三年级下册英语第1-12单元

2023年12月25日发(作者：软件工程论文)

Unit 1 My school bag

教学目标：

1、能听懂、会说文具玩具类单词a school bag, a crayon, a tape,

a knife. a storybook, a copybook, a stapler, a toy train .

2、能听懂、会说日常交际用语What’s this/ that in/on…? What’s

this/ that in English? It’s… 并获得运用语言进行交际的能力，要求读音正确，语调自然。

3、能使用礼貌用语 Excu me.

4、能正确理解、运用介词 in, on。

教学重难点：

1、能听懂、会说文具玩具类单词a school bag, a crayon, a tape,

a knife. a storybook, a copybook, a stapler, a toy train .

2、能听懂、会说日常交际用语What’s this/ that in/on…? What’s

this/ that in English? It’s… 并获得运用语言进行交际的能力，要求读音正确，语调自然。

3、能正确理解、运用介词 in, on。

教学准备：

1、关于文具玩具类照片、图片。

2、关于本课时的多媒体课件。

3、板书准备：写好课题和日期。

教学课时：

3课时

教学过程：

第一课时

Step 1 Free talk/ Revision

1.师生用Good morning/afternoon. How are you?互相问候。

2.开火车问答：

A：Excu me, what's this in English?

B: It's a ...

Step 2 Prentation and practice

1、 出示本课文具玩具类图片，同桌对话练习：

A: Excu me, what's this in English?

B: It's a ...

A: Thank you./ Oh, I e.

2、 讲台上放一只书包

T: What's that on the desk? 出示词组on, on the desk并领

1

读。

Make some phras.

T: What's in the school bag?

S: It’s a storybook.

in, in the school bag 并领读

Make some phras.

T: What el are there in the school bag? Guess!

T ：操练新单词 a copybook, a stapler, a toy train

3、 T：（指一位学生的铅笔盒）

What's that in your pencil-box?

T: What's that on the desk?

T: Can you ask me?

4、 T： Come here, xxx, what's that on the desk?

S: It’s a……

T: Thank you.

出示 come here并领读

5、 Show the toys, ask and answer.

Step 3 Learn to say

1 Listen to the tape.

2 Read and repeat the text.

3 Act it.

Step 4 Consolidation

Play a guessing game: What’s in my school bag?

Sa: It'

作业设计

1、操练新句型。

2、熟读新单词。

3、跟磁带熟读课文并背诵。

板书设计

Unit 1 A school bag(A)

A: What’s this/ that in/on…?

B: It’s…

第二课时

Step 1 Free talk:

1. Free talk:

2

1. 师生用Good morning/afternoon. How are you?互相问候。

2. 引导学生用 What's your name?互问姓名，练习“what's”。

Step 2 Prentation and practice:

1、 出示一只书包

T: What's this? T: It's a school bag.

出示单词 a school bag 并领读 spell: bag

T: What's this in English?

出示词组 in English 并领读

T：What's this in English?

同法教其它文具类单词(a crayon, a tape, a knife)，并板书

2、T：（放一支蜡笔在讲台上，走远一点）

T: What's that in English?

帮助区分this, that 的用法。

3、某学生拿一物品在远处

T: Excu me, xxx. What’s that in English?

出示 excu me 并领读, 解释其用法，表示打扰别人。

重复对话，引出Oh, I e.

4、出示本课所学的文具、玩具单词，师生问答练习。

Ask and answer in pairs.

S: 同桌操练句型。

Step 3 Look and say：

1、 第一幅图：小女孩指着自己手里订书机好奇地问男孩。

A: What’s this in English?

B: It's a stapler.

2、 第三幅图，小女孩指着近处椅子上的一本故事书问男孩。

A: What’s this in English?/ What’s this on the chair?

B: It's a storybook.

Practi P24

Practi in pairs.

Step 4 Consolidation

1. Listen to the tape and repeat.

2. Read and spell the new words.

作业设计

1 Read and spell the new words.

2 Copy the new words.

板书设计

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Unit 1 My school bag（BCD）

a school bag, a crayon,

a tape, a knife

a storybook, a copybook,

a stapler, a toy train

A：What’s this/ that in/on…?

What’s this/ that in English?

B：It’s…

第三课时

Step 1 Free talk/ Revision

1.师生用Good morning/afternoon. How are you? 互相问候。

2. Ask and answer:

A：Excu me, what's this in English?

B: It's a ...

A: What's this in English?

C: It's a ...

Step 2 Prentation and practice

1: 出示含有介词词组的投影片，同桌对话练习：

A: Excu me, what's that on the book?

B: It's a tape.

A: Thank you./ Oh, I e.

2: T： Come here, … . What's this in English?

T: Thank you.… , what's that on the ...?

T: Oh, I e.

Make some dialogues like this.

Step 3 Fun hou

1. Listen and circle

Do the exerci.

2. Play a game: Touch and guess

3. Listen to the song “ABC song”, then sing the song.

作业设计

Unit 1.

some exercis.

板书设计

Unit 1 A school bag

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A: What’s this/ that in/on…?

What’s this/ that in English?

B: It’s …

教学后记：

Unit 2 Yes or no

教学目标：

1、能听懂、会说生活用品类单词：a watch , a radio, a camera,

a key, a clock, a computer.

2、能听懂、会说日常交际用语学生能熟练运用一般疑问句Is this

/that …？并能进行肯定和否定的回答 Yes，it is . No, it isn’t.

3、学生能正确地使用Can I have a look？及应答Sure，here you

are.

教学重点

1、能听懂、会说生活用品类单词：a watch , a radio, a camera,

a key, a clock, a computer.

2、能听懂、会说日常交际用语学生能熟练运用一般疑问句 Is this

/that …？并能进行肯定和否定的回答 Yes，it is . No, it isn’t.

3、学生能正确地使用Can I have a look？及应答Sure，here you

are.

教学难点

1、能听懂、会说生活用品类单词：a watch , a radio, a camera,

a key, a clock, a computer.

2、能听懂、会说日常交际用语学生能熟练运用一般疑问句Is this

/that …？并能进行肯定和否定的回答 Yes，it is . No, it isn’t.

