8B Unit 教案（精選3篇）

8B Unit 教案 篇1

　　let’s go by taxi

　　一、 teaching aims and demands

　　1. students can listen, read, say and spell the words: a station, a hospital, a supermarket, by train, by taxi, by plane, on foot, please

　　2. students can listen, say, read the daily expressions: let’s go by taxi. how do we go there? are you free now? good idea! how do you go to school?

　　3. students can listen, read, say and write the sentence phrases: shall we go to …by…? all right/ok is this …for…?

　　4. the pronunciation of “sh”

　　5. song: “the wheels on the bus”

　　二、 allotment

　　period one: part a picture1,2

　　part b :some words

　　part c

　　period two: part a picture3,4

　　part b: the rest of the words

　　part d, part g:do a survey

　　period three: part a,b workbook

　　period four: part e,f partg song

　　period 1

　　一、 aims and demands

　　1. students can say and use the words: supermarket, theatre, library, hospital, by metro, by motocycle, by bike, by car

　　2. students can say and use the sentence patterns:

　　how do we go……?

　　shall we go to …by…? all right/ok.

　　is this …for…? yes, it is./ no, it isn’t.

　　二、 key and difficult points

　　key points: the words and the sentence patterns;

　　difficult points: 1.some of these words are difficult for students to pronounce correctly. for example: theatre, library, motorcycle

　　2.the use of the sentence pattern: is this…for…?

　　三、 teaching aids

　　recorder, word cards, pictures

　　四、 teaching couse:

　　step1:free talk

　　t:it’s …today, isn’t it?

　　s:yes, it is. / no, it isn’t.

　　t:let’s go to ……/ shall we go to……?

　　s:all right/ok/great!

　　t:but how?

　　s:by…….

　　t:ok, let’s go.

　　(do in pairs/check some pairs)

　　step2: presentation

　　a. 1:sentence pattern: “shall we go to…by…” and the new words:” supermarket, theatre, library, hospital, by metro, by motocycle, by bike, by car”

　　(1) t:shall we go to the supermarket?(show the word card)

　　s1:all right/ok.

　　(read the word< supermarket > after teacher in chorus, then in individuals )

　　t:but how?

　　s1:by bike/bus…

　　(teacher can show the word picture “by minibus”,then let them try to read. read the word< minibus> after teacher in chorus, then in individuals )

　　(2) show the sentence pattern : shall we go to…? all right/ok.

　　(read the sentence pattern in chorus)

　　(3) t: shall we go to the supermart by minibus?(show the sentence pattern <shall we go to …by…>,teacher can point the word cards say)

　　s: all right/ok.(teacher can remind them to answer)

　　(read the sentence pattern in chorus)

　　(4) repeat step2(3) to present the other words: library, theatre, hospital, by metro, by motorcycle

　　(5) use the sentence pattern “shall we go to …by…? all right/ok.” to pair work

　　(check some pairs)

　　2. sentence pattern: how do we go…?

　　(1)ask and answer (t and s)

　　t: boys and girls, shall we go to the supermarket/theatre/park/zoo…?

　　s: great!/ok/all right.

　　t: how do we go there?(show the sentence pattern)

　　s: by bus/bike/metro/motorcycle…(remind them to answer)

　　(2)read the sentence patter: how do we go …?

　　(3)pairwork

　　b.text(picture1、2)

　　1. show picture1, think: what are they saying?(choose someone to say)

　　2. listen to the tape

　　3. read after the tape

　　4. practise in groups(two groups: nacy and david)

　　5. pairwork

　　6. check some pairs

　　7. show picture2, listen to the tape(show the sentence pattern : is this…for…?)

　　8. read the sentence pattern in chorus

　　9. read after the tape

　　10. look at the picture then say in chorus

　　11. pairwork

　　12. act picture1、2(group work ——work in part)

　　step3:using

　　english book page 47 “look and say”

　　(1) read the sentence pattern

　　(2) for example(ask two students)

　　(3) pairwork

　　(4) check

　　step4:consolidation

　　(1) look at the word cards then read the new words

　　(2) open the book ,read the text in chorus

　　step5:homework

　　(1) copy the new words four times

　　(2) read the words and the text correctly and proficiently

　　period 2

　　一、 aims and demands

　　1. students can not only say and use the words they have learned last class, but also the new words :station, airport, by train, by plane, on foot, by taxi

　　2. students can say and use the sentence patterns ” how do we go……? shall we go to …by…? all right/ok. is this …for…? yes, it is./ no, it isn’t.” proficiently :

　　3. students can listen, read and say the daily expressions:”let’s go by taxi. how do we go there? good idea!”

