3A Unit 9 教案（精選13篇）
3A Unit 9 教案 篇1
title: unit 10 (1st):):) purpose: 1. review some oral english from unit 1 to unit 4. 2. review the sentences : what is he/she doing? he’s/she’s … in the … what are they doing? they’re … in the … 3. look at the pictures, read the sentences and write the letters in the boxes. focus: review the part of oral english we have learnt. review the sentence structures. difficulties: 1. command the sentence structures skillfully. teaching aids: projector, pictures, objects. preparation: tape, pictures. writing on the blackboard: unit 10 review and check what is he/she doing? he’s/she’s … in the … what are they doing? they’re … in the … summary of this lesson: 以師生問答的形式操練what is he/she doing? what are they doing?，讓學生看懂圖意，明白“某人在哪里做什么”，從而培養他們的觀察能力和閱讀能力。 process out line teacher's activities students' activities step 1 review the sentence structures 1.t: ( show the picture of p.81.) what is ben doing? what is yang ling doing? what are su hai and su yang doing? 2.t: show the pictures of page.76 and 77.) 1. he’s flying a kite. she’s opening a tin. they’re reading some magazines. look and imitate. “what is he/she doing? he’s/she’s … what are they doing? they’re …” step 2 look, read and write 1. show the pictures, ask ss look at them. 2. show the sentences, ask ss try to read them. 3. ask ss to fill in the boxes. 4. check. 5. show the pictures of p. 55. 1.look at the pictures carefully. 2.read the sentences. 3.write the letters a---h in the boxes. 5. ss: ask and answer in pairs. “is he/she …? are they …?” step 3 review some oral english and revise the dialogue . (show the pictures of p. 44 and 45.) 1. ask and answer with ss. 1)what is su hai doing? 2) what is su yang doing? 3) what is nancy doing? 2. revise the dialogue of p.44 and 45. 3. (show the pictures of p. 52 and 53.) 1)is gao shan helping miss li in the office? 2) are they playing basketball? 3)where is helen doing? 4)where is gao shan going? 5)are su hai and su yang studying in the library? 6)i’ll go and join them. 4. revise the dialogue of p.52 and 53. 1. ask and answer with t. 2. group work. act out the dialogue. 3. ask and answer with t. 4. group work. act out the dialogue. step 4 consolidation 1. listen and choose. 2. listen and answer. do the exercises. check the answer. step 5 home- work 1.copy the 4-skills of unit 6 and 7. 2. revise unit 6 and 7. title: unit 10 (2nd) purpose: 1 revise the dialogue of unit 8 and unit 9. 2. revise the sentence structures : what do/does … have? he/she has … they have … what shape is the …? it’s a/an … 3.look at the pictures and answer the questions. 4. look at the picture. draw the shapes. focus: review the part of oral english we have learnt. review the sentence structures. difficulties: 1. write the four-skilled sentences correctly. 2. look, read and complete correctly. teaching aids: projector, pictures, objects. preparation: writing on the blackboard: unit 10 review and check what does he/she have? he/she has … what do they have? they have … what shape is the …? it’s a/an … summary of this lesson: 本節課復習第九單元表示形狀的詞匯及相關句型，要求學生按指示語在合適的位置畫出相應的形狀。首先出示實物、圖片等直觀教具，用what shape is the ball/egg/sandwich/biscuit …? it’s a/an …等句型，復習各種形狀的名稱。再設計一張含有各種形狀的綜合圖，并用how many triangles/rectangles/squares/circles/ovals …can you see?句型進行師生問答。學生掌握良好。 process out line teacher's activities students' activities step 1 speaking english. 1. (show pictures of p.71.) ask ss to ask and answer in pairs. 2. (show the picture of p. 52 of wb.) t: how many circles/squares/diamonds/rectangles/triangles/ovals/stars/hearts are there? 1.what shape is the …? it’s a/an … 2.ss: there are … step 2 draw the shapes 1.ask ss to read the sentences and draw the correct shapes in the pictures. 2.(show the pictures) check. 1.read and draw. 2.check and correct. step 3 revise the sentence structures. 1.(show the pictures of p. 64.) what does he/she have? what do they have? 2.(show the picture of p. 81.) ask ss to look at the picture and talk to their partner about it. 1. ask and answer in pairs. 2. look and talk. step 4 revise the dialogues. 1.(show the pictures of p. 60 and 61.) ask and answer with ss. 1) what does liu tao/david have? 2) where’s nancy? 3) what does helen/yang ling/mike have? 4) what do su hai and su yang/miss li and mr green have? 2. revise the dialogue of p.60 and 61. 3. (show pictures of p. 68 and 69.) the same way to revise the dialogue of p. 68 and 69. 1. look at the picture. ask and answer with t. 2. group work. act out the dialogue. 3. 1) ask and answer with t. 2) group work. act out the dialogue. step 5 consolidation. 1.look, read, draw and write. 2.look, read and complete. ss: do the exercises. t&s: check. step 6 home work. copy part. e in the workbook. revise unit 8 and unit 9. title: unit 10 (3rd) purpose: 1 revise the sentence structures : is he/she …? are they …? 2. look at the pictures. then read and complete the dialogue. 3. revise the pronunciation of the letter “i” and “o”. focus: review the sentence structures. revise the pronunciation of the letter “i” and “o”. difficulties: 1. command the sentence structures skillfully. 2. look , read and complete correctly. teaching aids: projector, pictures, objects. preparation: the pictures. writing on the blackboard: unit 10 review and check is he/she …? yes, he/she is. no, he/she isn’t. are they …? yes, they are./no, they aren’t. summary of this lesson: part c要求學生根據圖意補全對話，復習句型及一些日常交際用語。在進行該項練習時，讓學生通過看圖造句，整體把握對話內容，根據圖意先口頭完成對話，再填入對話中所缺的單詞。學生掌握情況良好。 process out line teacher's activities students' activities step 1 speaking english. 1. show the pictures of part. d. ( p.81) 2.t: is mike flying a kite? t: is yang ling having some fruit? t: ask ss to ask and answer in pairs. 3. t: are su hai and su yang reading some magazines? t: ask ss to ask and answer in pairs. 1.ss: ask and answer in pairs. 2.ss: yes, he is. ss: no, she isn’t. she’s opening a tin. ss: is …? 3.ss: yes, they are. ss: are …? step 2 revise the sentence structures. (show pictures of p. 55.) ask ss to ask and answer in pairs. pair work. check. step 3 look, read and complete. 1.t: show the pictures of part. c. 2. check 1.look at the pictures. ask and answer in pairs. 2. look, read and complete. step 5 consolidation. look and write. ss: do the exercises. t&s: check. step 6 home work. copy part. d in the workbook. revise unit 1-4.
3A Unit 9 教案 篇2
一、課題： unit 7 a learn to say 第一課時
二、教學要求:
1. the ss can understand and say the communion parlance “look at his /my /her shirt /blouse / jacket/sweater”、“it’s smart /pretty /nice ” or “ how nice!”
2. to encourage the ss to talk in english .
三、教學重難點
重點：能聽懂、會說服裝類單詞。
難點：能用this is…和that is…介紹物品。
四、教學過程:
step1 free talk and motivation .
1.greetings : good morning /afternoon /how are you ?
2. show a puppet.the t introduces the puppet to the ss.
t: hello ,boys and girls ,this is peter,now i’m peter ,nice to meet you ,boys and girls .
ss: nice to meet you , peter.
t: who want to be peter? let’s make dialogue . t: go to bed now ,peter .
sp: ok ,good night .t: get up , peter.
sp: all right . t: good morning ,peter ,how are you ?
sp:fine ,thank you .and you ? t: i’m fine ,too .let’s learn to the new unit ,ok? sp:ok .
step2 presentation and practice .