3、学生能正确地使用Can I have a look？及应答Sure，here you

are.

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教学准备

1、教具准备

1）关于生活用品类照片、图片。

2）B/C部分的挂图。

3）关于本课时的多媒体课件。

4）录音机和磁带。

2、板书准备：写好课题和日期。

教学课时：

3课时

教学过程

第一课时

Step 1 Free talk:

1. Free talk:

1.师生用Good morning/afternoon. How are you?互相问候。

2.开火车问答游戏：

A：Excu me, what's this in English?

B: It's a ...

A: What's this in English?

C: It's a ...

Step 2 Prentation and practice:

复习句型后.由一般疑问句引出这节课要教学的新单词和句型：

T: May I come in?

T: Good morning everyone.

T: Is this a key?

T: What is it?

T: Is that a computer? (教师出示照相机)

T: It’s a camera. (出示并领读单词camera)

每一组都用camera造句。

A: Is this a camera?

B: Look at my camera.

C: What’s this? It’s a camera.

T: Look！ Is this a TV? (出示收音机的图片)

T: You are right. It’s a radio.

(出示并领读单词radio)

T: Is that a radio? (教师指着学生的文具盒)

T: What a nice pencil box!

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T: Can I have a look?(教师用体态语表示要看一下)

（用Yes or No 提示。）

T：Oh，what a nice pencil box!

T: Here you are. (教师把物品还给学生)

T: Now show me your beautiful prents. Is this a toy car?

T: What a nice toy car! Can I have a look?

T: Sure, here you are. (教师帮助学生应答)

(在学生明确其意的基础上出示并领读句型Can I have a look? 及应答 Sure, here you are.)

b 、同法学习其他几个单词a watch , a key, a clock, ：在教师指定的两件物品中,学生可任意选择一个画在练习本上,然后同桌间进行问答。

S1: Is this a…

S2: Yes, it is./No, it isn’t.

S1：Can I have a look?

S2: Sure, here you are.

Step 3 Look and say：

1、第一幅图：David 看见地上的照相机好奇地问Gao Shan。

David : Is this your camera?

Gao Shan: Yes, it is

David : Can I have a look?

Gao Shan: Sure, here you are.

David: How nice!

2、第二幅图，Yang Ling 在院子里和小朋友围绕一件短裙展开对话。

Girl: Is that her skirt?

Yang Ling: No, it isn’t.

3、第三幅图，在Wang Bing 的家里，Liu Tao 远远地指着桌上的电脑问Wang Bing，那是否是Wang Bing的电脑。

Liu Tao: Is that your computer?

Wang Bing: Yes, it is.

Liu Tao: How nice/pretty!/What a nice computer!

4、第四幅图， Helen一手指着近处的收音机，一手指着另一位男同学问Liu Tao ，这收音机是否是那位同学的。

Helen: Is this his radio?

Liu Tao: No, it isn’t.

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学生分小组操练新句型。

Step 4 Consolidation

1. Listen to the tape and repeat the new words .

2. Play a game: " Magic ears”

游戏规则：教师说本课单词，不发出声音，仅让学生看口型，学生根据教师口型猜测是什么单词。此时正好操练新句型。

作业设计

1、跟磁带熟读新单词。

2、操练C部分句型。

3、预习课文。

板书设计

Unit 2 Yes or no (B, C&D)

a watch , a radio,

a camera, a key,

a clock, a computer.

A: Is this /that …？

B: Yes，it is . No, it isn’t.

A: Can I have a look？

B: Sure，here you are.

第二课时

Step 1 Free talk/ Revision

1. Free talk ：

1.师生用Good morning/afternoon. How are you?互相问候。

2.开火车问答游戏：

A : Is this your camera?

B: Yes, it is

A : Can I have a look?

B: Sure, here you are.

A: How nice!

Step 2 Prentation and practice

（一名学生稍晚进教室 教师课前指导学生完成）

T: Come in, plea. Sit down, plea.

T: Come in, plea. （教师引导学生应答）

教师创设情境让学生在情境中复习和明确May I come in？ Come

in，plea.的意思。在此基础上，教师与学生表演对话

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T：xxx ，come here. 教师与学生耳语后,该生走出教室敲门进来。

S：May I come in？

学生集体应答 Come in，plea.

操练句型 May I come in?

Come in, plea.

操练句型Is this a ……? Yes, it is. / No, it isn’t.）

Look and guess

教师呈现出一些物品的局部图片,让学生看图猜测这个游戏的目的在于 巩固一般疑问句.

T: Yes, it is. No, it isn’t.

T: Yes , it is. Look at my toy cat.

T: Thank you.

Now boys and girls, show me your beautiful prents

T: How nice. / What a nice …. 两种评价同时穿插使用让学生在情境中明白意思是一致的

(出示并领读句型What a nice…)

T: There are many beautiful things in my schoolbag.

Touch this. Is this a …?

Step 3 Learn to say

1、听课文录音，理解意思。

2、看课文，教会学生指读课文，理解课文含义。

3、学生模仿跟读课文，让学生注意新单词和句型的发音。

4、师生对话操练。

5、 分角色朗读

6、 同桌表演对话

7、 戴头饰上台表演对话

Step 4 Consolidation

集体游戏

教师拿出一个大盒子,里面有许多图片.一位同学上台 从里面拿出一张，另一学生背朝学生进行猜测：Is this…? 下面学生进行应答。背朝学生的学生猜对了就可得到该图片，教师总结活动结果。

作业设计

1: 操练新句型。

2：熟读新单词。

3：跟磁带熟读课文并背诵。

板书设计

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Unit 2 Yes or no(A)

A: Is this /that …？

B: Yes，it is . No, it isn’t.

A: Can I have a look？

B: Sure，here you are.

第三课时

Step 1 Free talk/ Revision

Free talk ：

1.师生用Good morning/afternoon. How are you?互相问候。

2.开火车问答游戏：

A : Is this your camera?

B: Yes, it is

A : Can I have a look?

B: Sure, here you are.

A: How nice!