　　二、 key and difficult points

　　key points: the words and the sentence patterns;

　　difficult points: 1.some of these words are difficult for students to pronounce correctly. for example: theatre, library, motorcycle

　　2.the use of the sentence pattern: is this…for…?

　　三、teaching aids:

　　recorder, word cards, pictures

　　三、 teaching couse

　　step1:free talk

　　(1)t/s(show the sentence pattens)

　　t: let’s go to the supermarket /park/zoo/…?

　　s: great!/ok/all right. how do we go there?

　　t:shall we go to the supermarket /park/zoo by bike /car…?

　　s:all right/ok/great!

　　(2)use the sentence to do pairwork

　　step2:presentation

　　1. daily expressions and new words

　　(1)t: let’s go to beijing/shanghai…?

　　s: great!/ok/all right

　　t: how so we go there?

　　s: shall we go there by plane?

　　t: good idea! now, let’s go to the airport(show the word card: read after teacher)

　　s: all right.

　　t: we’re late. let’s go by taxi.(show a picture of taxi)

　　(2)repeat step2(1) to present the other new words

　　(3) pairwork

　　2. text

　　(1) look at the picture then listen to the tape

　　(2) read after the tape

　　(3) groupwork (four groups: nancy, david, two drivers)

　　(4) imitate and act

　　step3. practise

　　1. look and say(work in pairs) page48

　　2.look and read

　　3. do a survey

　　a: how do you go to school?

　　b: i go to school…

　　by bus by car by bike by motorcycle on foot

　　li li

　　(1) teacher ask some students :”how do you go to school?(remind them to naswer) ”

　　(2) open the book to page51, ask some classmates “how do you go to school?” then fill in the table

　　(3) check someone

　　step4 consolidation

　　1. read the new words

　　2. act the text

　　step5 homework

　　1. write the new words four times

　　2. recite the words

　　3. use the sentence patterns to make a dialogue, then write it down

　　period 3

　　一、aims and demands

　　1.students can understand and use the words and daily expressions proficiently.

　　2.students can write and use the sentences and some phrases .

　　二、key and difficult points

　　key points: 1.students can understand and use the words and daily expressions

　　2.write the words and the sentences and some phrases .

　　difficult points: write the words and the sentences and some phrases .

　　三、teaching aids:

　　recorder, word cards, pictures

　　四、teaching couse:

　　step1:warming up

　　shall we go to the …?

　　how do we go to ….?

　　is this …for…?

　　step2 review

　　1. words: look at the cards then read and spell

　　2. text: (1) listen to the tape then read after the tape

　　(2)open the book, read it together

　　(3)look at the picture ,work in groups

　　step3: using

　　pairwork: make a dialogue then act

　　step4:consolidation

　　excise-book

　　1.part a listen, find and circle

　　(1) listen and do

　　(2) check

　　(3) read after the tape, find the important words

　　2.listen and number

　　(1) listen and do

　　(2) let someone say the number

　　(3) read after the tape again

　　3.listen, match and write

　　(1) know well of the pictures

　　(2) listen and match

　　(3) check(read after the tape)

　　(4) write

　　4.look, find and complete

　　first, read the phrases together.

　　5. look, find and write

　　step5: homework

　　1. listen to the tape , read the text and the words proficiently

　　2. prepare parte

　　period 4

　　一、aims and demands

　　1.the use of the daily expressions

　　2.students can listen ,read and say the daily expressions: are you free now?

　　3.pronunciation “sh”

　　4.song: the wheels on the bus

　　二、key and difficult points

　　1. the use of the daily expressions

　　2. pronunciation “sh” in the words

　　三、teaching aids

　　recorder

　　四、teaching course

　　step1 free talk

　　let’s go to the ….by…?

　　shall we go to ….?

　　how do we go to…?

　　how do you go to …?

　　step2 presentention

　　1. read and act

　　(1) say to a student :”are you free now? (show the sentence) let’s go to the …”

　　(2) read the word(free)

　　(3) read the sentence(are you free now?)

　　(4) ask your deskmate

　　(5) listen to the tape, think :what was happened?