1.learn to say :look ,this is my shirt /blouse/jacket/sweater.
a.show the shirt .
t: boys and girls .look at shirt and listen to me carefully .this is a shirt .say “a shirt ”
read after the t.
t: look at me and listen to me,please ,look ,this is my shirt .who is wearing a shirt ? please stand up and say “look ,this is my shirt .”
b.learn to say : look ,this is my blouse /jacket /sweater.
the same method .
2.learn to say : look ,this is her /his…
the t shows some clothes.
a guess . whose jacket is this ? (a girl’s jacket.)
t: this is sunting’s jacket, you can say “look ,this is her jacket”.
guess whose shirt is this?( a boy’s shirt ?)
s1:this is zhang shuo’s shirt .
t:you can say :“look ,this is his shirt ”(提醒學生注意區別my ,his ,her三詞的意義和用法)
3. practice in pairs .
4. learn to say :look at … it’s smart /pretty /nice . a the t shows the puppet .
t: peter and i are talking , what are we talking about?listen,listen,listen ,listen to me carefully .
t: hi, peter. tp: hi, miss yao .
t: look ,this is my shirt . tp: it’s smart .
the ss repeat .
t: peter is wearing a smart shirt ,too .i want to make a dialogue with a student ,if i say “look at his shirt ”you can say “it’s smart ” or “it’s pretty”
t:( 指著peter ) look at his shirt . s1: it’s smart /pretty.
practice .
t—s s—s group work .
b.the t shows two pencil-boxes .
t:this is a new pencil-box, that’s an old pencil-box .who has a new pencil-box ?please stand up and say “look at my new pencil-box? ”
s1：look at my new blouse .
t: it’s pretty .(say and do it ) you can say:thank you.practice . can you make a new sentence.
c. learn to say the other drills . the same method .
5. play a game .
a. passing game.(pass clothes and say it )
b. guess (whose is this shirt /…?) sing “colour song”
step5 homework: listen to the tape and repeat .
板書設計：
unit 7 it’s nice
look at …
it’s smart /pretty/nice
look ,this is /that’s … how nice!
一、課題： unit 7b look and learn 第二課時
二、教學要求:
1. to understand and say the words : a dress , a skirt ,a t- shirt ,a coat .
2. to understand what’s the difference between“this ” and “that ”。
3. to encourage the ss to learn english.
三、教學重難點：
重點：to understand and say the words : a dress , a skirt ,a t- shirt ,a coat .
難點：to understand what’s the difference between“this ”and“that”.
四、教學過程 :
step 1 revision and motivation .
1. greetings .
good morning/afternoon . how are you ?
2.sing a song《colour song》:
who is wearing yellow/green /…today?
3.revision .
a. t (指著自己的襯衫)：look at my blouse.
舉起布偶：oh,it’s pretty .
t: thank you .now ,boys and girls .show the puppet your pretty clothes .
b. (學生一個一個說)look at my blouse/shirt /jacket /sweater
puppet: oh ,how nice .it’s smart /pretty /nice
c.t(指著一學生的衣服)： look at his /her blouse /shirt …
ss: oh ,how nice .it’s smart /pretty /nice …
d. the t shows two clothes .
t:look , this is my blouse .that’s her blouse .the ss follow the t
step 2 presentation and practice.
1.the t shows a coat .t: look ,this is my coat ,coat ,my coat .
puppet: oh ,coat ,your coat .that’s your coat .
the ss follow the puppet :
coat ,your coat .that’s your coat .
2.the ss show their coats to the t and say :
look ,this is my coat .
t: oh ,your coat ,that’s your coat .
3.t(指著一男生的t－shirt ): look at his t-shirt .
puppet : oh, his t-shirt .it’s smart .
practice in pairs .
4.look and say the other words . the same method .
step 3 . consolidation
1.listen to the tape . b look and learn .
2.workbook .a . listen find and circle .
b. listen find and colour
step 4 homework: listen to the tape and repeat .
板書設計：
b look and learn
a coat a jacket
a dress a skirt
一、課題： unit 7 c d 第三課時
二、教學要求:
1. enable the ss to make dialogues .
2. the ss can talk in english ,they like to speak in english.
三、教學重難點：
重點：enable the ss to make dialogues .
難點：the ss can talk in english ,they like to speak in english.
四、教學過程:
step1 .warm-up
1.greetings :
look at his /her, look, this is …that’s …
2.sing a song :
《hello !how are you ?》
step2 presentation and practice .
1. play a game .
look at the t’s mouth and guess .(a shirt /dress …)
2. let’s talk in english.
t: please show me your pretty clothes and say “look at my …”
ss(一個一個說)：look at my shirt /coat /sweater /…
t:it’s smart /pretty /nice /…
exchange .
3.listen to the tape and try to imitate
4.show the wall pictures .
a . (1) is there a jacket or a coat in the picture?
(2)whose is this jacket ?
(3)what ‘s the monkey saying?
b. discuss .
c.practice . make a dialogue like this :
sa :look at his jacket .
sb: it’s smart /pretty /nice
t—s s—s group work .
d.check .
5.show another pictures .
a. look at the picture .
q:1) how many people are there in the picture ?
2) how many clothes are there in the picture ?
t: who’d like to make a dialogue with me ?
e.g t: you are nancy.i’m another girl .you can say :
look ,this is my skirt ,i say :that’s my blouse .
s1: look ,this is my skirt . s2: that’s my blouse .
b.look at the other pictures and make dialogues .
the same method .
板書設計：
unit 7 it’s nice .
look at his/her…
look ,this is…that/s …
教后記：
這一單元開始學習二十六個字母，課堂上我注意培養學生的書寫習慣，使學生能正確書寫，收到了良好的效果。學生對服裝類單詞容易混淆，還需加強練習。
3A Unit 9 教案 篇3
topic
unit 3 at a music lesson
date
sep.19
period
the first period: b. look , read and learn and c ask and answer
aims
1. words:
sing, dance, swim, skate, ski，make a puppet, make a model plane, play the violin, play the guitar
2. structures:
what can you do? i can… what can he/she /they do? can you..? can he/she/they…?
3. function: students can feel the happiness during the english study. to consolidate the knowledge they have learned. to cultivate the interesting in english study. learn to cooperate with their classmates. ss can practice their co-operation and creation.
language focus
1. correct pronunciation of the new words
2. use the new words and structures by asking and answering fluently
aids
1. picture cards 2. tape recorder 3. multi-media
procedures
contents
methods
purpose
1. pre-task preparation
. warm up
1. greetings.
revision: there are four groups in our classroom.
now let’s have a competition
today’s topic : there be…
.
2. sing a song
to guide to the topic of this lesson.
to have a revision about unit 1&2
procedures
contents
methods
purpose
2. while-task procedure
1. learn the new words:
sing
dance
swim
skate
ski
lead in :make a puppet, make a model plane, play the guitar, play the violin
2. learn the new sentence:
what can you do?
i can…
3.what can he do? what can she do?
4: lead in: i can….. i can’t….
1. show the picture: sing
learn the new word : sing
sing sing, i can sing.(using the picture)
show the sentence on the blackboard.
2. look at the screen carefully and then answer my questions.
3. listen ,look and try to remember.