Step 2 Prentation and practice

1、Play a game “Guessing game”

教师出示一些 “radio, watch, computer, camera, key”等实物图片的反面，引导学生运用所学句型进行猜测。

T: Yes it is. /No, it isn’t.

2、游戏“失物招领”

把学生分成4小组，每组设有一个失物招领处，教师把在课前预先搜集的每组学生的书包，铅笔盒等物品做“失物”，让要认领“失物”的学生排队前去认领。

Step 3 Fun hou

and judge

a.先利用这8幅进行问答。

T: What’s this?

T: Is this a radio?

T: What a nice radio!

b,听录音，判断正误。（完成课文P16页上的练习）

and guess.

a．Play a game “ draw and guess”

教师在黑板上画一个未成型的物品，让学生以提问的形式进行猜测，引导学生用“Is this/that a/an …说出自己的想象物，教师添加

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几笔后再继续问，直到所画物品明确为止。

b．利用课本上6幅未完成的画进行猜测问答游戏，鼓励创新思维。

A: Is it a crayon?

B: No, it isn't.

A: Is it a camera?

B: Yes, it is.

2. Say a rhyme:<< It’s his key>>

1．教师利用实物做动作，让学生边听录音边理解诗歌的含义，必要时可做适当的解释。

2．边跟录音读边打节奏，让学生体会句子的重音和语调。

3．随录音一起有感情地背诵诗歌。

作业设计

1、能熟练地运用新句型进行对话。

2、熟读新单词并能运用。

3、背诵课文。

板书设计

Unit 2 Yes or no（E）

A：Is this /that …？

B：Yes，it is . No, it isn’t.

A：Can I have a look？

B：Sure，here you are.

教学后记：

Unit 3 Family members

教学目标：

1、 听懂、会说单词：grandfather, grandmother, father, mother,

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aunt和词组a family photo.

2、能听懂、会说日常交际用语: Is this your …? This is

your …, I think. Yes, he/she is. No, he/she isn’t.

3、能正确区别he 和she，并能熟练运用。

教学重点：

1、能听懂、会说单词：grandfather, grandmother, father,

mother, aunt和词组a family photo.

2、能听懂、会说日常交际用语: Is this your …? This is

your …, I think. Yes, he/she is. No, he/she isn’t.

3、能正确区别he 和she，并能熟练运用。

教学难点：

1、能正确区别he 和she，并能熟练运用。

2、能正确理解课文对话内容，朗读对话，初步表演对话。

课前准备：

1、教具准备：

1）家庭成员照片。

2）关于本课时的多媒体课件。

3）录音机和磁带。

2、板书准备：写好课题和日期。

教学课时：

3课时

教学过程：

第一课时

Step 1 Free talk and revision

1.师生之间用Good morning/afternoon. How are you?问候。

2.指着室内物品用What’s this/that in/on…? It’s …. 与学生进行问答。

Step 2 Prentation

1、T:(show a family photo to the students)

Look, this is my family photo. Is it nice?

S: Yes, it’s nice.

T:(show one student’s family photo to the students)

Look, this is his/her family photo.

S: How nice!

(引出family photo 家庭照)

2、S1: Look, this is my family photo.

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T : It’s nice. Is this your father? Yes or No?

S1: Yes.

T: Yes, he is.（引导完整回答）

(ask veral students)

(引出Is this …? Yes, he is./Yes, she is.)

3、T:(show a photo to the students)Guess: Who is she?

S1: Is this your mother?

T: No, she isn’t. She’s my aunt.

Teach “aunt”(告诉学生aunt不仅可以指阿姨，也指姑母，伯母，婶母，舅母)

(引出Is this …? No, she isn’t. /No, he isn’t.)

4、T: (ask one student)This is your aunt, I think.

S1: No, she isn’t. She’s my mother.

(引出I think我想，我认为)

Step 3 Learn to say

出示课文图片

T: What’s this?

Ss: It’s a family photo.

T: Who are they? What are they saying? Let’s watch the cartoon

carefully.

watching, T ask some questions （让学生从文中找出相应答案）

Q1: Is this Helen’s father? –Yes, he is.

Q2: Is this Helen’s mother? - No, she isn’t. She’s my aunt,

Mrs. Black.

Q3: Who is the old man?-He is my grandfather.

(解释Grandfather is father’s father . Grandmother is father’s

mother .)

Q4: Is this Helen’s grandmother?-Yes, she is.

3. Read after the tape.( 注意新单词和句型的发音)

4. 分角色朗读

5. 小组表演对话

Step 4 Consolidation

情景对话：你在公园里遇见了同学的一家人，你们展开了一段与课文内容有关的对话。

１、 自由组合对话。

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２、 上台表演。

作业设计

1.听录音跟读单词和课文。

2.用今天所学句型，模仿课文自编对话，介绍家庭成员。

板书设计

Unit 3 Family members （A）

A: Is this your …? / This is …, I think.

B: Yes, he /she is.

No, he /she isn’t. He /She is my ….

A: Who’s he /she?

B: He’s/She’s ….

第二课时

Step 1 Free talk/ Revision

T: Hi, boys and girls. How are you?

Ss: Fine, thank you. And you?

T: Me, too. Hi ,…. Who’s she? / Is this your …?

Li : She’s ……/ Yes ,she is / No ,she isn’t. She’s ….

师生之间，学生与学生之间用上节课所学句型对话。

Step 2 Prentation and practice

1. T: Who’s he/she?(指一学生的全家照)

S: He’s my father/mother.

Plea introduce your family members to others.

S: (走到其他同学面前介绍) Look, this is my father .

教师指着一位学生手中的照片： This is your mother, I think.

S：Yes, she is /No, she isn’t.

2. Practice in pairs.

S1: This is your mother /father /brother /sister /…, I

think.

S2: Yes, she / he is.

No, she /he isn’t. She’s/He’s my….

3、Learn: daughter

The way: (show a photo of the teacher)

①T: ( show Nancy’s photo) Who is she?

S1: She’s Nancy.

T: Yes. She’s Mr. Black’s daughter. (引出daughter)

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②read: daughter

4、Learn: son

the same way as the above

5、 Learn: friend

1) T: Nancy is Mr Black’s daughter.