　　(6) let somebody try to say

　　(7) open the book read together

　　(8) pairwork

　　(9) act

　　2. pronunciation of “sh”

　　(1) write the four words ”she shirt shoe shop” on the blackboard, let them read, and think: what’s the pronunciation of “sh” in the words

　　(2) call somebody to say

　　(3) fill in the words to check

　　(4) read after the teacher

　　(5) use the four words to make a sentence

　　(6) read the sentence on the book

　　(7) look at the picture then say

　　3. sing a song

　　(1) read the words of the song first

　　(2) listen to the tape

　　(3) sing after the tape one sentence by one sentence

　　(4) sing together

　　step3 homework

　　make a dialogue then write it on the workbook

8B Unit 教案 篇2

　　teaching designsunit opening:background information charity walks are a popular way to raise money for charity. participants are expected to gather sponsors who pledge either a set amount of money or a certain amount per kilometer walked. after the walk, participants collect the money from their sponsors and send it in to the charity. charity walks can range from a few kilometres to hundreds of kilometers. the number of participants varies too. in some cases, a single individual will undertake an extremely long walk, such as across a continent, to raise money and awareness for a certain cause. the first periodcontent: comic strip preparation: ask ss to search and collect information about trailwalker. they can bring some pictures to class. teaching aims: have the ss know something about trailwalker and talk how they plan their own charity event. teaching procedures: step1 tell ss to read the comic strip, then ask them some questions to check understanding, e.g., what is hobo going to do?(have a charity walk)what does hobo need?(some more food)how does eddie feel about supporting charities?(meaningful)step2 ask ss to read with partner and try to perform hobo and eddie according to the comic strip. then ask three or four pairs to perform this conversation before the class.step3. pay attention to the important point  ‘it is’ + adjective( + ‘for sb’ )+ ‘to’-infinitive. e.g.  it is very important for us to learn english well.      it is necessary to protect the environment.      it is good for you to eat an apple every day. step4. organizing a charity show ask ss to plan their own charity events about a charity walk and design a web page to advertise the event if possible. step5. assignment ask ss to make a dialogue according to the comic strip. ss should replace a charity walk and use other words.   exercises:一 詞組漢譯英 1 為一次慈善遠足訓練_____________ 2 支持慈善機構____________________ 3 再需要一些食物 _________________4 組織一次慈善演出_______________ 5 設計一個網頁   _________________6 支持某人      _________________ 二 根據句意和首字母提示完成句子 1.       what are you doing? i’m t__________ my pet dog. 2.       do you think what he said is m_____________? 3.       there are 5 m________ seats left at the theatre. 4.       the charity s________ for project hope was very s___________. people like it very much. 5.       yesterday was kitty’s birthday. she i_________ her classmates to her birthday party. 三 用can, may, must, can’t, needn’t填空 1.       ---_______ you finish your homework in a minute? ---sorry, i ________. 2.       ---________ i ask you a question? ---no, you _______. i’m very busy now. 3.       you _______ talk with each other in the library. 4.       ---i _______ find where my book is. ---it ________ be in your schoolbag.    ---no, it isn’t n my schoolbag. oh, i see. it ________ be on the shelf, i saw it just now. 5.       ---_______ i answer this question in english? ---no, you can’t. you _______ answer it in chinese. 四 完成句子 1 我奶奶過去是一位歷史老師。   my grandmother _______ _______ _______ a history teacher. 2 他習慣于早起。   he ________ _________ _________ _________ up early. 3 你知道學生們是怎樣花零用錢的嗎？   do you know _______ students _______ their _______ ________? 4 幫助需要的人是很有意義的。   it is __________ _________ _______ people in need. 5 我認為你不能在半小時內完成作業。   i _______ ______you ______ finish the work ______ half an hour.  the second period content: welcome to the unit teaching aims: 1.           to introduce different kinds of needs and disabilities 2.           to encourage students to talk about how they can help those in need teaching procedures: step 1. tell ss that they may meet many people who need help. ss may know the poor, the blind, etc. teach them more about the people who need help, such as l       a deaf person cannot hear. l       a homeless person has no home. l       an elderly person means an old person. l       if a person is disable, it means a part of his/her body does not work properly. l       a pregnant woman means a woman is having a baby. step 2. tell students to label the pictures in part a using the words from the box. ask volunteers to read out the answers. step 3. ask students to make a list of things they would find most difficult to do or they would miss most if they were blind, deaf, elderly, homeless, physically disabled or poor. step 4 divide the class into pairs. ask students to talk about what they want people to help them if they were blind, deaf, elderly, homeless, physically disabled or poor. if students have trouble coming up with ideas, offer some suggestions, e.g., l       for people in wheelchairs, wide sidewalks, ramps and automatic doors are helpful. l       for poor people, education programs that allow them to get better jobs are helpful. free medical care and affordable housing are also helpful. l       blind people can benefit from braille sings, spoken announcements rather than written notices, contoured pavements and unobstructed sidewalks. l       elderly people can benefit from public transit that is easy to board, places to sit down outdoors and escalators or lifts instead of stairs. l       for homeless people, shelters and soup kitchens can offer short-term help. l       deaf people can benefit from written notices and a greater awareness of sign language. step 4 divide the class into pairs. ask students to read amy and daniel’s conversation in part b. then ask them to talk about the people in part a and how their lives might be made easier. less able students can use amy and daniel’s conversation as a model and replace the underlined words with their own ideas. more able students can create their own conversations. step 5. give ss a few minutes to practice their conversation. remind them that they should practice as much as they can. then ask some pairs to act out their conversation.     