(show four pictures on the screen and at the same time show four numbers)
dance, swim, skate, ski.
look at the numbers and try to say out the word behind the member.
right number ,right word
4.show the pictures and then learn the new words
5.read and spell the new words
6.exercise 1 (on the paper)
7. show the pictures and then show the new sentence: what can you do?
i can ….
read and learn the new sentence.
look at the pictures and then ask and answer between the teacher and the students
4. pair work (look at the pictures and then ask and answer in pairs)
5. show another picture: learn the new sentence: what can he do? what can she do? and their answers
6. exercises 2
7. lead in the sentence:
i can ….. i can’t…..
make a similar sentence.
8. look at the pictures and then try to say the sentence: she/he/they can…..
inspire interest in learning the new words.
using action help ss understand and remember these new words easily
procedures
contents
methods
purpose
3.post-task activities
review and exercises
1.exercise 3
2.exercise 4
3.exercise 5
4.exercise 6
to do some exercises and check the answer of them ,to text what and how they have learned in class.
assignment1. copy the words two times in english and one time in chinese.
2. choose two or four pictures of part c, and then make dialogues ,copy the dialogues on exercise book c
3. listen and then prepare part a of unit 3
board writing
unit 3 at a music lesson what can you do?
sing play the guitar
i can… swim play the violin
dance make a model plane
skate make a puppet
ski
teacher’s reflection
5a unit3 教案 來自第一范文網。
3A Unit 9 教案 篇4
一、課題： unit 8 b look and learn 第一課時
二、教學要求:
1、to understand and say the words :a zoo ,z cinema,a park ,a supermarket ,the great wall .by bike/bus /plane /car .
2、學會使用所學的詞語
三、教學重難點：
重點：聽懂會說交通工具和表示時間的詞。
難點：聽懂會說交通工具和表示時間的詞。
四、教學過程:
step 1. warm-up.
1. 問候 :hello,everyone!how are you?…
2. now ,let’s sing , together ok? (“hello ,how are you ?” , “hi, nancy.”)
3. free talk .good morning”“what’s your name?”“ look at my coat .” “ look, this is a pen .” etc.
step 2. presentation .
a game :快速閃動游戲。
t: what’s this ? s: this is a bed …
t: what’s this ? s: sorry ,i don’t know…
b learn : “ a park ,a zoo ,a cinema ,a supermarket ,the great wall .
1. t: boys and girls ,this is a park .(出示圖片)
2. read after the t: “a park”.
t: do you like to go to the park? s: yes .
3. check .
4. let’s sing it .(park,park,i like go to the park .i like go to the park)
5. look and say the other words .
the same method .
c play a game :look and guess :what am i saying ? (師不出聲,生根據口形猜單詞。)
d learn : by bike /car /bus /plane .
1. t: look at this picture ,what is this ?who can read it ?(bike ).
2. read after the t and check.“bike”、 “by bike ”( read and do )邊說邊做表示騎車的動作，幫助學生理解“by bike”。
3. look and say the other words . the same method .
4. check.
5. play a game : draw and guess (師畫出半個圖形，生猜老師畫是什么？)
step 3 consolidation.
1. listen to the tape and repeat .
2. play a game : 心靈感應。
3. workbook : b listen and draw page 25.
step 4 ending : sing “goodbye!”
板書設計:
unit 8 let’s go to the park.
圖1 a park 圖6 bike 圖2 a zoo
圖7 car 圖3 a cinema
圖8 bus 圖4 a supermaket 圖9 plane
圖5 the great wall .
zoo park cinema supermarket great wall by
car bus plane bike good but how
上課時間2005年10月14日 總第29課時
一、課題： unit 8 a learn to say. 第二課時
二、教學要求:
1. the ss can understand and say the communion parlance :let’s go to …but how? by ...
2.to encourage the ss to talk in english.
三、教學重難點：
重點：the ss can understand and say the communion parlance :let’s go to …but how? by ...
難點：to encourage the ss to talk in english.
四、教學過程 :
step1. warming-up
1.greating the ss : good morning /afternoon ,class?glad to see you !how are you ?
2.say a rhymeabcdefgoooo, have some tea .
3.free talk:
e.g t: hello ,how are you ? s: fine ,thank you ,and you ?
t: i’m fine ,too .let’s go to school ,ok?s:ok./all right.
4.review the words : zoo, park ,cinema, supermarket ,the great wall ,zoo , go to the zoo.
復習go to school ,go home ,go to bed ,get up及答語ok. all right .
step2 presentation :
1. play a game :look and guess.
e.g : look ,what’s this? this’s a zoo .
2. learn to say : let’s go to … ok/all right /good /great .
1)s1: miss yan ,this’s a park .
t: let’s go to the park ,ok?
s1: ok . t: let’s go to the park,all right?
s2: all right…. (using the body language )
2) read after the t. “let’s ….”
3)practice and check. t-s s-s work in pairs .
4)sing and dance (let’s go to …)
(t takes out the picture ,ss look ,sing and dance )
3.have a rest : play a game: “listen and do ”
e.g (t:show me your sweater .ss do it )
4.learn to say “but how? by ……”
t: let’s go to the zoo .s:ok.
s: miss yan ,let’s go to the park .
t: good /great ,but how ?by bike ,by car .by bus or by plane? (using the body language )
s: by bike .
1)read after the t but how?
2) practice and check. t-s s-s work in pairs .
3)sing and dance (let’s go to ,let’s go…great/good,but how ?but how? by …)
(the t takesout the picture ,the s look ,sing and dance )
5.have a rest .
sing “hi ,nancy.”
step3 consolidation .
1.listen to the tape and repeat .
2.look at the picture and act .
step4 .home work .
listen to the tape and repeat four times .
step5. ending: sing “good bye !”
板書設計 :
unit 8 let’s go to the park .
let’s go to圖片
ok / all right /good /great ,but how ?
by…… 圖片。
上課時間2005年10月17日 總第30課時
一、課題： unit 8 c d 第三課時
二、教學要求：
1、能聽懂會說let’s go to …by …”及其答句。
2、能熟練運用let’s go to …by …表達自己的意思。
三、教學重難點：
重點：能聽懂會說let’s go to …by …”及其答句。
難點：能熟練運用let’s go to …by …表達自己的意思
四、教學過程:
step1.問候 :
t: hello, boys and girls ,how are you ?ss: fine ,thank you ,and you ?
t: me ,too .
step2 revision .
1.play a game :look and guess (復習第八單元單詞)
2.let’s talk in english . hello /hi, good morning /afternoon .this is … what’s your name ? how are you ?…look at my … it’s nice.
3.ask and answer (t-s) let’s go to the park .ok,but how ? by bike …..
4.ss make a dialogue .
5.play a game: listen and do
step 3 pre sentation
1.t: boys and girls ,what’s this ? ss: this is a park .this is a bike .
t: let’s go to the park . ss: ok ,but how ?t: by bike .
2.貼圖游戲。let’s go to …by …
3.t shows the teaching picture and asks :
a. how many people in the picture? b. what’s this /that? c.what are they talking about?
4.ss discuss .
5.check and modify .
6.group works .
e.g picure1.
girl: let’s go to school by bike . boy : all right /ok /good/great .
7.action .
step4 have a rest .
sing “hello !how are you ?”
step 5.listen a match :( work book page 26)
step6 ending .
sing “goodbye !”
step 7 homework : listen to the tape and repeat .
板書設計：
unit 8 let’s go to the park.
let’s go to …by …
all right./ok./good./great.
教后記：
3A Unit 9 教案 篇5
一、課題： unit9 a learn to say. 第一課時
二、教學要求：
1、能聽懂、會說turn on /off … 及其應答語all right /ok等。
2 能聽懂、會說常見物品：a tap ,a light ,a tv, a walkman .