David is Mr Black’s son.

Yang Ling is their friend.

2) friend ( 小组/开火车/个别)

6、Listen to the tape and read the new words.

Step 3 Look and say

1、第一幅图：在家门口，Mr Black与同事相遇，那位同事指着远处的Nancy问Mr Black:

A: Who’s she?

B: She’s my daughter, Nancy

2、 第二幅图，游玩途中，Helen向同学介绍自己的哥哥Mike.

A: Is he your brother?

B: Yes, he is Mike.

A: Nice to meet you.

B: Nice to meet you, too.

3、第三幅图，Mike的朋友不认识年轻的Mr Black，Mike高兴的向自己的朋友介绍自己的叔叔。

A: Who’s he?

B: He’s my uncle, Mr Black.

4、第四幅图， 海滨沙滩上，朋友误将Helen当成了David的姐姐，David予以否认。

A: Is she your sister?

B: No, she isn’t. She’s my friend, Helen.

学生分小组操练新句型。(教师不统一标准答案，只要学生所编对话符合情景即可，鼓励他们用不同句式来说，越多越好。)

Step 4 Consolidation

1. Play a game: " Magic ears”

游戏规则：教师说本课单词，不发出声音，仅让学生看口型，学生根据教师口型猜测是什么单词。此时正好操练新句型。

2、Guessing game:投影几位学生把自己带的照片，运用所学句型，请其他学生上去指着猜是谁。

Ex: S1:Who is he? S2:He’s my grandfather.

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S1: Is this your brother? S2: No, he isn’t. It’s me.

S1: She is your aunt, I think. S2: Yes, she is.

作业设计

1、跟磁带熟读新单词并背诵。

2、操练C部分句型。

3、预习D版块。

板书设计

Unit 3 Family members

A: Is this your …?

B: Yes, he /she is .

No, he /she isn’t. He /She is my ….

A: Who’s he /she?

B: He’s/She’s ….

A: Nice to meet you.

C: Nice to meet you, too.

第三课时

Step 1 Free talk/ Revision

1、Think and guess （Review the words of family members:

grandfather, grandmother…）

T: Father’s father. S1: Grandfather.

T: Father’s brother. S2: …

2、Listen and number.（做书上第22页的听力练习）

本部分的听力练习是利用This is my …. 将本单元六个单词集中进行了操练。要求学生既熟悉新单词，又要熟悉新句型。

3、Free talk .

T: (出示老师的全家福照片) Look, this is my family photo.

(指着照片上的小女孩问)Who’s the girl? Guess! S: Is this

your sister?

T: No, it’s me.指照片上男人问：Who’s he? S: Is this your

father?

T: Yes, he is.指照片上一妇女，引导学生用This is …..,I

think.

S: This is your mother, I think. T: Yes, this is my mother.

拿出一张学生的全家福。

T: Is this your photo? S: Yes.

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T:指着照片上一位老人问Who’s he? S: He’s my grandfather.

T: 指另一位老人问She’s your grandmother, I think. S: Yes,

she is.

T: 指一位妇女问 Is this your aunt? S: No, she isn’t. She’s

my mother ….

让学生小组自由谈论各自全家福照片上的人物:

A: Is this your …? B: ……

A: Who’s he/she? B: …..

A: This is …., I think. B: Yes/ No, ….

Step 2 Practice

1、投影C版块的四张图片要求学生看图，运用以下句型进行问答操练。

Is he/she your …? He’s/She’s my ….

Yes, he/she is. Who’s he/she?

No, he/she isn’t. Nice to meet you. Nice to meet you, too.

2、可采用不同的形式，如师生问答，同桌操练，四人一组操练等。

3、Look, read and write

1）T: Well done, boys and girls! Let’s look at this photo.

Who is he?

S: He is … .

T: Yes, he is a boy. Can you spell ‘boy’?

2)教师带领学生拼读三个单词

3)教师在黑板上的四线三格中进行三个单词的书写示范。

4)学生在书上临摹

5）上练习本上，三个单词各写一行，教师巡视指导

Step 3 Fun hou

1、Make an album.

本部分由五幅图组成，呈现了制作影集的五个步骤，教师在辅导学生制作的过程中，应注意培养学生的创造力和将所学英语知识运用于生活的能力。引导学生边贴照片边用英语互相介绍自己的家庭成员。

1）让学生根据图片猜测中文意思

2）教师带读步骤

3) 作为家业布置

2、Sing a song :<>

1）教唱英文歌曲，旨在激发兴趣，培养语感。教唱时教师不要强求一步到位，注意教学的反复性和趣味性。

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2）教师让学生边听录音边理解歌的含义，必要时可做适当的解释。

3）边跟录音读边打节奏，让学生体会歌曲的意境。

4）随录音一起有感情地唱歌。

作业设计

1、听磁带读熟本单元单词及课文并背诵。

2、操练C版块对话。

3、抄写三个四会单词并会默写。

4、制作相册。

板书设计

Unit 3 Family members（D & E）

A: Is this your …? B: Yes, he /she is.

No, he /she isn’t. He /She is my ….

A: Who’s he /she? B: He’s/She’s ….

A: Nice to meet you. C: Nice to meet you, too.

教学后记：

Unit 4 Time

教学目标：

1、能听懂、会说数字ven, twelve, four, eight.

2、听懂、会说日常交际用语What’s the time? It’s … Shall

we …? It’s time to … You can …

3、使学生能正确理解课文，并熟练朗读课文。

教学重点：

使学生在熟练掌握本课词汇和句型的基础上正确理解课文并熟练朗读课文。使学生理解Shall we…? It’s time to… You can…的区别。

教学准备：

PPT、金太阳光盘、图片、头饰、挂钟。

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教学课时：

3课时

教学过程：

第一课时

Step 1、Warming up

1. Greeting

2. Sing a song: Family song.

Step2、Prentation.

1.T: First, let’s play a game. OK? Plea look and guess what

number is missing? (可以用英文或中文猜)

2. Teach: four, ven, eight, twelve

3. T: Now, do you know what it is? Yes, it’ s a clock.

Teach: clock.