exercise1.       write out the words with the meanings of the sentences and the first letters. 1)      a b________ person: when he is in the street, others help him cross the road. 2)      a p________ person: when i met him, i have him some food and clothes. that made him feel warm. 3)      a d________ person: when i met them, i tried to understand them by their gestures(手勢) and gave them help. 4)      a d________ person: when i met him, i helped to push his wheelchair(輪椅) and helped him go upstairs. 5)      a h________ person: when i met him, i took him to a refugee(收容所) and helped him to find a home. 6)      an e________ person: when i met her on the bus, i gave my seat to her at once. 2.       complete the sentences according to the chinese given. 1)      we can help blind people ________________________________(過馬路). 2)      we can help deaf people ________________________________(學好英語). 3)      we can __________________________(好好照顧他們) when homeless people are ill. 4)      we can ____________________(給他們讓座) when we see elderly people on the bus. 5)      we can _______________________ (為他們募捐錢) when poor people need our help. 6)      we can ___________________________ (向他們伸出援助之手) when disabled people want to climb up the steps.     the third periodteaching aims: 1. recognize and understand information presented in a newspaper article. 2. understand related details and information 3. infer general meaning from picture, title and context 4. identify specific meaning in different context 5. check understanding by completing a conversation teaching procedures: part a: step1  ask ss whether they enjoy walking through country park or in the open air. step2  t writes “oxfam” and “oxfam trailer” on the blackboard. ask ss what they know about  “oxfam trailer” or whether they have heard of it before or whether they have participated in any other charity events. talk about “oxfam trailer” and explain why they do in this way. step 3  listen to the tape about the reading for the first time, and then ss read the text in pairs for the second time. step 4  ask ss some questions to check their understanding and encourage ss to think more about the topic. step 5  ask some ss to read the passage for further understanding and discuss the main idea of each paragraph with one sentence. step 6  ask ss to find out the language points in the passage and analyze them. part b: step 1  remind ss that the vocabulary listed in part b1 appears in the passage on pages 94 and 95. if ss are not sure what the word means, it may help them to read the word in context on those pages. step 2  tell ss to work on their own to complete part b1. step 3  ask four ss to each read out one word and its definition. repeat the answers and tell ss to check their own answers. step 4  explain the context for part b2, tell ss to read the passage on pages 94 and 95 to find a corresponding word or phrase to replace the underlined ones.step 5  ask ss to complete part b2 on their own.step 6 ask students to read out the conversation, replacing the underlined words with the correct words/phrases from the reading passage. part c: step1. explain the context of part c1 and ask ss to read the headings. step2. read out the headings, ask ss to call out the paragraph numbers and check as a class. step3. explain the context of part c2. tell ss to read the passage in part a on page 94 and 95 again. step4. ss use the information in the passage to complete the conversation on their own. step5. when sts. have finished partc2, ask volunteers to read out the conversation. assignment:  finish the exercises about reading in workbooks. exercises ⅰ根據句意和首字母完成各單詞1.       trailwalker has been one of hong kong’s biggest f________ events. 2.       it is very important to r__________ money for the poor people in southeast asia. 3.       our monitor has been asked to g___________ us into a tem of eleven to play football against class seven. 4.       before liberation, jack lived a very tough life. he often worked days and nights w__________ sleep. 5.       every year our school provides many excellent chances for students to learn team s___________.   ⅱ請用下列括號中的詞或詞組的適當形式填空group…into…  in need    finish walking    carry…with…   without sleep

　　1.       now let’s ___________ ourselves _________ a team of four and play games. 2.       kate worked two days and nights _________ for the exams. 3.       the disabled people are required to _________ ten miles within fifteen minutes. 4.       on rainy days we had better __________ raincoats ____________ ourselves. 5.       we should do something to help the people __________ in the southeast asia.   ⅲ根據課文內容回答下列問題1.       what is trailwalker? ______________________________________________________ 2.       who organized trailwalker? ______________________________________________________ 3.       how far does the charity have to go? ______________________________________________________ 4.       is it a good chance to learn team spirit? ______________________________________________________ 5.       they don’t need to plan everything together, do they? ______________________________________________________ 6.       what should you plan to do during the walk?

