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秋季高一新课标教案 unit 3

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秋季高一新课标教案 unit 3

篇1：秋季高一新课标教案 unit 5

Teaching plan of unit 5

Teaching aims:

1. Topic

The qualities of a great person;

The lives of some great people.

2. Useful words and expressions:

hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely

lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to

3. Functional items:

A. Giving opinions:

Why do you think so?

What do you think of …?

What’s your opinion?

I agree/ don’t agree.

I think/don’t think….

I prefer….

In my opinion….

I’m afraid…

B. Making comments:

Good idea!

That’s an excellent idea.

4. Structures

The attributive clause (II)

由where, when, why, 介词+ which, 介词+ when 引导的定语从句。

The school where I studied only two years was three kilometers away.

This was a time when you had got to have a passbook to live in Johannesburg.

The reason why I got a job was because of my hard work.

…we were put in a position in which we had either to accept we were less important, or fight the Government.

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

Teaching procedures

Period 1 (Reading)

Step 1. Warming up

1. Ask Ss some questions:

What are the qualities you should find in a great person?

Who do you think is a great person?

What qualities do you have?

2. Ss finish the chart on page 33.

Step 2. Pre-reading

1. Show Ss some pictures about six great persons and let them guess who they are.

2. Ask Ss to tell why they are important persons in history.

Step 3. While-reading

1. First reading: Ss read the text and finish comprehending 1 on page 35.

2. Ss read again and make a timeline of Elias’ life until he met Nelson Mandela.

1940______________ 1942 ______________

1944 ______________ 1946 ______________

1948 ______________ 1950 _______________

1952 ______________ 1954 _______________

3. Ss read the whole passage and see how many parts the text can be divided into, and give the general idea of each part.

篇2：秋季高一新课标教案 unit 1

Teaching plan

Unit one

Teaching aims:

1. 能力目标：

a. Listening: get information and views from the listening material;

b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.

c. Reading: enable the Ss to get the main idea

d. Writing: write some advice about making friend as an editor

2. 知识目标：

a. Talk about friends and friendship; how to make friends; how to maintain friendship

b. Use the following expressions:

I think so. / I don’t think so.

I agree. / I don’t agree.

That’s correct.

Of course not.

Exactly.

I’m afraid not.

c. to enable the Ss to control direct speech and indirect speech

d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

3. 情感目标:

a. To arose Ss’ interest in learning English;

b. To encourage Ss to be active in the activities and make Ss to be confident;

c. To develop the ability to cooperate with others.

4. 策略目标：

a. To develop Ss’ cognitive strategy: taking notes while listening;

b. To develop Ss’ communicative strategies.

5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.

Teaching steps:

Period one

Step1. Warm-up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….

Step 2. Talk about your old friends

1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.

2. Self-introduction

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following form

Name Age/hobbies/favorite sports, books, …

2. Report to the class: who will probably be your friend why.

Step 4. Do a survey

Ss do the survey in the text ,P1

Sep 5. Listening and talking

Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions.

I think so. / I don’t think so. I agree. / I don’t agree.

That’s correct. Of course not. Exactly. I’m afraid not.

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why?

Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

I want to find the answer to the question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a piece of clear sky.

When I’m crying, I think friendship is a white handkerchief.

It can wipe my tears dry.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.

Step 8. Evaluation

Ss finish the following evaluation form. Standard: A, B,C

Contents 自评他评

1. I’m active in talking with others.

2. I’m active in cooperating with others.

3.I can express myself fluently, accurately and appropriately.

4. I know more about friendship after this lesson..

5. Do you think you need to improve yourself in some aspects? Which aspects?

Homework:

1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two

Step1.Warming up

Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.

How would you feel?

What would you do?

Four students a group discuss with each other for 2 minutes.

Activity2: Play a short part of the movies Schindler’s List

Step2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step3. Skimming

Students skim the passage in 2 minutes to get the main idea :

Who is Anne’s best friend?

When did the story happen?

Step4. Scanning

Students work in pairs to find the information required below:

Anne

in World War Ⅱ

Step5. Intensive reading

Students work in group of four to discuss the following open questions:

1.Why did the windows stay closed?

2.How did Anne feel?

3.What do you think of Anne?

4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).

5.Which sentences attract you in the passage?

Step6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends ?

Step7.Assignment

Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Task2.Ex2.3on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

1. add (v.)

1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

Add up these figures for me, please.

add to something: to increase 增加

What he did has added to out difficulties.

add up to: to amount to 加起来等于；总计

The cost added up to 100 million yuan.

2. cheat v. 1). To act in a dishonest way in order to win 欺骗；作弊

2). (of, out of) to take from (someone) in a dishonest way 骗取

They cheated the old woman out of her money by making her sign a document she didn’t understand.

n. 1). an act of cheating 作弊行为

2). one who cheats 骗子

3. go through

1). To examine carefully 仔细阅读或研究

I went through the students’ papers last night.

2). To experience 经历，遭受或忍受

You really don’t know what we went through while working on this project.

4. crazy (adj.)

1). mad, foolish 疯狂的，愚蠢的

It’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂热的，着迷的

She is crazy about dancing.

5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的

He has been very lonely since his wife left him.

lonely/alone

alone

1). without or separated from others 单独的

She lives alone.

2). only 仅仅，只有。用于名词或代词之后。

The gloves alone cost $ 80.

leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事

Leave that alone. It’s mine.

She has asked to be left alone.

6. be concerned about/for: be worried about 担心

We’re all concerned about her safety.

7. upset:

1). Adj. worried; sad; angry; not calm 不安，心烦意乱，生气

He is upset.

2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气

His cheating on the exam upset his teacher.

8．well n. 井 adj. 身体好 adv. 好 Int. 噢，

George was well and truly drunk.

I couldn’t very well say no when there was no one else she could ask.

9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷

The children watched spellbound as the magician took rabbits from his hat.

Step 3. Learning about language

1. Finish Ex.1, 2 and 3. on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice

Using structures on Page 42: ask the Ss to use indirect speech to retell the story.