T: It can tell us the time. Today, we will talk about the

time. (Teach: time)

Read: Unit 4 Time

4. T: Now look: What’s the time, plea? (反复，然后带读)

T/S: Oh, it’s four.

T: We can also say “It’s four o’clock”. (Read the dialogue.)

5. T: Look at the three clocks. Can you talk about the time

like this? Plea ask and answer in pairs.(最后出示7点)

6. T: Oh, it’s ven o’clock. Let’s go to school.

S: OK.

T: Shall we go to school?(出示并有中文意思)

S: All right.

T: It’s time to go to school. (出示并有中文意思)

S: OK.

Read: Shall we go to school?

It’s time to go to school.

Step 3: A Learn to say:

1. T: Su Hai and Su Yang are twins. Look, this is Su Hai.

This is Su Yang. 现在，我们去看一看苏海和苏阳的一天吧！Watch the

cartoon.

2. T: Everyday, Su Hai and Su Yang go to school, go home,

watch TV, have lunch.(边出示图片或中文,边让学生复习前三个词组,并教have lunch).And they are the time(Read the time)

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T: What time do they go to schoolhave lunch? Let’s watch

again !

Line the answer.

Read picture 1 and 2.

3. T: What time do they go home /watch TV? Go on watching !

Line the next answers.

4. T: When Miss Li asks Su Yang go home, she says: You can

go home now.(出示中文意思及用法.)

Read: You can go home now.

Practice: You can go home now! OK, Miss Li.

5. Read the whole dialogue.

6. Choo one of the picture. Practice to act it.

Step 4 Summary

1. T: 今天我们学习了第4单元 Time A部分.学习了四个新句型,也复习了一个旧句型.请思考并回答以下问题:

(1) 如何用英语询问时间并正确回答?

(2) 提醒别人做某事,意思是”该干……了”、“是干……的时候了”，可以说：

(3) 表示征询对方意见，可以说：

(4) 允许对方做某事，可以说：

(5) 邀请别人一起干某事，可以说：

2．Read the ntences.

家庭作业

1.熟读A部分课文。

2．预习B，C部分

板书设计

Unit 4 Time

A: What’s the time, plea? B: It’s … o’clock.

A: Let’s ……. .

It’s time to …… . B: All right./ OK./ Great!

Shall we …… .

You can …… . B: All right./ OK.

第二课时

Step 1 Greeting.

Step 2 Revision for Part A

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T: Now let’s listen and read the dialogue.

T: Here are four pictures. Plea try to choo one picture

to act.

Step 3 B Look and learn

1. T: Now, we know four, ven, eight and twelve. Do you know

the other numbers on the clock? Let’s study them together.

2. Teach: one, two, three, five, six, ven, nine, ten,

eleven(带读单词,强调：注意口形，跟读模仿)

3. Listen and read the numbers.

4. T: Can you read all the numbers? 你会用英语说这些数字了吗？请你自己试一试吧！

T: Now, would you like to read all the numbers after me?

5. Play games

1) Guessing game : Guess, what number/time is it?

2) Magic eyes (PPT 快速出现数字或时间，要求学生仔细观察，说出英语)

Step 4 Practice C

1. T: 同学们，刚才我们一起学习的本单元的新词，现在我们来看看这个单元的重点句型。首先，我们来做一个热身游戏。这是一个猜时间的游戏，请你根据提示猜猜现在是几点。

1) Time to get up.

2) Let’s go to school.

3) It’s time to go to bed.

4) Shall we watch TV?

5) You can go home now.

(1) Read the ntences.

(2) Guess: What time is it?.

2. 小结句型：What’s the time? It’s …/It’s … o’clock.

Time to … It’s time to… Let’s … Shall we… You can …

3. Look and say

The students talk in pairs.

4. Check the answer

5. Choo one or two pictures to act.(提醒学生注意使用曾经学过的句型。)

Step 5： Summary

1．T: 今天我们学习了数字1-12，以及相应时间的读法。老师指

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学生读。

2．T：我们也巩固练习了上节课学习的四个句型，请你们读一读并讨论他们的用法：

1)Time to … / It’s time to…

2)Let’s …

3)Shall we …

4)You can …

家庭作业

1. 抄写单词1-12，三英一中。

2. 背诵A部分课文。

板书设计

Unit 4 Time

A: What’s the time, plea? B: It’s … o’clock.

1(one) 2(two)3(three)

A: Let’s ……. . 4,

5, 6, 7, 8, 9, 10

It’s time to …… . B: All right./ OK./ Great!

Shall we …… .

You can …… . B: All right./ OK.

第三课时

Step 1 Greeting

Step 2 Revision

1 T: Hello, boys and girls. Can you say the numbers from 1-12?

Let’s say together. OK?

2. T: Now, shall we play a game? I’ll show some numbers with

my fingers. Plea say them in English.

3. Listen and say the next number

4. Listen and say the number before

and write the numbers(听并写所听到的阿拉伯数字)

6. T: Now, you can say the numbers very well. But do you know

how to spell them? Look, who can spell （one，two, three)?

Spell and read : one, two, three

7. T: Now, let’s recite Part A

Step 3 E Fun hou

(一) Listen and draw

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1.T: Now let’s do an exerci: Listen and draw

2 Listen and draw the time.

the answer(以问答形式)

T: What’s the time? S: It’s …

dialogues（让学生选择一个钟面时间根据本单元所学内容编一个小对话）

(二) Say a rhyme

1．T: The clocks are very nice. Right? Jack has a clock,

too. Look, this is Jack. Jack has a clock. (带读)

He sits on a rock and looks at the clock. (带读)

There’s a chick. (带读chick)

It goes tick-tock, tick-tock. (带读)

2．我们先来欣赏一下这首儿歌 “Jack has a clock.”

3．Read after the tape.

after the teacher.

5.T: Let’s say it together.

(三) Make and play

1.T: Clocks are very uful. Do you want to make a clock?

Let’s watch how to make a clock.

Read the ntences after the teacher.

家庭作业

1.背诵小诗：Jack has a clock.

2.自己做一面钟。

3．复习Unit 4。并预习Unit 5.