三、教學重難點：
重點：能聽懂、會說turn on /off … 及其應答語all right /ok等。
難點：能聽懂、會說常見物品：a tap ,a light ,a tv, a walkman .
四、教學過程：
step 1 . warm up
1.sing a song : how are you ?
2.free talk .(以前幾個單元學的內容來對話)
3.greeting.
step 2 presention and practice .
1.學習單詞： a light ,a tv , a walkman , a tap .
a.出示圖片或實物。師問： what’s this? 引出light , a tv, a walkman ,a tap .
b.教讀單詞并分小組唱出。
c.play a game.
心靈感應“讓學生猜猜老師心里想什么單詞？
2.教學句型：turn on the light .(please ) all right .turn off the light . ok .
a. 創設情境：oh ,look ,the light is shining ,it’s too waste ,, turn off the light ,please .
讓學生領會turn off the light即關燈的意思。然后操練turn on /off … 句型。 邊說邊做動作。
b. 教師強調，請求別人干某事要加“please ”并教讀。
c .練習turn on the tap .(walkman , tv)turn off the tap walkman .
d. play a game .教師請同學聽口令做動作，并引導學生說出all right /ok .等如果有的學生做錯了。就請到黑板前表演節目。
3.listen to the tape .
4.chant：
turn on the tv .turn on the tap .turn on the walkman .turn on the light .
you do the hockey-cokey and turn around . la,la ,la,la ,la ,la.
turn off the tv .turn off the tap .turn off the walkman .turn off the light .
you do the hockey-cokey and turn around . la,la,la,la,la,la.
5. read after the tape .
6.practise in pairs .
step 3 sing a song “good bye !”
板書設計：
unit 9 on and off
turn off light the tv please .
turn on walkman tap
all right /ok .
3A Unit 9 教案 篇6
一、教學目標
1、能正確地聽、說、讀、寫januaryfebruary …december表示12個月份的單詞。
2、能正確地聽、說、讀、寫whens your birthday? my birthdays in …
二、教學重點
能正確地聽、說、讀、寫表示12個月份的單詞。
三、教學難點
january february september november december 的聽、說、讀、寫
四、課前準備
1、教具準備
單詞、句型卡片、錄音機、磁帶
2、板書準備：預先寫好 unit 2 bensbirthday
五、教學過程
step 1free talk(約3分鐘)
t:how are you?
s:fine, thank you.
t:please look out of the window.whatsthe weather like today?(用肢體語言表示“請看窗外”，中文翻譯：今天天氣怎樣？)you answer me in chinese.
【設計意圖：我的學生基礎不夠好，對please look out of the window.whatsthe weather like today?不理解，所以運用肢體語言外加中文翻譯，目的是幫助學生實現清晰的理解，消除緊張感。允許學生用中文回答，可以明顯看出學生既感覺簡單，又感覺新奇：英語課也可以說漢語。此舉，提高了學生的積極性，為下面英語課的順利進行服務。】
s: …
t: 板書：sunny
t:what day is it today?
t:what date is it today?(隨即教讀數遍date)
【設計意圖：sunny 為6b 的單詞，本節課出現，為的是“早滲透”，降低6b 學習時的難度，在以后的英語課堂上，繼續滲透表示天氣的單詞，為學生以后的英語學習服務。】
step 2 presentation and practice
1、引導學生學習januaryfebruary …december（約15分鐘）
a.課件出示一本日歷：whats this? its a calendar.簡單教讀calendar.
b.the calendar can tell us the date.learn：date(日期)讀韻律詞：calendar, calendar, tell me the date.
c.翻開日歷直接問：what month is this? \which is the first month of a year? learn:january
d.which month comes after january?learn:february
e. 同法引導學生學習其他10個表示月份的單詞。
f.read after the tape two times
g. 操練詞匯（約15分鐘）
a.play a game: what’s missing?
b. listen and guess（課件出示）
ⅰ)in this month, we’ll start our new term.teacher’s day is in this month,too. what month is it?(september )
ⅱ)christmas is in this month.what month is it?(december)
ⅲ)children’s day is in this month.what month is it?(june)
ⅳ)our country’s (國家的) birthday(生日) is in this month. what month is it?(october)
【設計意圖：既訓練了學生的聽力，又鞏固了本課所學單詞。正確說出答案的學生可以得到一顆星星，刺激了學生學習的積極性，活躍了課堂氣氛。總之，這一游戲的設計與實施，為學生鞏固單詞服務，為激發與保持學生學習英語的積極性服務。】
c.learn:birthday ask:my birthday is in? do you know? guess.引出 a:when’s your birthday?b: my birthday’s in …learn :when
【設計意圖：創設了信息差，激活學生的思維，使學生的交際行為不停留在假交際層面上，課堂教學效果也因此更好。】
d.work in pairsa:when’s your birthday?b:my birthday’s in …
step 3do a survey(約5分鐘)
use the dialogue:a:when’s your birthday?
b:my birthday’s in…
namebirthday
【評析：學英語的最終目的是用來交際，understand each other，運用所學對話去進行調查，完成任務，體現了任務型教學的原則。此項設計旨在為學生鞏固、運用本課所學單詞、句型服務。】
step 4 homework
1、跟磁帶讀單詞5遍。
2、抄寫單詞3+1遍。
3、預習b部分的序數詞。
六、板書設計
unit 2 ben’s birthday
calendar january july
sunny datefebruary august
monday birthday march september
the 16th of septemberwhen april october
may november
june december
a: when’s your birthday?
b: my birthday’s in…
七、教后小記
本節課的容量相當大，由于教學設計較為科學合理，基本收到了預期的效果。
一、 活動內容與教學內容緊密相關，為教學目標服務
科學、有效的活動設計都應將教學內容融于教學活動中，使每個活動都具有明確的目的性，從而幫助學生學習語言知識、掌握語言技能和提高語言運用能力。如：what’s missing?游戲的設計旨在幫助學生認讀單詞、記憶單詞，拼讀正確的學生還可以得到一顆星星作為獎勵，有效激發、保持了學生學習英語的興趣與積極性。
二、 在活動中注重創設信息差，將活動由“假交際”變為“準交際”
交際性語言實踐活動應具有以下四個基本特征：①具有信息差，即參與交際的雙方存在需要交流的未知信息；②具有語言運用的情景，即學生不是死記硬背；③具有得體性，即所用語言符合談話人的身份、地位和談話場合；④具有即席性，即不是以背誦代替講話。本課中，教師讓學生猜自己的生日在哪個月，創設了一個信息差，激起了學生想了解老師的欲望，學生經過思考，用英文進行猜測，師生之間的問答活動就成了有意義的互動，不是為說而說，不是假交際。
3A Unit 9 教案 篇7
主 題：let’s go to the park 第二課時
教材分析：本單元主要圍繞交通工具和地點類單詞，讓學生學會如何表達“去某處”和“如何去某處”，要求學生能在顯示生活中較自如的運用let’s go to…表達自己的意愿。
教學目標：
1. 認知目標：
（1）能聽懂、會說let’s go to the park (zoo, cinema, supermarket) 以及回答：
ok, let’s go./ great./ good./ all right.