Step 5. Assignment

Finish Wb. Ex, 1 and2 on page 41 and 42.

Period four

Step 1. Revision

Check the Ss’ assignment.

Step 2. Reading

Ss read the letter on page 6

Notes:

1. get along with

2. fall in love

Step 3. Listening

Ss should take notes while they are listning.

1. first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

Step 5. Speaking

Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.

Step 6. Assignment

1. Ss prepare the reading task on page 44.

2. Surf the internet and find some material about friendship in different countries.

Period five

Step 1. Warming up

Ss say something about making friends and how to maintain friendship.

Step 2. Listening

Ss listen to a short passage and fill in the blanks on page 41 (listening).

Step 3. Reading

1. first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.on page 45.

2. second reading: Ss read again and discuss the questions on page 45.

3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

Step 4. Discussion

What do you and your friends think is cool?

Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .

Ask Ss to use the following sentences while they talk:

I think that… is cool/ isn’t cool because ….

I think so.

I don’t think so.

I agree with you.

I don’t agree with you.

Step 5. assignment

Ss collect some proverbs about friendship.

Period six

Step 1. Pre-writing

1. Read a letter from a student called Xiaodong.

2. Go over the advice on page 7 and be ready for writing.

Step 2. While-writing

Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.

1. Ss make a list about the important information that they need.

2. Ss begin to write the letter to Xiaodong.

3. Ss revise their letters by themselves.

4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)

5. Ss get back their own writing paper and write the letter again.

Step 3. Post-writing

Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

Step 4. Writing for fun

1. Ss read the passage on page 7 by themselves.

2. Ss try to write a few lines to describe their best friends or a person they know.

3. Show some Ss’ writings in class.

Step 5.Assignment

Do Wb writing task on page 46.

Period seven

Teachers can use this period freely.

篇3：秋季高一新课标教案Unit1-5 复习教案

Unit1-5 复习教案

广州南武中学

朱琼

I. Topics

Unit 1:

Friends and friendship; interpersonal relationships.

Unit 2:

English language and its development; different kinds of English

Unit 3:

Traveling; describing a journey

Unit 4:

Basic knowledge of earthquakes; how to protect oneself and help the others in disasters

Unit 5:

The qualities of a great person;

The lives of some great people.

II. Words and expressions

Unit 1:

add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy purpose nature dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

Unit 2:

include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block

play a role in, because of, come up, such as, give a command, play a part

Unit 3:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

Unit 4:

shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;

right away, (be) at an end, dig out, bring in, a (great )number of

Unit 5:

lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to

III. Functional items

Unit 1:

Agreement and disagreement

I agree. I don’t agree.

I think so. I don’t think so.

Exactly. I’ m afraid not.

Unit 2:

1. Language difficulties in communication

Pardon?

I beg your pardon? I don’t understand.

Could you say that again, please?

Sorry, I can’t follow you.

Could you repeat that, please?

Can you speak more slowly, please?

Unit 3:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!

Happy birthday!

Thank you.

You, too.

The same to you.

Means of transportation:

walking, cycling, horse riding, taking buses/trains/boats/planes

Unit 4:

Talking about past experiences:

I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.

Unit 5:

A. Giving opinions:

Why do you think so?

What do you think of …?

What’s your opinion?

I agree/ don’t agree.

I think/don’t think….

I prefer….

In my opinion….

I’m afraid…

B. Making comments:

Good idea!

That’s an excellent idea.

IV. Structures

Unit 1:

Direct speech and indirect speech

Statements:

“I don’t want to set down a series of facts in a diary,” said Anne.

-- Anne said that she didn’t want to set down a series of facts in a diary.

Questions

“ When did you go to bed last night?” Father said to Anne.

-- Father asked Anne when she went to bed the night before.

Unit 2:

Imperative sentences and its indirect speech

Open the door.

Please open the door.

Would you please open the door?

He told me to open the door.

Unit 3:

现在进行表将来

Where are you going on holiday?

I am going to Hawaii on holiday.

When are we coming back?

Unit 4:

The attributive clause (I)

由that, which, who, whose引导的定语从句

The number of people who were killed or injured reached more than 400,000.

It was heard in Beijing which is one hundred kilometers away.

Workers built shelters for survivors whose homes had been destroyed.

Unit 5:

The attributive clause (II)

由where, when, why, 介词+ which, 介词+ when 引导的定语从句。

The school where I studied only two years was three kilometers away.

This was a time when you had got to have a passbook to live in Johannesburg.

The reason why I got a job was because of my hard work.

…we were put in a position in which we had either to accept we were less important, or fight the Government.

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

篇4：秋季高一新课标教案 unit 3

Teaching plan of unit three

Travel journal

广州南武中学朱琼

Teaching aims and demands

1. Topic: traveling; describing a journey

2. Vocabulary and useful expressions:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

3. Function:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!

Happy birthday!

Thank you.

You, too.

The same to you.

Means of transportation:

walking, cycling, horse riding, taking buses/trains/boats/planes

4. Grammar: 现在进行表将来

Where are you going on holiday?

I am going to Hawaii on holiday.

When are we coming back?

Teaching procedure:

Period 1.

Step 1.Warming up

1. Ask some questions:

Do you often travel? Where have you been?

2. Following the steps of the warm-up on page 17.

Step 2. 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.

Step 3. 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.

3. Ss read and get the main ideas of each paragraph.

4. Ss list the countries that the Mekong River flows through.

Step 4. 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 muchWang Kun believes…1. it is too cold and high to start in Qinghai.2. that using an atlas is very important.

Step 5. Assignment

1. surf the internet and get more information about the Mekong River.

2. retell the passage use your own words.

Period 2.

Step 1. Warming up

Ask some Ss to retell the passage that they have learnt last period.

Step 2. Learning about the language

Teacher explain 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；

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.

Step 1. Revision

Check the answers of Wb Ex 1 and 2 on page 56 and 57.

Step 2. Discoverig 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.

