let’s chant)
Let’s start
T shows the picture then says: I’m yummy to eat. I’m yellow and long. I grow on the tree. My name begins with the letter as “bee”. What am I?
(Let Ss guess: What’s this?)
StepⅢ Presentation
Let’s learn
a. Guess: I’m yummy to eat. I’m red and round. I grow on the ground. My name begins with the letter as “tea”. What am I? C tomato
b. T shows the word card, reads the word“tomato”, Ss read and spell it: t-o-m-a-t-o, tomato.
c. Teach the other words.
Play game: T: eggplant. Ss: purple…
T: red. Ss: tomato…
…
Listen to the tape and read the words: cabbage, tomato, tofu, eggplant, mutton, fish, potato, green beans.
Have a race: Spell the four-skills words quickly.
Let’s chant
Learn to chant: What would you like for lunch?
3. Group work
Step IV Consolidation and extension
Action 1: 编谜语
Action 2: 做调查( What would you like for breakfast/lunch/supper… I’d like…)
Do exercises
Listen and repeat
教学反思
单词和句型在第四册中都以接触过，学生掌握较快；在一些名词的单复数上问题较多，主要表现可数和不可数名词以及词的变化上。
课 题： Unit3 What’s your favourite food?
教学内容： A .Let’s try Let’s talk Talk and match C. Let’s sing
教学目标： Understand and be able to use: What do you have for lunch today? I have eggplant…
Understand the command and do.
能够了解中国一些传统食物所蕴含的文化。
重点难点： Important point: What do you have for lunch today?
Difficult point: the difference between “What would you like for lunch?” with “What do you have for lunch today?”
教具准备： Recorder, tape, picture, word cards.
教学过程
Step I warm up
Sing a song: “What Do You Have for Lunch?”
Dialogue practice (S1-S2):
S1: What would you like for lunch/…?
S2: I’d like…
StepⅡ Preview
检查调查情况“What do you have for lunch/breakfast/dinner?”
Let’s try
Listen and tick or cross: ① Amy: I’m hungry.
Chen Jie: What do you have for lunch today?
Amy: I have green beans and tofu.
② Zhang Peng: Hi, John. What do you have for lunch today?
John: I have cabbage and beef.
StepⅢ Presentation
Let’s talk
T: What would you like for lunch? Ss:…
T: What do you have for lunch today? T: I have…
T-S practise
(2 )S-S practise.
(3)Listen and read after the tape.
Talk and match
Good to know
Step IV Consolidation and extension
找朋友: communicate each other with :“I have fish for lunch today. Do you have fish/pork…? What do you have for lunch today?”
学生收集外国具有代表性的节日食物的信息。
Do exercise(Activity-book5)
Listen to the tape and repeat.
教学反思
句型较容易，学生容易掌握，但在区分I‘d like 和 I like时要多加练习。
课 题： Unit3 What’s your favourite food ?
教学内容： A. Read and write Group work C. Let’s sing
教学目标： Grasp the four-skills sentences: What do you have for lunch on Mondays? We have tomatoes, tofu and fish.
Understand the dialogues of “Read and write”.
understand and sing the song “What Do You Have for Lunch?”
重点难点： Four-skills sentences: What do you have for lunch on Mondays? We have…
教具准备： Recorder, tape, picture, School Menu.
教学过程
Step I warm up
Sing a song
Daily dialogue:
A: What day is it today?
B: It’s Monday.
A: What do you have for lunch?
B: I have…What about you?
B: I have…
StepⅡ Preview
Listen and chant(Book4 Recycle1)
StepⅢ Presentation
Read and write
T asks: What day is it today? What do we have on Monday? What do you have on Mondays?
Ss:…
T shows a School Menu: Let’s see together.
Ss communicate in groups, then make a School Menu.
(T praises the best: That sounds good.)
Listen and read after the tape, finish the sentences.
Practise the new structures: What do you have for lunch on Mondays? We have…
2. Group work
Step IV Consolidation and extension
1.Action:幸运“52”
Make a dialogue and play.
Do exercise.
Listen to the tape and repeat.
教学反思
本课要注意在实际情境中的实际运用，通过练习帮助学生掌握四会句子。
课 题： Unit3 What’s your favorite food?
教学内容： B. Let’s learn Let’s chant C. Story time
教学目标： Be able to listen, say, read and write four-skills words: tasty, salty, sweet, sour, fresh.
Be able to recognize “healthy”.
Understand and can listen and chant.
Good to know the story.
重点难点： Important point: four-skills words.
Difficult point: the pronunciation of“healthy”.
教具准备： Recorder, tape, picture, word cards.
教学过程
Step I warm up
Sing a song
Daily dialogue: What do you have for lunch on Mondays…?