　　______________________________________________________   ⅳ用所給詞的適當形式填空1.       in the old days wood ___________(use) for cooking and keeping warm. 2.       it is necessary that you start _____________(train) a few months before the walk. 3.       trailwalker ____________(be) one of hong kong’s biggest fund-raising events since 1981. 4.       can you finish __________(read) the book within three days?

　　the text _________(it) is not easy, but it is interesting and educational. 5.       it is an excellent chance for people __________(learn) team spirit.   ⅴ翻譯下列句子1.                看不起窮人是不對的。    ____________________________________________________________ 2.                對我們來講，按時完成作業是很重要的。    ____________________________________________________________ 3.                團隊精神在我們工作中是必要的。    _____________________________________________________________ 4.                周末去爬山真是好極了。    _____________________________________________________________    

8B Unit 教案 篇3

　　the first period

　　一、 教學目標：

　　1. 聽懂、會說、會讀單詞：job, a policeman, a policewoman, a waiter, a waitress, a driver, a worker, a farmer, a cook

　　2. 聽懂、會說、會讀日常交際用語：what’s your/his/her job？i’m/he’s/she’s a …

　　二、 教學重點：

　　1. 職業類單詞的聽、說、讀。

　　2. 能運用what’s your/his/her job?進行問答。

　　三、課前準備：

　　圖片、錄音機、自制單詞卡片、事先收集一些能表現人物職業的圖片、

　　人物頭飾或道具

　　四、 教學過程：

　　a : free talk :

　　t : good morning/afternoon .

　　nice to meet you .

　　how are you ?

　　how old are you ?（你多大了？t反復出示此卡片。）

　　（啟發學生答：i’m 12/13.）

　　t :（point to some pictures）who’s that boy/girl/man/woman ?

　　s : he’s/she’s…/he’s a …/she’s a …（teacher/doctor/nurse）

　　t : excuse me , are you a …

　　s : yes , i am . /no , i’m not . i’m a …

　　b : presentation and practice :

　　1.（承上）s : are you a teacher ？

　　t : yes , i am .what do you want to be after twenty years ?

　　would you tell me ? what’s your job ?

　　2. t :（板書: unit 3 what’s your job ?）揭課題，today we’ll learn a new lesson .（ss : learn to say）what’s your job ? 出示單詞卡片job，領讀數遍job /d b/

　　（將音標卡片貼在黑板上）啟發學生答: i’m a …（student）.

　　s : what’s your job , miss …?

　　t : i’m a teacher .

　　3. （出示預先準備好的一些人物職業圖片）ask and answer:

　　what’s his job ? / what’s her job ? he’s / she’s a …

　　在適當的時機新授單詞: a worker, a driver, a waiter/waitress, a policeman, a policewoman, a cook, a farmer. 教授時將單詞卡片貼在黑板上，師領讀數遍。

　　4. 用各種方式操練鞏固上述單詞，讓學生加深印象。

　　c : consolidation :

　　1. open your books , turn to page 24 . listen to the tape and repeat , then ask some students to

　　read loudly .

　　2. now it’s funny time . let’s play games . ok ?

　　（1） what’s missing ?

　　（方法: 先向學生一一出示表示各種職業的圖片，抽樣其中一張后，將剩下的一起出示給學生看，讓他們回答少了哪一張？）

　　（2） guess :

　　（請個別學生上臺并戴上準備好的道具或頭飾，另一個學生蒙上眼睛并讓他/她猜一猜）ss : what’s his/her/my job ?

　　s1 : he’s/she’s/you’re a …

　　d : assign homework :

　　1. copy the new words

　　2. design two names cards: one is for your father or mother , the other is for yourself