板书设计

Unit 4 Time (A)

A: What’s the time, plea? B: It’s … o’clock.

1(one) 2(two)3(three)

A: Let’s ……. . 4,

5, 6, 7, 8, 9, 10

It’s time to …… . B: All right./ OK./ Great!

Shall we …… .

You can …… . B: All right./ OK.

教学后记：

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Unit 5 Plus and minus

教学目标：

1、巩固数词类单词13-20，能熟练表达21-99的数字

2、听懂、会说日常交际用语 What's … plus /minus …? It's …

That's right/Sorry, you are wrong.

3、能熟练使用数字表达：时间（半小时以内）和加减法。

教学重点：

能听懂、会说日常交际用语 What's …plus /minus…? It's…

That's right/Sorry , you are wrong.

教学难点：

1、能听懂、会说日常交际用语 What's …plus /minus…? It's…

That's right/Sorry , you are wrong.

2、能正确理解运用plus ,minus 进行加减法的运算

课前准备：

1、教具准备 课前准备数字卡片，加减法的符号 "＋ －"

2、磁带及录音机，教学挂图。

3、学生准备数学题目卡（100以内）

教学课时：

3课时

教学过程：

第一课时

Step1. Free talk:

1、课前常规训练：song

2、数数：1-20

3、花样数数：如隔5就说：It's me!

接龙数：说前一个数或后一个数

4、日常问答：看钟，学生问答（12和24小时制）

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正点：What's the time now?

It's … o'clock.

Is it time to …?

Yes, let's / No , it's time to …

半小时以内：What's the time ?

It's ( 9:10) nine ten

It's (8:15) eight fifteen .

Work in pairs : 3:11 4:25 5:16 7:18 8:29 11:05

Step2. Prentation and practice

1、学习加法的运算

T: What's ten plus ten?

S: It's twenty.

T: That's right. What's five plus five?

S: It's ten.

T: That's right.

plus 加

板书：What's … plus …. ? It's…. √ That's right.

Work in groups

2、学习减法的运算 板书： 100-80= ?

minus 减

板书：What's … minus …? It's … .

3、看卡片，问答

T：What's _____ plus / minus _____?

S: It's ______ .

T: That's / You're right.

Work in pairs

Step 3. Learn to say

1、 出示本课挂图。生看图听课文录音回答问题并跟读。

2、 尝试100以内的加减法

Step 4. Consolidation

1、 复习数字： Can you count from … to … ?

2、 游戏：将学生分成两大组，相互出题，答对多者为赢

Step 5. Homework

听本课录音A和B部分，跟读单词和课文。

板书设计

Unit 5 Plus and minus

25

What's … plus … ? It's …. √ That's right. 10+10=? 5+5= ?

What's … minus … ? It's …. ╳ Sorry , you are wrong.

100-80=?

第二课时

Step1. Free talk:

1.T: How are you?/Good afternoon./What’s the time?/Are

you …?/What’s your telephone number?/How many …can you e?/I

can e….

【分析】： 复习日常对话，以便为以后的学习打下基础。

Step2. Prentation and practice

T: Look, let’s sing a song《Twenty green bottles》/《Ten

little Indian boys》

T: Let’s play a game. Guess

T: Show the pictures (17, 15, 18,19,20,11,12..)

Ss: Guessing.

T: That’s right./ Sorry, you’re wrong.

T: I think spring is coming. All the birds are coming now.

Look!

Ss: Look at the TV.

T: How many birds can you e?

S: I can e five.

T: How many birds can you e?

S: I can e eight.

T: What’s five plus eight?( two times)

S: It’s thirteen.

T: plus

Ss: Read together; one by one.

T: What’s five plus eight?

Ss:….

T: It’s thirteen.

Ss:….

S1: What’s five plus eight?

S2: It’s thirteen.

T: Look at the pictures.

T: What’s …plus…?

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S: It’s…

Ss: Do the excis.

T:让学生自己出题目做。

T: Say a rhyme.

【分析】：通过课件中春天来了，小鸟飞来了，先飞来五只，接着飞来八只，让学生有一个加的印象，为教单词plus创设了一个情境。符合小学生的好奇心理，学生很感兴趣。

T: Do you like apples?

S: Yes.

T: Look at this lovely apple tree.

T: How many apples can you?

S: I can e twelve.

T: How many apples can you e?

S: I can e twelve

T: What’s twenty minus twelve?

S: It’s eight.

T: minus

S: Read the words.

T: What’s twenty minus twelve?

Ss: Read the ntences.

T: It’s eight.

Ss: Read it.

T: Look at the pictures. (Ask and answer the questions.)

T:让学生自己出题目做。

【分析】通过苹果树的展现，忽然吹来一阵风，吹走了苹果树树上的苹果由原来的12只剩下了八只，给学生一个减的概念，接着教minus单词时，相对而言容易理解些。

Step2. Prentation and practice

1、2:00 14:00；3:00 15:00学习thirteen 13 fourteen 14，fifteen

15

教师帮助学生找到“teen ”的发音规律。

b、学生做小老师，教学：sixteen, venteen , eighteen ,

nineteen. 其他学生跟读

c、教师教授：twenty 20 ， twenty-one，twenty-two

学生推理： twenty-three ，twenty-four

2、复习1-24的数字读法

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a、 count from 1-24

b、 朗读奇数或偶数

c、 游戏：“It's me”.

学生依次数数，但是当数字是5，10，15，20的时候说“It's me”

反复评价： That's right!/Sorry , you're wrong.

学生学说： That's right/You're wrong.

3、数字的运用

a、教师拿出自己的铅笔：I have ten pencils. How many do

you have?

学生学说句子：I have ….( 1-20之间）

教师拿出自己的钥匙，I have fourteen keys . How many do

you have?

学生数一数自己的钥匙

b、填写表格（四人一组，统计小组内的物品总数），选一名代表汇报

We have …. books(书) /pens(钢笔)

c、看Part C , 看图说话:What can you e in the picture?

I can e …

Where is it /are they?

On the …

How many …can you e?

I can e ….（提醒学生名词复数的用法，加s）

d、小组活动：看一看，说一说

I can e …

That's right/ Sorry, you are wrong.