（2）能熟練地運用let’s go to …by…表達自己的意愿
（3）能聽懂，會說交通工具類單詞bike ,bus, car, plane
（4）學會表達“去某處”和“如何去某處”，以及如何對別人的建議進行回答。
2.能力目標：
(1) 通過模仿、唱、游、角色扮演等活動，學生能夠在教師創設的“let’s go to the park”情境中運用所學的語言知識。
(2) 在特定的語境中自然地邀請朋友一起去游玩。
3.情感目標：通過語言的交際活動，使學生產生用英語交流的就積極情感。
4.教學過程：
（一） free talk and greetings
(1) t: good moring,boys and girls!
s:good morning ,miss ji
t: hello,,how are you?
s1: i’m fine ,thank you !and you?
t:not bad ,thank you
(2) sing a song“hello, how are you!” (邊唱邊作動作，調動學生學習情緒)
（二）revision
t: hello,,let’s go to the park.
s1: ok/all right/good,let’s go.
t: (復習park,出示圖片)
t: do you like tiger/zebra/monkey…?(運用手勢動作適當翻譯，讓學生明白其意思，并引導其用yes回答)
ss: yes!
t: let’s go to the zoo
ss: good,let’s go/ok/all right.
practise:學生復習單詞句型。
（二） presentation
（1） t: (出示圖片cinema,讓學生問
s1：let’s go to the cinema!
t: good ,let’ s go . but how?(引出新句型)
（在黑板上貼上交通工具，并有一個大大的問號）
t: ( 示范)by bike!(通過手勢和動作幫助學生理解)
板書bike，學習bike ，開火車方式朗讀單詞
practise:師生示范
work in pair
學習兒歌： cinema cinema
let’s go to the cinema
but how but how
let’s go by bike
a. 教學句型：let’s go to the supermarket. good, let’s go. / but how? by…
/ let’s go to… by…
b. pair work./ group work.
（2） 創造性運用（要點：注意培養學生綜合運用語言的能力）
師：春天來了，同學們你們最想干什么？
生：春游。
師：那你最想到哪里去玩呢？
生：紅梅公園，中華恐龍園……
師：那下面就請同學們邀請你的好朋友、你的家人一起去常州的一些有趣的地方去感受春的魅力。
（教師提供一些旅游場所的英文注解如：hongmei park, red star cinema, china dinosaurs park, times supermarket，the people’s park, lanling park，dongpo park。
也可讓學生討論：（1）用什么方式去最快（2）用什么方式去最省錢（3）最喜歡和誰一起去（4）怎樣鼓動別人和你一起去（5）幾點去在哪里見面等）
（四）評價任務
學生各自表演自己的對話后，由學生小組投票評選出“最佳表演組”。教師予以物質表揚（常州旅游地圖一幅）。
“任務型”教學模式的效果與分析
經過教學實踐，筆者體會到，運用上面的“任務型”教學模式進行教學，學生在明確的任務目標的驅動下，主動參與課堂實踐，真正實現了以話題為核心，以任務為主線，任務以活動為載體，活動以學生為中心。學生有了“做”的機會，有了自主學習的空間，有利于培養學生自主學習的能力，從而使學生形成有效的學習策略。在教學中，教師的價值在于組織學生開展適時的活動，及時提供并調整學生學習運用交流過程中的問題，通過結合教學目標設計有意義的情景任務活動，引起學生的共鳴，促進學生積極主動地投入英語學習。如上述例子從設計如何說去公園地任務入手，不但讓學生有明確的任務目標，而且引起學生的好奇心和積極參與的欲望；然后在課件創設的逼真的情景中學生感知語言（let’s go to the park.）教學過程中再通過創設去動物園、電影院、超市的任務情景，讓學生習得這個對話。在執行任務的過程中，待時機成熟時創設假期春游的真實活動場景，使學生學之能用，學之即用。這樣既培養了學生在逼真的情景中自編對話、相互交際的能力，又培養了學生的協作精神，充分發揮了個人的作用。
3A Unit 9 教案 篇8
step1. warming up
free talk
t: good morning, … how are you?
s:fine, thank you. and you?
t: not bad, thank you. look at my new coat.
s: it’s pretty.
t: hello,… this is …
s: nice to meet you.
s: nice to meet you, too.
t: look at his jacket.
s: oh, how nice
t: look, this is my new sweater.
s: it’s nice.
t: thank you.
t: look, that’s her blouse.
s: it’s pretty.
step2. presentation
1）teach “let’s go to the park.. all right. let’s go.”
sing the “colour song”.
teach “let’s…讓我們。。。”(ppt) read together, group by group, two by two, one by one.
show the word card of “a park”(ppt), teach “park”. read in the same way.
show a beautiful park and “go to the park” (ppt)
t: look, how beautiful, how nice! let’s go to the park.
teach “the”, “the park”, explain the difference between “a park” and “the park” in chinese.
read “go to the park” and “let’s go to the park.”
t: who can say “let’s go to the park”,try!
s1: let’s go to the park.
s2: let’s go to the park
s3: let’s go to the park.
t: all right.
s4: let’s go to the park.
t: all right.
s5: let’s go to the park.
t: all right. let’s go.
teach “let’s go.”
t: let’s go to the park.
s6: all right. let’s go.
t: like this, practice in pairs.
2）teach “cinema”, “ok. let’s go.”
show the word card of “a cinema”(ppt). teach and read “cinema” in the same way.
show the picture of jingmen cinema and “the cinema”. read “the cinema”.
t: let’s go to the cinema.
ss: all right. let’s go.
sing the song “cinema”, using the rhythem of “goodbye”.
cinema, cinema, it’s half past nine.
let’s go to the cinema,cinema,cinema,cinema,cinema.
t: ask me to go to the cinema. try!
s1: let’s go to the cinema.
t: all right. let’s go.
s2: let’s go to the cinema.
t: ok. let’s go.
teach “ok. let’s go.”
t: let’s go to the cinema.
ss: ok. let’s go.
t: boys, let’s go to the cinema.
sb: ok. let’s go.
t: girls, let’s go to the cinema.
sg: ok. let’s go.
t: let’s go to the cinema.
s2: ok. let’s go.
t: ask your deskmate.
s2: let’s go to the cinema.
s3: ok. let’s go.
……
3) teach “zoo”, “great. let’s go.”
t: listen carefully please.
show the sound of birds. then show two birds, an elephant, a pandar, a monkey and some zebras.
t: what’s this?
ss: 動物園/zoo.
t: yes, it’s a zoo.
teach the word “zoo”, read “a zoo”, “the zoo”.
t: let’s go to the zoo.
ss: all right/ok. let’s go.
t: ask me to go to the zoo.
s1: let’s go to the zoo.
t: ok. let’s go.
s2: let’s go to the zoo.
t: great. let’s go.
s3: let’s go to the zoo.
t: great. let’s go.
teach “great.” , read it in the same way.
t: let’s go to the zoo.
ss: great. let’s go.
t: boys, let’s go to the zoo.
sb: great. let’s go.
t: girls, let’s go to the zoo.
sg: great. let’s go.
t: let’s go to the zoo.
s4: great. let’s go.
t: ask your deskmate.
s4: let’s go to the zoo.
s5: great. let’s go.
……
4) say a chant
park, park 是公園。
zoo, zoo 動物園。
cinema, cinema 電影院。
5）teach “supermarket” and “good. let’s go.”
show the word card of “a supermarket”(ppt).
t: next, let’s go to the supermarket.
teach the word “supermarket”. first, read “market”, then “super”, “supermarket” and “the supermarket”.
t: let’s go to the supermarket. show the sentence on the screen.
t: ask miss sun to go to the supermarket.
s1: let’s go to the supermarket.
t: great. let’s go.
s2: let’s go to the supermarket.
t: great. let’s go.
s3: let’s go to the supermarket.
t: good. let’s go.
teach “good. let’s go.”
t: let’s go to the supermarket.
ss: good. let’s go.
t: boys let’s go to the supermarket.
sb: good. let’s go.
t: girls let’s go to the supermarket.
sg: good. let’s go.
t: let’s go to the supermarket.
s4: good. let’s go.
t: ask your deskmate.
s4: let’s go to the supermarket.
s5: good. let’s go.