篇5：新课标初一unit3 period1

UNIT 3 THIS IS MY SISTER

(the 1st period Section A 1a-1c, 2b-2d)

Teaching aims: (教学目标)

1. 学会表述家人的称谓, 区分家人的称谓..

2. 学会介绍家人.

3. 学会用疑问句来询问家人的称谓.

Language points: (语言点)

1. 要求掌握以下句式: (1) ------This is my …

------ These are my …

------ This is his / her …

------ These are his / her …

------Is this your…?

------ Are these your…?

------ Is this his / her …?

------ Are those his / her…?

2. 要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent

(2) 代词: these those

3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.

Difficulties (难点) :

本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度。

Teaching steps (教学步骤)

1. Warming-up and revision (课堂热身和复习)

(1) Daily greetings to the students (日常问候)

T: Hello, what is you name?

S: My name is ….

T: Nice to meet you!

S: Nice to meet you, too!

(2) Revision (复习)

T: What’s this in English?2

S: This is / It is a pencil.

T: How do you spell “pencil”?

S: P-E-N-C-I-L, pencil.

T: Thank you.

T: What’s this /that in English?

S: This/That is a pen / book / eraser / ruler / dictionary / backpack /

Baseball / watch / key / computer game / notebook / ring

T: How do you spell ---?

S: ---

2. Presentation (呈现新知识):

T: What’s this in English?

S: It’s a picture /photo.3

T: Yes, this is a picture of my family.

T: Can you see the woman?

This is my mother4. Read after me, mother.

S: Mother.

T: Do you know which one is my father?

This is my father4. Do you think he is handsome? Please

read after me, father.

S: Father.

T: If we want to call our father and mother together, we can

call them parents.

T: Father is my parent,5 Mother is my parent, too. They are

my parents.

T: Now look at these two old people. They are my

Grandparents6. One is my grandfather, the other one is

my grandmother. They are old but they are healthy.

T: I’m the only child in my family, so I don’t have any

brother or sister. But I have an uncle and an aunt. They

are my father’s brother and sister. Look, they are here.

3. Work on 1a: (完成P13-1a)

T: Now, please open you books, and turn to page 13. look

at part 1a. You can see a picture of Dave’s family

and some words we have learned just now. Please match

the words with the people in the picture.7

…

Check the answer.

4. Drill (练习)：

T: Now, you are Dave8. Please cover the answer of 1a by

using a piece of paper then listen to me carefully. I will

give you a letter, and you must tell me this letter means

which member in your family. For example, I say “c”.

You should say “This is my mother”.

Understand?

T: OK, let’s begin. The first one is XX, your letter is “d”.

S: These are my grandparents.

T: Good job. Next one ---

S: ---

5. Work on 1b (完成 P13-1b)

T: The next task is very easy for you. I will play the tape.

Please listen carefully, and circle the people the boy talks

about in the picture9.

T: Do you get the answer? Who does the boy talk about?

S: His brothers and sister.

T: You are so amazing.

6. Work on 1c (完成P13-1c)

T: I think everyone has known Dave’s family.

Two students a group, please introduce Dave’s family10

to each other. Please use “ This is his---.” “These are his---.”

S1: This is his father.

S2: These are his parents.

S: ---

7. Work on 2b (完成P14-2b)

T: Today, I would like to introduce an American festival

to you, it is called “Family Day”11. On this day, the whole

family get together, have meals and play games. Now

look at the picture in 2b. These are Dave’s family members.

They are having their “Family Day”. Look, they are so

happy.But I don’t know who are they exactly. Can you tell

me?

I will play the recording once more. And please match

the name with the people in the picture.

T: Can you give me your answer?

S: ---

…

Presentation (呈现新知识)

T: OK, now we have known Dave, Lin Hai, Mary and Jim

But there are still some strangers12.

T: Look at this woman. Is this Dave’s mother?

S: Yes, she is / No, she isn’t.

T: What about these two old people?

Are those Dave’s grandparents?

S: Yes, they are. / No, they aren’t.

---

8. Work on 2c (完成P14-2c)

T: Two students a group. Ask and answer by using

your own pictures13 Please use these sentences:

“Is this your uncle?”

“Are those your parents?”

S1: Hi, XXX. Is this your grandfather?

S2: Yes, he is.

S1: Are those your parents?

S2: No, they are my uncle and aunt.

---

9. Work on 2d (完成P14-2d)

Guessing Game.

T: Look. What’s in my hands. This is a picture. But you

only can see a part of the picture14. I can tell you this is a

member in Dave’s family. Can you guess “Who is it?”

Please use the questions we have learned today.

S: Is that Dave’s aunt?

Is this his grandmother

Are these his brother?

Are those his friends?

10. Follow up (进一步扩展)

T: We are students now, but one day we will grow up. We

will have our own family. Can you imagine what is your

family like 30 years later?15 Please draw the future family

on a piece of paper about your family on a “Family

Day”. Then show the drawing to your group mate.

Ask each other about the family members.

I will choose the best pairs to make a presentation

for us.

11. Homework

Write down your introduction about your own family and

your friend’s family as detailed as possible.

篇6：新课标初一 unit3 period2

Unit 3 THIS IS MY SISITER

(The 2nd period Section A 2a, 3a---3c )

Teaching aims(教学目标) :

1. 学会说家庭成员的称谓

（继续学习含有be的动词的基本句型的陈述句和一般疑问句。）

2. 学会向别人询问、介绍家庭成员

Language points（语言点）:

1. 要求学会以下句式：(1) That’s… …

(2) ---Is he/she… …

---Yes, he/she is.(No, he/she isn’t.)

2.要求掌握以下词汇：she, he

3. 要求掌握以下缩写：he’s=he is, she’s=she is

(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)

Difficulties（难点）：

学习含有be动词的一般疑问句的句式及其回答。

Teaching steps（教学步骤）:

1. Warming-up and revision（课堂热身和复习）

(1) Daily greetings to the students（日常问候）

T: How are you today?1

S: I am (fine/great/OK/very good). How about you?

T: I am (fine, too/not bad/pretty good/awful/terrible).