Step3 Consolidation

1、观察教室，看一看教室里有什么，数一数有多少

desk chair door window boy girl

pencil pen book rubber ruler

其中涉及到几十的数字：教师朗读，学生要求能听懂，并区分十几和几十的发音特征：teen , ty

2、听录音，朗读数字

3、教师出示足球或篮球球员的照片，说说他们的衣服是几号

Step 4 Practi 游戏：Bingo

每人发一张纸，任写５个数字。教师朗读数字，相吻合的打钩，如果学生的数字全部被打上钩，即为赢，说"bingo". 教师准备小奖品。

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Step 5 Homework

听磁带，跟录音读对话。

作业设计

1、读U5单元课文

2、朗读口头练习内容（字母组合，加减法）

板书设计

Unit 5 Plus and minus

How many …can you e ? thirteen fourteen fifteen

sixteen

I can e … venteen eighteen nineteen twenty

第三课时

Step 1: Free talk

1、 课前常规训练：Sing a song “Twenty green bottles”

2、 复习数字：

a、百以内数字的背诵

b、“It’s me”每说到8或8的倍数就要说It’s me

c、 说前一个数字，或后一个数字

3、 说一说家庭成员的年龄

T: How old are you?

S: I’m .

T: Guess, how old is Carrie?

S: （提示学生用Are you …） Are you …?

T: Yes, I am/ No, I’m not. I’m twenty-four.

T：How old is your …?

S: (提示学生用He’s /She’s ….) He’s /She’s …

或者My …. is ….…

Step 2: Prentation and practi

1. Apple trees

T在黑板上画一棵苹果树，上面总共有10只苹果。

T：Oh, I’m very thirsty. I want to eat 10 apples.

S: Here you are.

T: How many apples on the tree now?

板书：10-10=?

Who can ask?

S1: What’s 10 minus 10?

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T: It’s zero.

3. Chant: Minus, minus, minus

What’s one minus one?

It’s zero.

这里拓展一个数词：0。

4、活动：做一做，说一说

a、数一数全班共有多少人，男生有多少人

b、女生共有几人 What’s … minus … ?

5、看卡片，问答

T： What’s … minus …?

S: It’s … .

T: You’re right.

Work in pairs

Step3 Consolidation

1、复习加减法

a、 填入“+ ”或“—”

13_____ 7=6 20_____ 30=50

11_____4 =15 60_____15=45

7_____14=21 70_____10=60

b、抢答题：学生分成两大组，教师自由出题，累计得分

互答题：学生两大组之间互相出题，要求又快又准

2、听力练习

1) bingo

学生每人发一张纸 ，任意写上5个1-20之间的数字，老师任意报出10以上的数字，相吻合的打钩，全部打上钩以后叫“Bingo”,教师发奖品

2） (本题作为实验性听力练习，可以做一些尝试) 将你听到的数字填在相应的物品的下面

Pineapples

(菠箩)

Keys

(钥匙)

Crayons

(蜡笔)

Copybooks

(抄写本)

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Watches

(手表)

文稿：Hello. My name is Helen. I’m an English girl. I’m from

London. This is my bedroom. I have 10 crayons and 2 watches.

I have 1 key. It’s on the desk .I like pineapples. I can e two

pineapples on the table. A copybook is on the table too.

3）给听到的题编号

13+11=24 （ ） 19—9=10 （ ）

15—10=5 （ ） 20—15=5 （ ）

7+13=20 （ ） 16—14=2 （ ）

Check the answer

3、Fun hou

a. Listen and say the next number.

b. Listen and say the number before.

c. Talk and colour.

作业设计

1、读U5单元课文

2、朗读口头练习内容（字母组合，加减法）

板书设计

Unit 5 Plus and minus

What’s … miuns … ? It’s … .

100-80=?√ That’s right.

10-10=? ╳ Sorry , you are wrong.

教学后记：

Unit 6 Review and check

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教学目标：

1．复习前四个单元要求“四会”的单词和句型。

2．复习前四个单元要求掌握的日常交际用语。

教学重难点：

1．复习前四个单元要求“四会”的单词、句型。

2．复习前四个单元要求掌握的日常交际用语。

教学准备：

各类词卡、字母卡、小闹钟、头饰、教学挂图、录音机、磁带。

教学课时：

3课时

教学过程：

第一课时

Step1 Warm up

Sing songs: A B C song ，Family song.

Say a rhyme: It’s his key．

Step 2 Revision.

for school:

复习文具类单词时，教师应充分利用学生桌面上的实物，以自由谈话的形式进行问答：What’s this /that in /on …?

What’s this /that in English?

It’s a /an …

in a room.

Play a game: Think and guess.

游戏规则：学生两人一组，一画一猜，要求能用简单的线条勾画出已学过的家用类物品的部分特征。

另一位学生猜一猜对方画的是什么。

S1: What’s this? Guess, plea.

S2: Is this a copybook?

S1: No, it isn’t.

S2: Is this a storybook? (This is a storybook, I think )

S1: Yes, it is .

交换练习。

3．Family members.

让学生自由组合成“家庭”，可借助头饰，让同学们介绍各位家庭成员：

This is my grandfather/grandmother …

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各个“家庭”成员之间互相提问：

Sa : Is this your grandfather?

Sb: Yes, he is .This is your uncle, I think .

Sa: No, he isn’t. He’s my father. Who’s she?

Sb: She’s my aunt.

Step 3 Have a rest.

Play a game: 抛“魔盒”

第一位学生边问Is this / that a … 抛出手中的“魔盒”，接到盒子的学生根据盒面呈现的物品图象作出肯定或否定地回答，继续边问边抛，以此类推。

Step 4 Practice.

Listen to the tape and repeat. (From Unit 1 to Unit 3)

Read the dialogue aloud.

Look at the picture and try to act. (C Look and say)

Practice the dialogue in groups.

Step 5 Homework.

默写一到三单元四会单词。

Listen to the tape four times, from Unit 1 to Unit 3.

板书设计:

Unit 6 Review and check

A: May I come in? B: Come in, plea.

A: What’s this /that in /on the……? / What’s this /that in

English?