　　（after twenty years）.（設計兩張名片，一張是為你的爸爸或媽媽，另一張是為二十年后的你自己設計的。）

　　格式如圖：

　　name:_________________

　　age : _____________

　　job: ______________

　　e-mail: ____________

　　name:_________________

　　age : _____________

　　job: ______________

　　e-mail: _____________

　　the second period一、教學內容《九年義務教育六年制小學教科書·牛津小學英語》4b第三單元第二課時（look read and learn，ask and answer）二、教學目標1、 學會詢問他人的年齡: 句子: how old are you / is he/ she ? i’m / he’s / she’s ….2、 復習日常交際用語what’s his/her job? he’s /she’s a…能聽懂、會說、會讀 what are their jobs? they’re…3、能把本課句型用到恰當的情景中，根據情景進行自由會話。4、 聽懂、會說、會讀單詞：they, their,可以熟練運用職業類單詞。三、教學重點會運用本課問答職業的幾個句型，并能把職業類單詞熟練地替換進去。四、教學難點能分清his job和 her job，能用 he’s a… she’s a…正確回答；能正確運用名詞的單復數。五、課前準備1、教具準備：單詞圖片及單詞卡片，人物圖片，錄音機、磁帶和轉盤；2、學生準備：自己設計的名片。六、教學過程step 1 free talk1.t:good morning,boys and girls.how are you today?t: now please take out the name card of your parents. first of all : please tell me: what is your father's or mother's name ? what's his or her name? ( 先把你給爸爸或媽媽設計的名片拿出來, 首先: 請你告訴我,你爸爸或媽媽名字。) are you ready now? ok. now let's try to talk about them. please take them out.ss: my father's / mother's name is ….his / her name is ….he's /she's a teacher.he's /she's 33.t: what's his/ her father's/ mother's name?s: …t: what's his / her/ job?s: he's / she's a …t: how old is he/ she?s: he's /she's …學生介紹，老師提問，學生回答。2.ok,now please take out the name card of yourself, let’s talk about you after twenty years.(我們來說說二十年后的自己。)t：hello, everybody. i’m miss wu. i’m 46. i’m still an english teacher here. how are you? how old are you? how old is he/she? what’s your job?step 2 presentation1.教學新句子: how old are you (in your card)? i’m ….（新授） ss : i’m …. t: now tell me : how old are you ? ss: i’m …. t: how old is he/ she ? ( 同桌或周圍同學) ss: he’s / she’s ….2.t: ok, let's go on. what do you want to be in the future ? would you tell me please: what’s your job ( in your card)? (你將來打算做什么呢? 你能告訴我們你的名片上寫的工作嗎?) 復習操練: what’s your job ? i’m a / an ….3.靈活掌握上述句型, 在適當的時機復習單詞: a policeman , a policewoman , a waiter, a waitress, a driver, a worker，a farmer,a cook （大量的操練，一大組之內連鎖式問答，男女生之間互問互答，問好朋友。）4.轉盤游戲：給書本上長大了的五個人物找工作。5.在學生們對表示職業類的詞匯較熟悉的基礎上,新授句型: what are their jobs? they’re ….例如: 讓學生各自拿著自己將來的名片, 在進行了關于各自職業的練習之后, 讓選擇相同職業的學生站在一起, 來引出句型: what are their jobs?①安排豐富而有效的各種方法來鞏固新句型.例如: 可以安排一些學生做各種不同的動作,讓其他學生來猜他們的職業.t: look carefully and try to guess : what are their jobs? are they waiters ? …. ss: ….②回到課本,模仿練習. 例如: 聽; 跟讀; 小組讀; 分角色讀等等, 充分地鞏固、掌握課本的內容。step 3 homework1、 read and act the dialogue in pairs.2、 copy the structures four times each.3、 fill in the blanks: what’s your father’s job? he’s a . what’s your mother’s job? she’s a . what’s your grandfather’s job? he’s a . what’s your grandmother’s job? she’s a .