How is your father / mother / grandfather /grandmother / uncle / aunt / brother / sister?

How are your parents / grandparents ---?

S: He/She is…

T: What’s your name, please?

S: I am (My name is) …

T: (to the whole class) So that’s …. 2

(2) Revision（复习）

Work on 2a (完成P14-2a)

T: Now, please open your books, and turn to page 14.

Look at 1a. I will play a recording. Listen carefully and circle the words you hear. I will play it twice3. The first time you just need listen. You can finish this part at the second time.

T: Now, let’s check the answer.

S: ---

T: You are right. Thank you.

2. Presentation

T: Now, let’s play a guessing Can you guess how old I am? 4

S: Are you twenty-seven? 5

T: NO, I am a little older.

S: Are you twenty-eight?

T: Yes, you are so clever.(学生可能回有不同的回答，

老师根据学生回答给出多种评价。)

T: What about you? How old are you?

S1: I am twelve (this year).

T: Are you twelve, too?

S2: Yes, I am. (No, I am not. I am thirteen.)

T: Oh, I am sorry. I can’t hear you clearly6, (to the whole class)

Is he/she thirteen?7

S: Yes, he/she is.

T: Thanks. You are so clever (good/wonderful/…). She is

younger than me, so she is my sister8.

3. Work on 3a (完成P15 3a)

T: Now let’s look at this picture. There are four people

in the picture, and the boy and the girl playing basketball

are Anna and Paul. Let’s read the words aloud and fill in

the blanks with the words from the box. 9.

T: Let’s check the answers: 10

---Is she your sister?

---Yes, she is.

---And is he your brother?

---No, he isn’t. He is my friend.

4. Work on 3b (完成P15 3b)

T: Well done! Now read the dialogue in 3a with your

partner, then change your roles. 11

Ss read it in different roles.

T: Oh look, there are many people there, old and young .

Can you make a dialogue like 3a? 12

5．Presentation

T: I have a friend. His name is Mike. Do you have a friend? 13

S: Yes.

T: What’s his/her name?

S: His/Her name is Peter.

T: Thanks very much. I think he must be a good boy.

(to another student) Is Peter your friend too?

S: No, he isn’t.

T: Who is your friend?

S: … …

6．Work on 3c (完成P15 3c)

T: I want to know more about your friends or family

members. (to the whole class)Do you want to know

them too?

S: Yes.

T: I’d like a student to write down your mother’s, father’s,

or friend’s name on the board. The other students guess

who the person is. Who’d like to come here? 14

Wei Hua please. (在黑板上写下一个名字。)

S1: Is… your brother?

S2: Is… your friend?

S3: Is… your uncle?

7．Work on 4--- group work (完成P15 4)

T: Please take out your family photos. Put them in your group.

Take turns to ask and answer questions about the photos. 15

S1: Is she your grandmother?

S2: Is he your father?

S3: Is she your cousin?

（小组活动后，请几个小组进行表演。老师及时鼓励。）

8．Homework

A): Oral work:

(1) Listen to 3a, read and recite it.

(2) Go on making up your dialogue with your group members and polish it.

B): Written work:

(1) Copy the sentences in 3a.

(2) Write about the pictures on P15 using the sentence structures in 3 a

教学设计说明：

1. 这两个问题是为了帮助学生进入学习的良好状态，对课堂产生兴趣，鼓励他们用不同的回答，在学生反问时，老师可在适当的情景下带出丰富的回答，但要及时将新单词板书在黑板上。同时让学生体验含有be动词的疑问句。

2．通过对学生姓名的询问后，用“That’s…”向大家介绍这位同学，复习了介绍的相关句型，也为课文3a部分做了铺垫。

3．在这里，当教师用英语说完之后，可以适当加以中文说明，务必让学生明白做听力题的策略。

4. 通过让学生提问，拉近师生之间的距离, 并使学生获得语言运用的成就感。

5. 建议老师用夸张语调读”Are you…” ，并将它板书，让学生熟悉含有be动词的一般疑问句的句式。

6．创设真实情景，当部分学生在理解这个句子时有一定困难时，可配以肢体语言，加深学生对此句的理解，培养他们在语境中理解新单词的能力。

7．建议老师用夸张语调读”Is he/she…” ，并将它板书，让学生熟悉第三人称一般疑问句的句式。对能正确回答的学生及时加以语言、微笑等多种形式的鼓励。

8．T 板书younger; sister, 可给中文帮助Ss理解younger, 建议学生能在语境中理解sister。

9．此句较长，要求T放慢语速，如果学生未完全清楚T的指令，可重复此问题。使用教材第15页3 a上图片的挂图，给学生一分钟时间独立或同桌讨论来完成此项活动。在此基础上组织下面操练。

10．叫几位同学单独回答，个别空格也可全班一起回答。鼓励

同学大声读出自己的句子，老师及时鼓励，注意指导学生一般疑问句的语调。

11．此句较长，而且含有多个新单词，要求T放慢语速，配以手势，加深学生对T指令的理解。

12. T 可给学生提供其它常用人名和father、mother、aunt、uncle等家庭成员称谓替换Anna、Paul和sister 、brother。鼓励学生尽量使用自己学过的单词完成对话。

13. 把句型板书在黑板上，T通过自己的回答让学生理解Do you have…的意思，抓住学生回答的老师需要的答案，开展接下来的教学活动。

14．学生在黑板上写出一个名字，鼓励同学们用“Is…”这个句型进行猜测。活动前先有T和Ss做示范对话，再由S和S进行活动。对正确使用第三人称单数一般疑问句的同学进行表扬。板书重点句型。此活动建议采用小组竞赛的形式，以活跃课堂气氛。

15. 课前要求学生带来照片，并分好活动小组，选出组长。活动前先有S和S进行活动。T对个小组的活动进行指导，防止学生看到照片后有嬉笑、用中文交流等行为。T和Ss做示范对话，再由S和S进行活动。

篇7：新课标初一unit3 period3

Unit 3 THIS IS MY SISITER

(The 3rd period Section B 1---2c )

Teaching aims(教学目标)：

1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）

2. 学会谈论家庭成员

Language points（语言点）：

1．要求熟练运用以下句式：(1) These are…

(2) This/ That is… …

(3) He/She is…

2．要求掌握以下词汇：son, cousin, daughter, uncle, aunt

(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)

Difficulties（难点）：

在介绍或谈论家庭成员时，注意学生口语中的单复数运用。

Teaching steps（教学步骤）：

1. Warming-up and revision（课堂热身和复习）

a) Daily greetings to the students（日常问候）

T: Good morning/afternoon. Who is on duty today?