……
6) teach “the great wall”
show the word card of “the great wall”
teach “the great wall”
show the sentence model: let’s go to the …
all right./ok./great./good. let’s go.
t: ask your deskmate to go to the great wall.
s1: let's go to the great wall.
s2: all right. let’s go.
t: good. answer in different ways, you can get a star.
……
step3 practice and consolidation
1)play a missing game
2)say a chant
park, park, let’s go to the park.
cinema, cinema, let’s go to the ciname.
zoo, zoo, let’s go to the zoo.
supermarket, supermarket, let’s go to the supermarket.
great wall, great wall, let’s go to the great wall.
3)轉盤游戲
step 4 homework
read the learned words and dialogue after the tape 10 times.
3A Unit 9 教案 篇9
一、教學內容
《義務教育課程標準實驗教科書 牛津小學英語》6a第四單元第四教時（do a survey）。
二、教學目標：
（1）通過調查表格進行句型及日常用語的復習。
三、教學重點
（1）能正確地掌握日期英語表達方法。
（2）能就生日開展正確的問答。
四、教學難點
（1）引導學生正確掌握日期英語表達方法。
五、課前準備
（1）教具準備
調查表 圖片 胸卡 多媒體課件 投影儀 練習紙
（2）板書準備：預先寫好課題unit 4 review and check
六、教學過程：
step 1 free talk (ask and answer) (約4分鐘)
t: what day is it today?
s: it’s …
t: what date is it today?
s: it’s …
t: what does this /that sign mean?
s: ….
t: what would you like as a birthday present?
s: i’d like ….
step 2 practice(約26分鐘)
1、多媒體出示多個節日，如教師節，兒童節，國慶節，中秋節等，進行師生問答，以此來復習鞏固他們對月份及日期的英文表達方法，并拓寬學生思路。(約6分鐘)
例 t: what festival is it?
s: it’s teachers’ day.
t: when’s teachers’ day?
s: it’s on the tenth of september. 或 s: it’s in …. （只知道月份的節日)
以同樣的方法對其余常見的節日進行問答。
2、在此基礎上，將話題逐步引入birthday,通過信息交流，激發學生語言表達的欲望和參與活動的熱情。(約5分鐘)
t: pardon, what date is it today?
s: it’s ….
t: oh, my birthday is coming. my birthday is in …. it’s on the …of ….
whose birthday is in this month? you can stand up and tell me.
good! one, two,….
（接著可逐個與站起來的學生進行問答）
t: when’s your birthday?
do you usually have a birthday party?
what would you like as a birthday present?
3、小記者采訪活動(約5分鐘)
安排學生運用when’s your birthday? 進行采訪，并進行記錄。要求課后制作同學生日表，今后每逢某個同學過生日的那一天，全班同學應該向他/她表示祝賀，并唱happy birthday歌。
4、do a survey(約10分鐘)
（1）divide the students into four groups, and each group has a survey paper.
（2）小組間互相問答“when’s your birthday? it’s on ….”,由組長記錄問答結果。
（3）每組將調查記錄交給老師，并用投影儀顯示調查結果。
t: how many students have their birthdays in january/ february/ march…?
s: ….
（4）教師將四組調查表合并在一起，再進行問答：
t: how many students have their birthdays in january/ february/ march…?
s: ….
step 3 do some exercises(約10分鐘)
1、根據上下文，完成下列句子
（1）----is your birthday in may?
----no, _____ birthday is ________ in may.
（2）yesterday _______ my birthday. i got a lot of _________ from my friends.
（3）----______ is ben’s birthday?
---- his birthday is _____ july. it’s _____ the 18th _____ july .
2、根據要求寫句子
（1） please do it like that.（改否定句）
please _____ ______ it like that.
（2） it’s the 18th of april today.（對劃線部分提問）
______ the ______ today?
（3） today is wednesday. （對劃線部分提問）
what ______ is it ______?
（4） i was born on the fifth of august.（改同義句）
______ ______ ______ on the fifth of august.
step 4 homework
1、 用英語了解家人的生日，以表格形式記錄下來，并在家人生日時送上良好的祝愿。
2、 聽寫句型when’s your birthday? my birthday’s on …
3A Unit 9 教案 篇10
（1）[設計理念]
面向全體學生，圍繞素質教育，把語言訓練融入于各種情景及活動之中，營造輕松愉快的教學氛圍，培養學生熱愛學習，團結協作，學會和諧相處與相互欣賞的精神，使學生學會主動學習，增強自信心和成就感。我將本節課設計為第二課時，學生在第一課時初步掌握了八種服裝類單詞的基礎上，來進行日常的交談，來欣賞贊美別人的衣服！
（2） [教學過程]
step 1 free talk
1. sing a song :《hello! how are you?》
2. free talk: hi/hello/how are you?/nice to meet you!/good morning!
教師面帶微笑的走到學生們面前，邊與學生握手邊問候。
3.show a toy cat.
the teacher introduces the toy cat to the students.
t: hello, boys and girls, this is kitty, now i’m kitty.
nice to meet you, boys and girls.
ss: nice to meet you, kitty.
t: who want to be kitty? let’s make a dialogue.
t: look, what’s this? .
sk: it’s a ….(課件中出現前面學過的服裝和文具類圖片)
t: what colour is it?
sk: it’s….
t: yes, it’s smart/pretty/nice.
[設計思路：一個簡單的微笑、問候，讓師生成為了最親密的朋友。在這種寬松的氛圍中，每個學生都勇于說英語，增強了自信。而且，此對話可反復操練多遍，使學生逐步感知贊美的句子。]
step2 presentation
1. teach: look at my…. it’s nice.
a.在free talk操練熟練的情況下，課件中出現教師的一張穿著新襯衫的照片:
t: look, what’s this? ss: it’s a blouse.
t：look at my new blouse. it’s pretty. yes or no?
ss: yes.
t:(point to my jacket) look at my jacket. it’s nice.
b. (point to own jacket)
read after t: look at my jacket. it’s pretty/nice.
t: who wants to show your clothes? s-t work in pairs:
s1:look at my jacket. t: it’s nice.
s2:look at my sweater. t: it’s nice.
s3:look at my skirt. t: it’s pretty.
2. teach: look at his/her…. it’s smart/pretty.
a.出現了liu tao穿了一件漂亮的 shirt，教師指著shirt
t: look, what's this? it's very smart.
ss: it’s a shirt.
t: look at his shirt.
ss: it’s nice.
b.出現了yang ling穿了一件漂亮的 jacket，教師指著jacket
t: look, what's this? it's very pretty.
ss: it’s a jacket.
t: look at her jacket.
ss: it’s pretty.
c. read after t: look at his shirt. it’s smart.
look at her jacket. it’s pretty.
t:(point at a boy’s/girl’s clothes)
look at his /her….
ss: it’s smart/pretty.
ss practice in pairs.
3.teach: look, this is/that’s…. how nice!
a. t:(point at a girl’s jacket) look, this is her jacket.
ss: it’s nice.
t: can you try to show your clothes?
ss: look, this is my ….
t: it’s nice!
出現了liu tao叫helen看yang ling的jacket，教師指著jacket:
read after me: look, this is her jacket. it’s nice.
ss practice in pairs
b. t:(手指遠處一學生桌上教師的毛衣) oh! look, that’s my sweater.
how nice! yes or no?
ss: yes! how nice!
read after me: look, that’s my sweater. how nice!
s1 points at the clothes. s2 praises that clothes.
s1: look, that’s his jacket.
s2: how nice! ……
[設計思路：語言學習的目的是運用于真實的生活中。英語學習也不例外，目的要培養學生交際的能力。在課堂上，教師為學生設計較為真實的語言環境，激發他們使用英語交流的欲望，并鼓勵他們養成在日常生活中使用英語的習慣。]
step3 consolidation.