　　the second period一、教學內容《九年義務教育六年制小學教科書·牛津小學英語》4b第三單元第二課時（look read and learn，ask and answer）二、教學目標1、 學會詢問他人的年齡: 句子: how old are you / is he/ she ? i’m / he’s / she’s ….2、 復習日常交際用語what’s his/her job? he’s /she’s a…能聽懂、會說、會讀 what are their jobs? they’re…3、能把本課句型用到恰當的情景中，根據情景進行自由會話。4、 聽懂、會說、會讀單詞：they, their,可以熟練運用職業類單詞。三、教學重點會運用本課問答職業的幾個句型，并能把職業類單詞熟練地替換進去。四、教學難點能分清his job和 her job，能用 he’s a… she’s a…正確回答；能正確運用名詞的單復數。五、課前準備1、教具準備：單詞圖片及單詞卡片，人物圖片，錄音機、磁帶和轉盤；2、學生準備：自己設計的名片。六、教學過程step 1 free talk1.t:good morning,boys and girls.how are you today?t: now please take out the name card of your parents. first of all : please tell me: what is your father's or mother's name ? what's his or her name? ( 先把你給爸爸或媽媽設計的名片拿出來, 首先: 請你告訴我,你爸爸或媽媽名字。) are you ready now? ok. now let's try to talk about them. please take them out.ss: my father's / mother's name is ….his / her name is ….he's /she's a teacher.he's /she's 33.t: what's his/ her father's/ mother's name?s: …t: what's his / her/ job?s: he's / she's a …t: how old is he/ she?s: he's /she's …學生介紹，老師提問，學生回答。2.ok,now please take out the name card of yourself, let’s talk about you after twenty years.(我們來說說二十年后的自己。)t：hello, everybody. i’m miss wu. i’m 46. i’m still an english teacher here. how are you? how old are you? how old is he/she? what’s your job?step 2 presentation1.教學新句子: how old are you (in your card)? i’m ….（新授） ss : i’m …. t: now tell me : how old are you ? ss: i’m …. t: how old is he/ she ? ( 同桌或周圍同學) ss: he’s / she’s ….2.t: ok, let's go on. what do you want to be in the future ? would you tell me please: what’s your job ( in your card)? (你將來打算做什么呢? 你能告訴我們你的名片上寫的工作嗎?) 復習操練: what’s your job ? i’m a / an ….3.靈活掌握上述句型, 在適當的時機復習單詞: a policeman , a policewoman , a waiter, a waitress, a driver, a worker，a farmer,a cook （大量的操練，一大組之內連鎖式問答，男女生之間互問互答，問好朋友。）4.轉盤游戲：給書本上長大了的五個人物找工作。5.在學生們對表示職業類的詞匯較熟悉的基礎上,新授句型: what are their jobs? they’re ….例如: 讓學生各自拿著自己將來的名片, 在進行了關于各自職業的練習之后, 讓選擇相同職業的學生站在一起, 來引出句型: what are their jobs?①安排豐富而有效的各種方法來鞏固新句型.例如: 可以安排一些學生做各種不同的動作,讓其他學生來猜他們的職業.t: look carefully and try to guess : what are their jobs? are they waiters ? …. ss: ….②回到課本,模仿練習. 例如: 聽; 跟讀; 小組讀; 分角色讀等等, 充分地鞏固、掌握課本的內容。step 3 homework1、 read and act the dialogue in pairs.2、 copy the structures four times each.3、 fill in the blanks: what’s your father’s job? he’s a . what’s your mother’s job? she’s a . what’s your grandfather’s job? he’s a . what’s your grandmother’s job? she’s a