S1: I am.

T: Is everyone here today?

S1: Yes, Everyone is here./No, … is not here.

T: Thank you/Well done.. 1

b) Revision（复习）

T: Here is a picture from Lily. Guess who he is?2

S1: Is he …’s father?

S2: Is he …’s brother?

S3: Is he …’s friend?

S4: Is he …’s uncle? 3

T: Yes, you are so clever.

2. Presentation

T: Here is a photo. Do you know who he is? 4

S: He is 布什（Bush）.

T: Yes, he is the president of America. Who is his father?

S: …(学生可能会有不同的回答，对能正确回答或接近

正确答案的学生进行表扬和鼓励。)

T: Here are also many people in his family. Let’s guess who they are. Are you ready?

S1: Is he Bush’s father’s father? 5

T: You are so wonderful. He is Bush’s grandfather.

S2: Is he Bush’s brother?

S3: Is he Bush’s uncle?

S4: Is he Bush’s son? 6

T: Thanks. You are so clever (good/wonderful/…).

3. Work on 1 (完成P16 1)

T: In my family my grandfather is the oldest one.

Who is the oldest man in your family? 7

S: My grandfather, too.

T: Every family has a family tree, can you finish the family tree8

S: Yes!

4. Work on 2a (完成P16 2a)

T: Well done! Now let’s play a game. Please look at 2a.

Let’s see who is the best in your group.9

(播放录音，让学生勾出所听到的家庭成员，如果

播放录音一遍后，部分学生不能完成这一听力任务，可

再播放一遍录音。）

5．Presentation

T: This is my family photo. These are my parents. This is my

Grandmother. This is my cousin Tom.

I have another two pictures. One is Dave’s,

One is Lin Hai’s. Can you guess which is Dave’s

and which is Lin Hai’s?10

S: Yes.

T: Who can say something about Picture 111?

S1: There are eight people in the picture.

S2:This is Dave’s grandfather.

S3: I think this is Dave’s uncle.

… ….

(播放录音，让学生勾出所听到的家庭成员称谓，如果

播放录音一遍后，部分学生不能完成这一听力任务，可

再播放一遍录音。）

6．Work on 2c --- group work (完成P16 2c)

T: I am very happy. All of you do a good job. We have known

Dave’s and Lin Hai’s families and friends. I want to know

your family. Now draw a picture of your family and friends.

Tell your partner about your picture12.

（小组活动后，请几个小组进行表演, 老师及时鼓励。）

7．Homework

Oral work:

(1) Listen to 2a, 2c, read and recite it.

(2). Draw a family tree about your family (模仿1中family

tree，画一个自己家庭的family tree，完善对自己家庭的介绍。)

Written work:

（3） Copy the words in 2a.

（4） Find the person you are interested in, and

write a passage about his/her family. 13

教学设计说明：

1. 这几个问题是为了让学生尽快进入英语课堂氛围，练习含有be动词单数的句子。

2. T拿出自带来的某些著名明星的家人照片，学生猜测图片中的人物。这是复习前一课内容，难度不大，所以可以多让中等生参与，使他们获得成功感，从而激发他们学习英语的兴趣。

3. 学生可能会有不同的回答，如果学生出现本课将要教授的新单词，T及时将新单词板书，加深学生对他们的印象。T根据学生回答给出多种评价。

4．建议老师事先准备学生比较熟悉的人物照片，引起学生对课文学习的兴趣，对课堂直接生成的新单词和知识，及时板

书，并带读，也可在学生回答时适当加入课外常识。

5．创设真实情景，当学生不能正确说出新单词, 如cousin, grandfather时，鼓励他们换种方式或中文来表达他们想要表达的含义，同时培养他们在语境中理解新单词的能力。新单词呈现后，可加入小竞赛等小活动，如老师提示mother’s sister, 看哪位学生第一个反应aunt。活跃了课堂气氛，对新单词的读音和意思也有了更深的印象。

6．建议T用夸张语调读”son, uncle, grandfather, daughter, aunt” ，并将它们板书成一排，让学生跟读，也为part1的活动的完成提供文字材料。

7．此句较长，要求T放慢语速，对口语中的新单词oldest，建议老师板书，通过对自己家庭情况的表述，帮助学生理解，必要时可用中文解释。在表述grandfather的同时画出family tree的图形。

8．个人完成此活动,在有困难的情况下也可寻求同学的帮助。活动结束后，老师核对答案,T及时评价。

9．听力开始前，建议学生看一下选择范围。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。

10. 此句有新单词，而且句子较长，要求T放慢语速，对口语中的新单词，建议老师板书，同时呈现课文2b的两张图片，如果学生未完全清楚T的指令，可重复此问题，必要时可用中文解释。

11．在听力之前，让学生简单谈论两张图片的不同点，为接下来的听力和谈论家庭成员这两个活动的顺利开展做铺垫。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。

12．学生在黑板上写出 “These are…/This is…”等学生在活动中有可能会用到的句型。活动前先有T和Ss做示范对话，再由S和S进行活动。对正确使用句型的同学进行表扬。此活动建议采用小组竞赛的形式，看哪个小组说的句子最多，以活跃课堂气氛。

13. 鼓励学生利用书籍、网络等多种途径查找自己感兴趣的人物的家庭，并写一篇小短文介绍他/她的家庭，学生也可加入自己了解的课外的句子。

篇8：新课标初一 unit3 period4

Unit3 THIS IS MY SISTER

(The 4th period Section B 3a-4b)

Teaching aims(教学目标)：

学会介绍家庭成员

Language points (语言点)：

1. 要求熟练运用以下句式: This/That is……

Is/this/that…?