1. say a rhyme:
this is a shirt. this is a shirt. look at his shirt.
that's a blouse. that's a blouse. look at my blouse.
this is a jacket. this is a jacket. look at her jacket.
that's a sweater. that's a sweater. look at my sweater.
oh！how nice！
2.listen to the tape and read after it. then ss read the text together .（出示課文）
a. 跟讀課文
b. 齊讀課文
c. 分角色表演, 小組競賽
[設計思路：對于學習英語起始年級的學生來講，成就感能夠培養其在學習中的自信心。通過小組競賽的游戲，既能培養學生的團結合作精神，增強學生的競爭意識，激發學生的學習熱情，同時也能夠令勝利者獲得成就感，從而更加熱愛學習，相互學習。]
3.play a game: fashion show 時裝秀
讓學生在課前搜集一些日常生活中的廢舊物品（如報紙等），讓他們幾人一小組，進行手工制作，通過自己靈巧的小手，充分發揮自己的想象，設計出美麗大方、款式各異的服裝，然后將其展示給大家。
t—s1示范
t: hello, boys and girls. look at my coat!
ss: how nice!
s1: look, this is my…. that’s my….
t: how beautiful! how nice!
… …
4.sing a song 《colour song》
[設計意圖：小學生好奇、好樂、好勝、好玩，對游戲、比賽、小詩情有獨鐘，在這個環節中我設計了fashion show這個游戲，不僅符合學生年齡特征，使他們全身動起來，更能促進學生迎接挑戰，勇于競爭的良好心理素質的形成。]
step4 homework
要求學生到生活中去說衣物類單詞，回家后用今天學的句型向爸爸媽媽朋友介紹自己設計的衣服，也可以在爸爸媽媽的幫助下設計制作更加漂亮的衣服。可以在自己的或家人的衣櫥里為衣物掛上卡片。讓我們感受到在生活中英語無處不在，從而更好地學習英語，常用英語。
（3）[教學反思]
本課的對話為學生提供了一個展示服裝的情景。通過幾個人物的對話，讓學生掌握look at … 、 look ，this is…和 look ，that’s… 的句型，并學會簡單的贊美別人的回答。在教學過程中，我采取了多樣化的教學方法，促使學生聽覺、視覺、動覺共同參與，學生們充滿了學習的熱情。開頭的歌曲熱身活躍了課堂氣氛，營造了輕松自如、快樂活潑的學習氛圍，最后以游戲的形式鞏固拓展，不但吸引了學生的注意力，還讓學生真正體驗到學習的快樂，促使學生樂學、好學。
3A Unit 9 教案 篇11
一、teaching aim:
1. words: a pen , a book , a rubber , a pencil , a pencil box , a ruler , a ball pen , a pencil sharpener 及復數形式。
2. sentences: 1) how are you? fine, thankyou. / not bad, thank you.
2) how are you? fine, thank you. and you? i’m fine, too.
3) how are you? not so good. i’m sorry.
3. sing a song: hello! how are you?
二、difficult and important teaching points :
1. words: a pen , a book , a rubber , a pencil , a pencil box , a ruler , a ball pen , a pencil sharpener 及復數形式。
2. sentences:1) how are you ? fine, thankyou. / not bad, thank you.
2) how are you? fine, thank you. and you? i’m fine, too.
3) how are you? not so good. i’m sorry.
三、teaching aids:
1. tape recorder
2. cards with sentences, pictures of the school things
3. dolls
四、teaching times:
three lessons
五、teaching process:
lesson 1
step 1. listen to the tape "hello! how are you?"
導入：how are you?
teach: “how are you?”
practise: 1) train practise
2) boys read, girls read.
step 2. s-t: s1: how are you?
t:(card:我很好; bodylanguage) fine, thank you .
s2, n -t asks and answers
teach “fine, thank you.”
practise: 1) pair work t-s （教師糾正發音）s-s
2) listen to the tape, ss read after the tape
step 3. (教師模仿對話）
doll1: how are you? doll2: fine, thank you. and you?
doll1: i’m fine, too.
(repeat it)
teach this dialouge.
pratise : 1) pair work t-s （教師糾正發音）s-s
2) listen to the tape, ss read after the tape
step 4. teach the words.
1. t: today, let's meet some new friends. they’re five brothers. now let's have a look at no.2 pen.今天，讓我們認識五位新朋友，他們是兄弟哦。現在我們來看一看老二 pen .
then teach “pen”
practise: 1) train practise
2) a pen, a pen, this is a pen.
2. the same way to teach " ball pen (老大)" , " pencil（老三）" , "pencil box（老四） " , "pencil sharpener（老五）"
3. play games.
1. what’s missing? 1) quick respond
2) what’s missing?
2. touch and guess.
step 5 .教學復數形式
教師左手拿一枝鋼筆，說a pen , 右手拿一枝鋼筆，說a pen , 把兩枝鋼筆和起來說pens.繼續拿一枝鋼筆說a pen , 再三枝合起來說 pens 。 依次類推，引出復數的概念。
要注意 pencil boxes 的讀音 。es讀/iz/
lesson 2
step 1: free talk
t: hello! good morning.
ss: hello! good morning.
t: hello, how are you?
s1: fine, thank you. and you?
t: i’m fine, too.
step 2: exchange
s1: hello, miss deng. how are you?
t: fine, thank you. and you?
s1: i’m fine, too.
s2: hello, miss deng. how are you?
t: not bad, thank you. ( 教師做表情， 和fine , thank you 的表情相似）
如此幾遍以后，教學notbad , thank you .
practise: 1) train practise.
2) pair work and act.
3)listen to the tape , read after it and act .
step 3: 事先安排一學生與教師對話
1. s1: how are you?
t: not so good. ( 做生病的狀態， 可咳嗽，打噴嚏 ， 捂肚子……）
2. t: how are you?
s1: not so good. (也做生病的狀態）
teach “not so good.”
practise: 1) train practise.
2) pair work and act.
在s-s 的pair work 中， 教師在旁引出"i'm sorry . " 并手拿哭臉卡片。
teach “i’m sorry “.
t-s: t: how are you?
s1: not so good.
t: i’m sorry.
學生以這樣的形式操練此句型。并聽錄音跟讀。
step 4:
1. review the words that wehave learned.
we can play a game: quick respond.
2. 用實物呈現單詞
t: what's this? it’s a ruler.
同法教學rubber , book 及其復數。
注意： books/buks/
3. play a game: guess
呈現某件東西的一小部分讓學生猜是什么。
4.do fun house : 第一部分中的a,b,c,d.
）認識圖中的物品。
2）聽錄音。
3）師生分析答案。
unit 5 第三課時
step 1 free talk
t: good morning. s: good morning.
t: good afternoon.s: good afternoon.
t: get up, . s: all right.
t: how are you?s: fine, thank you. and you?
t: i’m fine, too.
t: go to bed now, . s: ok. good night.
step 2 1) listen to the song.
2) sing the song.
step 3 take out the picture, think (guess) what they are saying? 以第二幅圖為
例，教師分析，學生來說。學生表演：
s: go to school, mike.
s: all right. bye, dad.
教師對學生的表演予以評價，學生再次表演。四人一組練習，評一評哪位是表演天才。
step 4 fun house (e f g h)
1.look at the picture.
2.talk (students).