I/We have…
StepⅡ Preview
Sing and do“An Apple a Day”.
StepⅢ Presentation
Let’s learn
(1)T shows some fruits, let Ss say out. T: Yes, they are very fresh.
Read the word“fresh”.
(2)Sing a song“An apple a day keeps doctors away”.
T: Yes, we must eat some fresh fruits to keep healthy.
Ss read the word: healthy.
(3)T shows some salty, sweet, sour, let Ss taste, then read the words.
(4)T tastes the sweet and says:“ Mm, it’s tasty. It’s my favorite.” Then let Ss taste and say“It’s tasty. It’s my favorite. ”
(5)用不同的水果来操练句型“It’s tasty.It’s my favourite.”
(6)教师出示三杯溶液,让一学生尝并做出面部表情，然后让其他学生猜单词。
(7)Listen to the tape and read the words.
(8)T shows the word card quickly, Ss spell the words quickly.
2. Let’s chant
Step IV Consolidation and extension
Action1:猜味道.
Story time
Do exercise.
Listen to the tape and repeat.
让学生搜集有关食品的广告信
教学反思
应该让学生从实际的体验中来领会英语单词的含义，即使不能完全符合语法要求也让学生自己去体会。
课 题： Unit3 What’s your favourite food?
教学内容： B. Let’s learn Let’s chant C. Story time
教学目标：
Understand and be able to say and use: What’s your favourite food? I/We like…
Understand the content of “Let’s try”, finish the exercise alone.
Make a advertisement.
重点难点： Important point: What’s your favourite food? I like…
Difficult point: the pronunciation of “favourite”.
教具准备： Recorder, tape, word cards, color pens.
教学过程
Step I warm up
Sing a song“What Would You Like?”
Daily dialogue:
A: Do you like…?
B: Yes, they’re sweet…/ No, they’re sour…
StepⅡ Preview
Let’s chant ?(Part B Let’s chant)
Let’s try:
Girl: Do you like bananas?
Boy: Yes, they’re sweet.
Boy: Do you like tomatoes?
Girl: Yes, they’re fresh.
Girl: What’s your favourite food?
Boy: Beef, it’s healthy.
Boy: Do you like ice-cream?
Girl: Yes, it’s tasty.
StepⅢ Presentation
Let’s talk
T shows some food and says: I like chicken, beef and fish.
T points the beef and says: I like beef. (Draw a smile face)
T points the chicken and says: I like chicken better. (Draw two smile faces)
T points the fish and says: I like fish best. (Draw three smile faces) So, my favourite food is fish.
T shows the card and read: favourite, What’s your favourite food?
T-S practise: What’s your favourite food?/I like…
S-s practice: What’s your favourite food/fruit/drink?
I like …
Listen to the tape and read.
Pair work
Task time
Step IV Consolidation and extension
Action1: To be a advertiser
Action2: Let’s chant: What’s your favourite fruit? Lemons are my favourite fruit…
Do exercise.
Listen to the tape and read
教学反思
多联系实际是最主要的教学方法，让学生从实际的生活中去体会英语学习的乐趣。
课 题： Unit3 What’s your favourite food?
教学内容： B.Read and write Group work C. Pronunciation Let’s check
教学目标： Grasp the four-skills sentences: What’s your favourite fruit? I like apples. They’re sweet. I don’t like grapes. They’re sour.
Understand the dialogue in “Read and write”, then fill in the blanks.
理解字母组合的发音规则，读出相关的单词。
Finish “Let’s check”.
重点难点： Important point: four-skills sentences.
Difficult point: How to spell and write the word“favourite”.
教具准备： Recorder, tape, pictures.
教学过程 Step I warm up
Let’s sing“My New Teacher”.
Daily dialogue:
A: What’s your favourite food?
B: I like…They’re…What about you?
StepⅡ Preview
Advertisement show
S-s practices: What’s your favourite food/fruit? I like…
StepⅢ Presentation
Read and write
>T shows an advertising picture, let Ss ask: What’s your favourite fruit?
T: I like apples. They are sweet. (T takes out an apple and tastes.)
T: I don’t like grapes. They are sour. (T takes out grape and tastes.)
Ss taste and practise the structures.
T shows the picture and says: Look! What’s Zoom’s favourite food? Can he have it? Why? Let’s listen to the tape. Ss read the dialogue by themselves.
Finish the sentences.
Copy the four-skills sentences.
Group work
Pronunciation
Ow crow flow show window snow yellow grow slow willow
Oa coat float boat goat road coach
Fl flag flat flower floor fly flow flame flesh
Fr free from front fruit fresh frog frost fry
4. Let’s check
Step IV Consolidation and extension
让学生认读主页上的语言，并将其中内容串起来表演成小短剧。
Write the four-skills sentences and words.