These are …

Yes, she/he is. No, he/she isn’t.

(以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)

2. 要求掌握以下句式: Thanks for…

3. 要求掌握以下词汇: thanks for, dear, great, photo, here

4. 要求掌握简单的书信格式

Difficulties (难点):

本课难点是学会简单地写信

Teaching steps (教学步骤)：

1. Warming up and revision (课堂热身和复习)

(1) Daily greetings to the students ( 日常问候)

T: Good morning/afternoon.. Glad to meet you.

S: Glad to meet you, too.

T: How are you today?1

S: I’m fine/OK/very good, thank you .And you?

T: I am great. How is your mother/father/grandmother/…?1.

S: She/He is fine/OK/very good/great.2

T: Thanks for your answer.2.

(2) Revision (复习)

T: Please show me the photo of your family.3

(Let me look at the photo of your family. May I have a look at your family photo?)

Is this/that your father /mother/…?4

S: Yes, she/he is. No, she/he isn’t.

T: Great! Thanks for your answer.5

2. Presentation (呈现新知识)

T: I have seen your family photos. Do you want to see my family photo?

Here is my family photo.6

This is my husband, Mr. Zhang. This is my daughter, Weiwei. These are my parents.

3. Work on 3a

T: This is a letter from Emma to Mary. Let’s read the letter together. 7

Draw a picture of Emma’s family .Let’s see who is winner?

4． Work on 3b

T: Just now, we drew a picture of Emma’s family.

Now, here is a photo of Mary’s family. Who is Mary? 8

S: Emma’s friend.

T: Yes, Mary is Emma’s friend. Please Look at the photo and write about the people in the picture.9

T: Please read your article to your partners.10

5． Work on 4a

T: Now please write a letter to Emma to introduce your family photo. 11

6．Work on 4b

Divide all the students into 4 groups. Each group put their photos and letters on the board. (They must put the letters and photos in different places) Ask other groups to match the letters and the photos.12

7． Follow up

T: Now it’s your turn to give a report. Introduce your favorite teacher/friend/sports player/ film star/… to us.

Hello, everyone. Now it’s my turn to report. This is my …13

8． Homework

1）Oral work:

a) Read and recite 3a.

b) Read and recite the new words in Unit 3.

2）Written work:

Write a letter to your English teacher to introduce your favorite person.(You must put the person’s photo on the letter.)

教学设计说明：

1. 这两个问题是为了复习本单元的词汇mother, father, sister, brother, grandmother,

Uncle, aunt, cousin, parent.

2．建议让多个学生作答,鼓励他们用不同的形容词.若回答雷同,T可在S反问And you?时,可以给出不同回答,在合适的情景下带出将要学习的词汇great,并引出Thanks for…这个句式.板书新单词和句式.

3. 课前要求学生准备好自己家庭成员的照片.此句是为了引出本课的重要词汇photo, 板书该词.

4. 通过对照片的谈论复习本课的句式Is this/that…?

5. 此句再次巩固刚学的单词thanks for… great

6. 引出新词here,并板书.

7. 此处教师可用中文简单介绍书信的格式.

8. 此问是为了检查学生是否理解前面的信的内容.同时使前后两个任务有了联系.

9. 因为照片中没有注名,所以这个任务是开放式的,学生可以自由发挥.

10.通过这种形式的合作学习,可以让学生互相交流信息,拓展思维.同时,学生之间可以相互改错,自主学习.

11.这个任务可以让学生模仿3a部分完成. 当学生完成后, 选择程度较差的学生的信进行讲评,由学生自己找错,订正.然后再选择优秀作品进行展示,帮助学生学会评价,欣赏.

12.此任务可以设计成小组竞赛形式,激发学生的学习兴趣和参与热情.

13.根据课堂时间安排的情况机动运用.可以给出报告的开头部分,以降低难度.该任务要求学生能熟练运用本单元的句式,同时为完成回家作业打下基础.

篇9：新课标高一语文教案

人教版新课标高一语文教案

一、教学目标

1、培养学生的语言文字感悟能力，抓住那些看似简单实则意蕴丰厚的语句，把握文意。本文初读时觉得浅显易懂，实则字字玑珠，句句入心。

2、领悟作者深刻的思想和真挚的情感，感受巴金严于解剖自己的伟大人格，认识忏悔精神的伟大意义，培养学生的反省忏悔意识。

二、教学重点

1、文章第一段内容在全文中的作用。

2、揣摩10~12段作者对自己反思的句子，领悟巴金表达歉意的深意。

3、包弟这一文学形象的内涵。

三、教学难点

1、文章第一段内容在全文中的作用。

2、包弟这一文学形象的内涵。

四、教学过程

导语：初中时我们学过巴金两篇短文《日》《月》，巴金说：“生命是可爱的。但寒冷的寂寞的生，却不如轰轰烈烈的死。”这位被称为“二十世纪良心”的老人在谈到自己的文学见解时说：“人为什么需要文学？需要他给我们带来希望，带来勇气，带来力量。”我们读《小狗包弟》会给我们带来什么样的勇气、力量和希望？