3.listen to the tape.
4.check it out.
step 5 workbook
1.look at the picture.
2.listen to the tape, and number it. ( 在這個過程中重復內容 )
3.check it out.
step 6 review the word.
1.認識書中東西。
2.listen to the tape.
3.check it out.
step 7 play a game.
guess and say: 教師先示范，將文具放在文具盒里面，學生在教師配合下完成這個游戲，注意這里單詞需升調，安排學生利用自己的文具同桌操練。
3A Unit 9 教案 篇12
一、教學目標:
1 會聽說讀水果單詞apples, oranges, pears, bananas, peaches, mangoes, pineapples, watermelons并能分清水果單詞的單復數的讀音及運用。
2 能聽懂會說 i can see….
3 能聽懂并有韻律地誦讀歌謠they are all very good.
二、教學重點：
1 會聽說讀水果單詞apples, oranges, pears, bananas, peaches, mangoes, pineapples, watermelons并能分清水果單詞的單復數的讀音及運用。
2 能聽懂會說 i can see….
三、教學難點：
1 會聽說讀水果單詞apples, oranges, pears, bananas, peaches, mangoes, pineapples, watermelons 并能分清水果單詞的單復數的讀音及運用。
3 能聽懂并有韻律地誦讀歌謠they are all very good.
四、教學過程：
step 1 revision
1 letters:
復習發音含有/1/的9個字母，學生讀這9個字母時要求聲音響亮。
2 revise the numbers 1-10.
用手勢來給小朋友們練習。
3 sing a song.
‘indian boys ‘
step 2 presentation
a 呈現單數
1 用 “how many…”句型，并利用猜的游戲來引出所授內容-----one apple ----an apple.
2 用“摸一摸”的游戲來呈現 an orange.
3 用“聞一聞”的游戲來呈現 a pear, a banana
4 用圖片直接出示來呈現 a mango. 并可引出句子”i can see a…”
5 用嘗一嘗的游戲來呈現a watermelon，a pineapple
利用magic ear游戲來鞏固單詞。利用實物鞏固i can see a ….
(單詞和句型板書)
b 呈現復數
1 利用圖片來呈現i can see some watermelons. 黑板上呈現watermelons.
2 用同樣方式來呈現mangoes, pineapples并練習句型。
3 用“猜一猜”的游戲來引出apples, oranges, pears, bananas, peaches.
4 猜出后可操練句型。
5 利用搶圖片游戲來鞏固復數
c 句型練習
出示水果總圖，讓學生說說練習句型。
d say a rhyme
1 拿出水果教big and small.---- big fruit and small fruit. they are all very good.
2 寫出pears, bananas, and pineapples , oranges, peaches apples.
3 操練整個rhyme。
3a unit 3 教案 來自第一范文網。
3A Unit 9 教案 篇13
unit 7 （第一課時）
一、教學內容
b look, read and learn & c look and say
二、教學目標
1、能正確地聽、說、讀、寫單詞 hers, his, mine, ours, yours, theirs.
2、能正確地聽、說、讀單詞及詞組 a calculator, a comb, a hairdryer, a mirror, a wallet, a skateboard, a watch, a teapot.
3、能正確地聽、說、讀、寫句型whose…is it/are they? it’s/ they’re mine /his/hers/ours.
4、能根據圖片提供的情景，正確地用名詞性物主代詞進行描述，并能在實際情境中運用。
三、教學重點
1、能正確地聽、說、讀、寫單詞hers, his, mine, ours, yours, theirs.
2、能正確地聽、說、讀、寫句型whose…is it/are they?it’s/they’re mine /his/hers/ours.
四、教學難點
1、能正確地聽、說、讀、寫單詞 hers, his, mine, ours, yours, theirs .
2、能正確地聽、說、讀、寫句型whose…is it/are they? it’s/ they’re mine /his/hers/ours.
3、能根據圖片提供的情景，用名詞性物主代詞進行正確描述，并能在實際情境中運用。
五、教學準備
1、教具準備
1）關于本課中出現的手表、茶壺、計算器等實物。
2）一張用于放置物品的桌子。
3）物主代詞表（形容詞性/名詞性）
4）關于本課時的多媒體課件。
5）錄音機和磁帶。
2、板書準備：寫好課題和日期。
六、教學過程
step 1 free talk/ revision
從學生熟悉的物品和關于形容詞性物主代詞的對話入手，引出新課。
t: hello, mary. what’s that on the desk?
s: it’s a ruler.
t: whose ruler is it?
s: it’s tom’s.
t: it’s his ruler. oh, i see.
（學生用所學過的知識練習上述句型，展開對話）
step 2 presentation and pratice
1、詞匯教學
（1）將學生所帶的手表、皮夾、計算器、滑板、梳子、鏡子、電吹風等物品放在一張空桌子上
t: hello, boys and girls. let’s suppose your birthday is coming soon, or your parents’, friends’ birthdays are coming soon. which present do you want best? let’s choose and say “i want… ”.
s1:(上臺選擇物品)my father’s birthday is on … it’s coming soon. i want a teapot, because my father likes drinking tea.
教師呈現teapot并帶讀生詞，學生學習單詞。
s2: look, it’s a calculator. i like it. it can help me with my maths.
教師呈現calculator 并帶讀生詞，學生學習單詞。
s3: oh, it’s a beautiful mirror. i like it. i’ll give it to my mum.
同法教授其它單詞，提醒學生注意單詞中元音的發音和名詞復數形式的讀音，為下面的句型教學作好準備。
（2）“b look, read and learn” 學生聽錄音，模仿跟讀單詞。
2、句型教學
（教師接著上面的話題）
t: look at these presents. they’re all from our classmates. let’s guess “whose present(s) is it/are they?”
學生進行猜物主的游戲 , 教師示范
t: whose calculator is it?
s: it’s tom’s.
t: oh, it’s his.
教師逐一呈現名詞性物主代詞mine, yours, his, hers, ours, theirs
學生學習名詞性物主代詞并操練此句型。
(教師示范)
t: whose combs are they?
s: they’re helen’s and mary’s.
t: oh, they’re theirs.
學生操練上述句型并鞏固名詞性物主代詞。
3、summary(多媒體呈現)
呈現物主代詞表（形容詞性/名詞性），闡述它們的區別
this is my book. this book is mine.
學生進行口頭造句：
that is her pencil. that pencil is hers.
step 3 look and say
多媒體呈現part c，學生小組討論并交流
step 4 consolidation
學生自編對話并表演，例如：
a: hello, what’s that on the desk?
b: it’s a calculator.
a: is it yours?
b: no, it’s not mine. it’s my classmate mary’s. it’s hers.
a: how nice!
b: yes, it’s a birthday present from her dad.
a: oh, i see.
七、 作業設計
1、朗讀并抄寫b、c部分單詞和句型。
2、抄寫物主代詞表（形容詞性/名詞性）。
3、默寫本課要求四會的單詞和句型。
4、圍繞本課所學的名詞性物主代詞，以本課最后一個環節為例，小組自編對話（書面形式），并于下節課表演。
八、 板書設計
unit 7at christmas (b&c)
課
件
a: whose …is it/are they?
b: it’s /they’re mine.
mine yours his hers
ours yours theirs
九、 教后記
本單元的主要話題是“談論物品的歸屬”。名詞性物主代詞可使語言表達更加簡練。教師在教學過程中可適當地用簡明扼要的語言講明兩種物主代詞的區別，創設生動活潑的情景，引導學生結合生活實際記憶和鞏固，并在一定的情景下正確使用名詞性物主代詞。
6a unit7(第一課時)教案 來自第一范文網。