Read the words include“ow, fl, oa, fr”.
Do exercise in Activity Book.
教学反思
该部分内容中语音部分还是最重要，学的时候学生比较容易接受，但在记忆单词时却作用不大，应加强这方面的训练。
PEP英语四年级――PEP BOOK3 Unit 1 My Classroom（六）
1.Teaching aids
A tape-recorder
2.Teaching aims
Review the last unit.
Check the knowledge they have learned in this unit.
3.Teaching steps
(1)Greet to each other. And talk about the date and the weather.
(2)Review
A: The teacher let some ones to write the letters on the board and check their homework.
B: Divide the students in to several groups. Talk about the pictures they’ve painted. Then choose 2 or 3 groups to describe their ideal classroom.
C: Each of the groups can make up a dialogue by using the pictures on the textbook and the bag and the ball that the teacher gives them. Then choose 4 groups to act. Listen to the tape and practice it in groups.
Ask some one what is the main idea of the story and let him show the main idea to the students in Chinese. Then read the story together. Let the students know what is a bee. At last, point out the important points and let them remember them.
Greeting sentences
“Thank you. Excuse me. After you.” Tell the importance of these sentences to the whole class. Then ask them to make up a dialogue with these sentences. Let some groups to act out their plays.
Next, listen to the story.
4.Homework 作业
Let the students remember all the word and expressions that appeared in the text. Memorize every text in this unit.
课后反思：礼貌用语的学习在于实际生活中的应用。鼓励学生在生活中尝试用礼貌英语交流。
PEP英语四年级――PEP Book 3 Unit3 B Let’s talk
一、 教学目标
1 、知识目标
(1)、能听懂,会说:What’s her name? Her name is… He/ She likes…
(2)、能听懂,会说:Boy or girl ?以及其它带有or的句子。
(3)、学说Let’s chant的歌谣 。
2、能力目标
能综合运用 He/She has… He/She is… He/She likes…等句型对人物外貌性格特征和爱好进行描述。
3、情感、文化、策略等有关目标
使学生懂得
二、教学重、难点
1、重点：学会句型“What’s her name? Her name is…”在情景中进行问答。
2、难点：（1）学说Let’s chant的歌谣 。
（2）He ，she，his，her的区别与运用。
教学过程
Step 1 Warm-up
1 、Let’s do: Listen to music. Do sport. Paint. Make friends. Play computer games.
2、 Free talk
T: I’m happy today.Because so many teachers and your dad or mom are here.Are you happy?
Ss: Yes.
T and Ss: Clap hands and say“welcome”.
3 T:First,let’s sing English songs for your dad or mom,ok?
Ss:Sing the songs“Books and Pencils” and “ Friends”
Step2 Presentation
1、Game：Ask and answer：How many friends do you have？ I have…
2、T: I have many friends. Do you want to make friends with them? Now,they are coming.
3、CAI:Guess,short or tall? Thin or strong? Boy or girl?
Boy or girl? A boy. Who’s he? He’s John/Zhang Peng. What’s his name?His name is John/Zhang Peng.
Girl or boy? A girl. Who’s she? She’s Chen Jie/Amy. What’s her name?Her name is Chen Jie/Amy.
4 Let’s chant
His,his,his name is John. His,his,his name is Zhang Peng.
Her,her,her name is Amy. Her,her,her name is Chen Jie.
5 Make up a new chant.
6 T:John and Chen Jie are classmates. They have friends.Who’s Chen Jie’s friend?Who’s John’s friend? Let’s listen and look.
(1)Flash
(2)Ask and answer the questions:
Who’s Chen Jie’s friend? Who’s John’s friend?
7 Ss:Listen and read after the tape two times,then answer the questions:
What’s Amy like? What does Amy like?
What’s Zhang Peng like? What does Zhang Peng like?
8 Role play:男女同学练,同桌练,然后请三对同学反馈
Step 3 Extension
CAI:永远的朋友
Step 4 Let’s chant
Step 5 Do the workbook.
板书设计
Who’s he? He’s _____. Who’s she? She’s________.
What’s his name? His name is____. What’s her name? Her name is_____.
He’s______________. She’s ___________________.
He likes___________. She likes_________________.
Boy or Girl ?
1.六年级上册Lesson6教案设计
2.教案设计格式
3.白杨教案设计
4.音乐教案设计
5.人教版六年级上册只有一个地球教案设计（附课文原文）
6.小学音乐教案设计
7.交通安全教案设计
8.校园安全教案设计
9.开学安全教育教案设计
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