1、请同学们回忆课前阅读的课文，用一句话概括文章主要写了一个什么样的故事。

2、巴金为什么会怀念一条小狗？

要求：学生能捕捉故事的主要人物、事件和重要细节即可。

巴金在诗歌中表明三年零五个月之后还难以忘却对一条小狗的怀念及歉意，一定有他的缘由和深意。这是我们在读文章过程中需要认真品读的。

3、文章主题写的是包弟，但作者却先在第一自然段写了艺术家的小狗，而且也很翔实，这是为什么？

（1）回答这个问题可以从思考下面两个问题入手：

①第一自然段写了艺术家的小狗的什么内容？

②这些内容与下文的关系是什么？

（2）学情分析：学生能意识到写艺术家的小狗是为了表现小狗包弟。用一条狗的遭遇引出对另一条狗的回忆，用一条狗的命运暗示另一条狗的结局。但不仅仅如此。

（3）教师引导学生进一步分析：

①关注该段中关于艺术家、专政队、小狗，人是艺术家的`人的文字要求，结合语境采用合适的情感朗读。

②根据朗读的文字在下图的箭头线上填上适当的词语。

③分析上图中不同对象对艺术家的不同态度，你可以得出什么结论？

参考：小狗对待艺术家的温情与专政队对艺术家的残暴和人是艺术家的人对其的冷漠形成极大的反差，也体现了那个年代艺术家与狗有某种相似，就是可以随意伤害的。

因此一段存在的意义是：折射了时代背景。用小狗对艺术家忠诚、有情有义的表现而导致其悲惨境遇来体现那个特殊年代里人性的沉沦与泯灭，点明文章题旨。

④找“”时期的相关文字和图片给学生了解，以便学生更好地体会巴金在文章第一段中用平静的述说给我们呈现出的一个时代沉重的剪影。

4、既然是一个特殊的时代，那么巴金为了保全自己和家人将包弟送上解剖桌也是可以理解的。那巴金为什么还要自责？阅读第10~12段回答。

（1）回答这个问题可以从思考下面两个问题入手：

①巴金用哪些语句反思自己过的生活？（找出第10~12段相关句子）

②巴金从送走包弟这件事中觉得自己丢失了什么？

（2）参考：巴金送走包弟是一种对生命的不负责任，但能够反思自己的过错又是责任感的驱使，前者是无奈的被逼迫的选择，后者是自己心灵的自我约束。

正是因为巴金有“生命是平等的，不应以一己之私而损害他人的利益”为道德底线，所以才会因为自己为了保全自己及家人牺牲一条可爱弱小的生命而满怀歉意；正是因为他发现自己丢失了道德底线，所以他的价值观和良心才会不断自责。从文中的语句我们看到更多的是巴金心灵的熬煎和精神的严剖。

5、本文通过回忆小狗包弟表达了作者对自己心灵的深度拷问，小狗包弟这一文学形象拥有丰富的内涵，你能体会到哪些方面？

《小狗包弟》选自人教版必修一第三单元（写人记事的散文单元），是巴金《随想录》中的名篇，语言浅近，情感真挚。它从一个侧面反映了十年**的社会现实，以及当时人们普遍的命运、人性扭曲的状况。课文对了解那个年代有一定的认识和教育作用，课文的价值还在于作者的深刻反省、自我拷问的警醒人心的力量。老年的巴金显示出一个正直的成熟的作家严于解剖自己、敢于说真话的勇气和度量，进而可以引发学生对过去那个年代甚至当今时代的民族精神、民族文化心理的探讨和拷问，这有助于学生形成高尚的人格和道德情操。

学生对散文样式已比较熟悉，情节的把握不是难事；但学生对“”这段特殊历史缺乏了解，因此不会做深入的思考。现在的学生多数以自我为中心，他们的孩子普遍缺乏反省意识，但已经初步具备判断分析能力，学生若能被事实真相震撼，反省忏悔意识就会被唤醒，理性思维也就会被激活。

另外语文的课堂应是激发学生思维、自主交流的课堂，没有学生参与体验、自主探索、合作交流，就不会有深层次的师生互动，更谈不上学生的发展和语文素养的提高。

基于以上因素，我把这节课设计为学生质疑、探究解疑的探究课。在探究中，教师适当点拨，引导学生走进文本，体悟作者敢于讲真话、敢于自责的精神；感受巴金严于解剖自己的伟大人格，培养学生的反省意识。课前学生做了认真的预习，了解了“”时期的历史，深入研读了课文，并提出了对文章的疑问。课堂上，学生充分参与，在合作探究中提出了很多深刻的见解，深入理解了文本，基本实现了预期的教学目标。

篇10：6a unit3教案

6a unit3教案

备课日期 9.15 上课日期课型新授课题 Unit 3 It was there 第（ 3 ）课时总第（ 19 ）课时教学目标知识目标：能听懂、会说、会读和会拼写单词：excited, a race. exciting, take photos, look for, just now. 能听懂、会说和会读单词和词组：yesterday，Sports Day, ground 技能目标：能听懂、会说、会读日常交际用语和句型It is the Sports Day. Let me see. Can I have them, please? Can you pick them up for me? 情感目标：培养乐于助人的好品质重点能正确理解和使用一般过去时态难点能正确理解和使用一般过去时态教学准备多媒体磁带录音机挂图学习主题教师活动学生活动备注 Review Where’s your …? It’s next to/in front of/on/in/between the … It isn’t there now. It was there a moment ago. Where are you your …? They’re next to/in front of/on/in/between the … They aren’t there now They were there a moment ago.. 出示课文挂图用实物进行问答,复习新学的'词汇与句型学生表演会话评价激励复习c部分的内容学生相互问答指导激励 Listen, tick and circle. 引导学生通过看图说话描述一下图中所看到的物品通过看图说话描述一下图中所看到的物品同桌讨论预测物品所在的位置。用Where is/are … It’s/They’re …来相互问答。学习主题教师活动学生活动备注播放录音指导学生完成练习完成练习讲解与分析题目校对 Play a game. 做示范，说明游戏的做法与规则分组进行游戏汇报表扬 Assignment 抄写本课的四会单词和句型并默写熟读课文对话并试着背诵板书设计 Unit 3 It was there Where is / are …… It is/They are…… 作业设计课堂作业家庭作业默写抄写本课的四会单词和句型抄写本课的四会单词和句型熟读课文对话并试着背诵教后反思检查意见备课组长教研组长学科主任