　　the third period一、教學內容《九年義務教育六年制小學教科書·牛津小學英語》4b第三單元第三課時（read and act,ask and answer,do a survey）二、教學目標1、復習日常交際用語what's your/his/her job? i'm/he's/she's a .. how old are you/is he/she? i'm/he's/she's a … what are their jobs? they're … 2、反意疑問句的初步了解和使用: it’s cold today, isn’t it?3、學會使用: guess!( 能熟練朗讀e部分的對話,嘗試表演)4、學會表達： 我將來想做…（職業）。 what do you want to be ?i want to be a/an ….( 完成g/2 表格)三、教學重點正確流利朗讀會話，并能表演。四、教學難點1. 反意疑問句的初步了解和使用: it's cold today, isn't it ?2. 如何進行真實的個人信息溝通（家庭、朋友、同學等）五、課前準備掛圖，錄音機，圖片,鬧鐘等。六、教學過程step.1 free talk1. greetings :①t:good morning! nice to meet you.s1:nice to meet you,too.t:how are you? s1:not bad,thank you.t:excuse me, who’s your friend? s1: …t:where’s he/she?s1:he’s/she’s in the classroom.②t:what's your name? s:i'm … t:how old are you? s:i'm … t:what's your/his/her job?/what are their jobs? s: i'm/he's/she's/they're …step2:revision: 1.師生對話(運用圖片). took at the picture. look at the man in picture 1. what’s his job? look at picture 2. what’s her job?2. talk about the six pictures.picture 1: what's your job ? i'm a policeman.picture 2: what's your job ? i'm a policewoman.picture 3: what are their jobs ? they're farmers.picture 4: what are their jobs ? they're drivers.picture 5: what’s his job?he’s a cook.picture 6: what's her job? she's a waitress.3. chant: what’s your job? i’m a driver. etc.step.3學習g/2部分: do a survey .1. t:ok,you all did a good job.now i want to know what do you want to be in the future? s1:i want to be a ….s2:i want to be a ….2. work in pairs.組織學生調查本小組同學的未來理想, 完成書上的表格.3. 組織學生匯報自己的調查結果.4. 自編對話 二十年后偶遇小學同學! 與你的搭檔一起設想一下二十年后如果你們在大街上偶遇的情景,編一段小對話,練習后給大家表演。 for example: a: hello, b.b: oh, who are you? oh, it’s you a.a: nice to meet you.b: nice to meet you ,too.a: what’s your job now?b: i’m a policeman. what's your job?a: i am a driver. how is your father?b: he’s fine, thank you.a: how old is he now? b: he’s fifty-five.. and i am thirty-two now.a: now yes, i am thirty-two ,too. ok. see you !b: see you.step. 4學習e部分: read and act.1. show a clock :what’s this?it’s a nice clock,isn’t it?what’s the time now? it’s …2. ask questions: what day is today? what’s the weather like today? is it cold today ? it’s cold today, isn’t it?3. show four pictures: cold , hot , rainy , sunny. (練習反意疑問句)4. chant : it’s cold , isn’t it? no,no,it is not.5. 聽錄音，整體呈現對話內容。（將掛圖掛在黑板上， 聽2-3 遍）回答問題：(1). who are they?(2). is it cold today?(3). who’s the woman in the red sweater ?(4). how old is she? is she sixty? （ 在回答問題的過程中，學會使用：guess!）① 教師的指導下進行各種形式的朗讀對話練習。② 學生相互間結對子操練，并嘗試表演對話.7.play a game : guess （用反意疑問句問猜）step. 4 homework : make a dialogue on the copybook

　　the fourth period一、教學目標：1.全面復習本單元內容2.完成part d,f,g fun house 1.look and read 部分。3.了解輔音字母組合/dr/和/tr/在單詞中的發音，能辨認、會讀。4.能有感情地讀唱歌曲 they sing happily 。二、教學重點：1.詢問和介紹他人的職業2.正確流利地朗讀會話，并能表演三、教學難點：字母組合/dr/和/tr/在單詞中的發音。四、課前準備：掛圖、錄音機、圖片、音標卡片。五、教學過程： a. warming up:1. greetings each other.2. free talk:t: hello. what’s your name?s: i’m …t: how old are you? / t: how old is he/she?s: i’m … / s: he’s/she’s …t: what’s your job?s: i’m a student.t: what’s your father’s/mother’s job?s: he’s a …/she’s a …t: are they …?s: yes/no,…t: what do you want to be after twenty years?s: i want to be a … b. revision: (show pictures)師生對話：t: what’s your/his/her job? /what are their jobs?(預先將這些職業類的圖片分發給學生)s: i’m/he’s/she’s/they’re …t: can you spell …?s: yes, i can.then ask students to spell them together.(job, a waiter, a waitress, a driver, a worker, a cook, a farmer, a policeman, a policewoman)c. presentation:1. 學習g. fun house:1. look and read:（創造情景）讓一個男生扮演警察，一女生扮演迷路的小女孩，裝作在哭泣的樣子：t（指著男生問全班）：who’s he？s：he’s…t：what’s his job？s：he’s a policeman.s1:（當警察的學生走過去說）：excuse me, what’s your name?s2:（女生）i’m …s1: how old are you？s2: i’m …2. play a game:根據對班內某一人物的描述，guess “who is he/she?”,then let ss discuss part d, and check the answers1) is your friend a boy? no, my friend is a girl.(2) how old is she? she’s 12.(3) are her eyes big? no, her eyes are small.(4) is her hair long? yes, her hair is long.(5) your friend is yang ling, i think. yes, you’re right.3. 學習f部分：listen and repeat.(1) 出示一些單詞卡片、讓學生注意其中紅色部分的發音，注意體會。(2) 出示音標卡片：/tr/ /dr/ ，師先示范朗讀。(3) 指導學生朗讀句子：the driver’s dress and trousers are in the tree. 4.t: boys and girls, you all did a very good job. i’m very happy.nowlet’s sing a song “they sing happily”. ok?(1) 教讀單詞(2) 跟錄音學唱歌(3) 全班齊唱，男、女生小組唱 d. assign homework1) 背默本單元中的四會單詞和句子(2) 完成練習冊.

　　4b unit3 教案 來自第一范文網。