篇11：6a unit3 教案

6a unit3 教案

备课日期 9．15 上课日期课型新授课题 Unit 3 It was there 第（ 1 ）课时总第（ 17 ）课时教学目标知识目标：四会掌握单词 was , a moment ago. 能听懂，会说，会读单词a camera, a CD Walkman, a roll of film, glasses, a mobile phone 技能目标：能听懂、会说、会说和会写句型Where’s your …? It’s next to/in front of/on/in/between the … It isn’t there now. It was there a moment ago. Where are your …? They’re next to/in front of/on/in/between the … They aren’t there now. They were there a moment ago. 情感目标：培养学生热爱、关心他人的品质重点四会掌握单词 was , a moment ago. 能听懂，会说，会读单词a camera, a CD Walkman, a roll of film, glasses, a mobile phone 难点四会句型教学准备挂图录音机磁带多媒体学习主题教师活动学生活动备注 Everyday English How are you? Pass the ball to … Give the pen to … 相应的回答与活动 Where’s … What date is it today? Presentation and practice T: Today Su Hai and Su Yang’s cousin, Gao Yun is visiting them.Let’s Learn : a mobile phone have a look.(多媒体展示情景) T: What’s this? Do you know? 同理学习：a CD Walkman， a roll of film, a pair glasses，a camera 学习主题学生活动备注 Guess and say巩固这些词组示图片反面猜图上的单词 T: Where’s my book？ S: It’s on the desk. T: (把书拿走) It isn’t there now. was为is T: It was there a moment ago. 的过去式用于过去出示：It was there a moment ago. Learn: was a moment ago 时态的句子中。 a moment ago 意思为刚刚，指过去。所以应用一般过去时，动词用过去式 Work in pairs T: Where’s your rubber? T:(拿走) It isn’t there now. S: It’s in my pencil box. S: (提示学生回答) It was there a moment ago. 练习，汇报评价，激励 Look and answer 检查学生的掌握情况同桌操练 P33 上的'六幅图，然后两两问答， Assignment 能识别所学词组，并能流利朗读；用书面形式完成C 部分的12幅图板书设计 Unit 3 It was there Where’s your …? It isn’t there now. It was there a moment ago. Where are your …? They aren’t there now. They were there a moment ago. 作业设计课堂作业家庭作业抄写四会单词。预习A部分的对话教后反思检查意见备课组长教研组长学科主任

篇12：三上unit3教案

三上unit3教案

PEP1 Unit3 Let’s paint 第二课时教学设计绍兴县紫薇小学吴树江教学目标：知识目标：1. 能够听、说、认读关于颜色的五个单词：blue, green, yellow, red, purple 2. 能听懂Let’s do的指令,做出相应的动作。能力目标:1. 能运用五种颜色的单词来描述物品，如：It’s red. A blue crayon 2. 能正确辨认色彩，感受生活。情感目标：1. 通过游戏活动培养学生说英语、学英语的兴趣。 2. 培养学生爱色彩，热爱自然，保护环境。教学重、难点：本课时的教学重、难点是能听、说、认读五个颜色单词，并能听懂Let’s do的指令，做出相应的`动作。课前准备： 1. 教师准备教学过程中所需要的单词卡片、景物图、各种文具和课件 2. 学生准备各种文具 5. 教师准备相关的作业纸教学过程： Step1. Warm―up 1. Greeting Hello, boys and girls. Nice to meet you. My name’s Meng Ying. What’s your name? 2. Let’s do P5 Let’s do(课件播放，师生边说边做) 3. Let’s chant P9 Let’s chant(师拿文具说：I have a… 生拿出相应的文具回答:Me too!) Step2 Presentation 1. 变、变、变，教学三原色：blue, red, yellow 1）教学blue T: I have a crayon. Let’s make it more beautiful! (让我们使它变得更漂亮些吧！) Look, turn, turn, turn. What colour? 师引导生回答：Blue. It’s blue. 先用单词卡片教授，注意引导学生b的发音。接着引导学生用“It’s blue.”来描述身边的蓝色物体（教师注意示范到位）。最后，师拿出天空图贴黑板，拓展：The sky is blue. 2）教学red T: No.2. Look, turn, turn, turn. What colour? 师引导生回答：Red. It’s red. 先用单词卡片教授，注意引导学生r的发音。接着引导学生用“It’s red.”来描述身边的红色物体（教师注意示范到位）。最后，师拿出太阳图贴黑板，拓展：The sun is red. 3)教学yellow T: No.3. Can you guess? What colour is it?（师引导学生用已学的颜色来猜一猜）课件呈现yellow. 用单词卡片教授，注意引导学生y的发音。课件呈现黄颜色文具，师示范：a yellow pencil→生说。贴小花图拓展：The flower is yellow. Practise three words: Show me your blue/ red/ yellow. (师说，生做，用学生小卡片) 2. A magic show, 教学green, purple 教师拿出三瓶颜色分别为红，黄，蓝的水，边拿边复习：red, yellow, blue. 1) 教学green 教师拿出一个空瓶子，往里面倒进去一些黄色的水，再慢慢地倒进去蓝色的水，边倒边说：Yellow and blue is…呈现green, 教学，注意引导学生g的发音并板书。课件呈现绿颜色文具，师示范：a green →生说。贴小草、树拓展：The grass is green. The tree is green. 2) 教学purple 教师拿出另一个空瓶子，往里面倒蓝色和红色的水，也可以让学生来尝试，边倒边说：Blue and red is…呈现purple, 教学，注意引导学生发音并板书。贴小花拓展：The flower is purple. Step3 Practice 1． Description 课件呈现不同颜色文具，教师示范，师生一起描述→再呈现几种，学生独立描述 2． Lucky 52 运用“I like ”表述自己喜欢的颜色，看谁是最幸运的。（教师示范，小组比赛） 3. Let’s put the name cards beside the big picture 4. Let’s do Listen to the tape together, then take out 5 crayons after T, listen and do after the tape. 5. Let’s paint 1) Listen and paint 2) Draw a picture by themselves, using 5 colours（If time is limited, finish it after class.） Step4 Homework 1) Share 5 colours with friends 2) Draw a picture 板书设计： Unit3 Let’s paint （2） A picture of the nature yellow green blue purple red

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