B: It’s ……

A: Is this /that …. B: Yes, it is. /No, it isn’t.

It’s ……

A: Is this your …? / He’s/She’s … , I think.

B: Yes, he /she is. / No, he /she isn’t. Who’s he /she?

第二课时

Step 1 Free talk and motivation.

Sing a song: Twenty green bottles.

Free talk.

教师以“Excu me ”展开对话，充分运用Unit 1, Unit 2, Unit

3, Unit 4, Unit 5中的不同句型、单词进行连锁操练。

Step2, Revision .

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1.复习数字1—20。

a. 教师出示手语，学生根据手势快速说出相应的数字。（可以采用开火车的形式进行）

b. 用扑克牌或数字卡片复习数字类单词。

教师指导学生编排20以内加减法算式，学生自由组合2—4人一组，一问一答，或一人问，其他人抢答。

S1:What’s one plus two?

S2: It’s three. /It’s four.

S1: That’s right /Sorry, you’re wrong. It’s three.

2. Have a rest.

Play a game: 速记电话号码。

教师将学生分成几个小组，各组派代表到黑板前进行速记比赛。教师用英语报出电话号码，要求学生写出相应的阿拉伯数字，或快速说出相应的数字。

Step 3 Practice.

at the picture and try to act.(Unit 4 C Look and say )

学生以小组为单位自选其中任意一幅图，根据图意运用所学的日常交际用语（不要求局限于本课的句型）进行小品表演，鼓励学生充分展开想象自由发挥。

2、教师收集学生的各类文具，自制的图片进行交际练习。

T: How many keys can you e ?

Ss: I can e five keys.

也可采用学生问学生答的形式，练习时要注意名词复数的表现形式。

3．Listen to the tape and repeat. (Unit 4, Unit 5)

Step 4 Homework

默写四到五单元四会单词。

Listen to the tape four times, from Unit 1 to Unit 3.

板书设计

Unit 6 Review and check

A: What’s the time? B: It’s …. .

A: Shall we watch TV?

B: It's time to …. You can …

A: What’s … plus /minus …? B: It’s …

A: That’s right/Sorry, you are wrong /Oh, no. It’s …

第三课时

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Step1. Warm up

Greetings.

T: May I come in? Ss: Come in, plea.

T: Good morning /afternoon, boys and girls.

Ss: …

Say a rhyme: Jack has a clock.

Step 2 Revision.

tape knife stapler

copybook storybook

crayon pencil storybook

computer key radio

bookca fridge TV clock

Step 3 Prentation

Ask and answer

学生拿出各自准备好的小闹钟，教师报时间，学生根据听到的时间拨动闹钟上的指针。先集体练习，再指名到黑板前进行比赛。

问答练习。同位同学互相配合，一人拨动指针，提问：

What’s the time? 另一个回答：It’s …

在Ask and answer的基础上完成练习A Listen and number.

指导学生练习B Listen and answer .

Check.

Step 4 C Look and say

Do you know who they are?

Group work.

Ss discuss: What are they talking?

Check.

Picture 1

Su Hai: May I come in, Mike?

Mike: Come in, plea.

Picture 2

Su Yang: Is she your grandmother?

Mike: Yes, she is /No, she isn’t. She’s my …

Picture 3

Mike: This is my grandfather.

Su Hai, Su Yang: Nice to meet you …

Try to act.(学生自由选择任意一幅图练习表演，不必拘泥于已

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学过的对话)。

Step 5 Homework做补充练习题

板书设计:

Unit 6 Review and check

computer key radio bookca fridge TV clock

school bag room tape knife stapler

copybook storybook

crayon pencil

A: May I come in? B: Come in, plea.

A: What’s this /that in /on the……? /What’s this /that in

English?

B: It’s ……

A: Is this /that ….？ B: Yes, it is. /No, it isn’t.

It’s ……

A: Is this your ……? / He’s/She’s …… , I think.

B: Yes, he /she is . / No, he /she isn’t. Who’s he /she?

A: What’s the time? B: It’s …. .

A: Shall we watch TV/…? B: It's time to …. You

can …

A: What’s … plus /minus …? B: It’s …

A: That’s right/Sorry, you are wrong /Oh, no. It’s ….

教学后记：

Unit 8 I’m hungry

教学目标:

1、能熟练运用日常交际用语I’m hungry. What would you like? A

hot dog? Sounds good.

2、能听懂，会说表示食物的单词some bread, a sandwich, some

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rice, a pie, a bar of chocolate.

教学重点:

能熟练运用日常交际用语I’m hungry. What would you like? A hot

dog? Sounds good.

教学难点:

学生对于some 的正确理解和运用。

教具准备:

1、投影、磁带及录音机。

2、准备与本课有关的食物和饮料极其相关图片。

教学课时：

3课时

教学过程

第一课时

Step1 Revision

1、出示一张超市的投影

T: Let’s go to the supermarket.

S: OK. But how?

T: By bus.

S: Let’s go.

2、投影逐个显示超市中各种各样的食物和水果

T: Look, what’s that?

S: It’s a cake.

T: What’s in the bag?

S: Apples/oranges…

3、师生对话

T: Hello, Ss.

Ss: Hello, Miss Gu.

T: Shall we go to the supermarket？

Ss: Great! But how?

T: By bus.

Ss: Ok, let’s go.(Act)

T: A hamburger?(to S1)

S1: Yes, plea.

T: An egg? (to S2)

S2:No, thank you.

T:A glass of juice?

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S: Yes, plea.

4、Ask students to work in pairs like this.

Step 2: Prentation

S: An egg?

T: No, I’d like a hamburger.

S: Here you are.

T: Thank you.

Repeat this with veral students.

出示：I’d like… 并教学

2 、Ask students to work in pairs like this:

A: I’d like a …

B: Here you are.

A: Thank you.

3 、T: What would you like?

S: I’d like a …

T: Here you are.

S: Thank you.

出示：What would you like? 并教学

4、T: (to S1)I’m hungry. (acting)I’d like a hamburger.

Are you hungry?

S: Yes.

T: What would you like?

S: I’d like a…

出示：hungry I’m hungry. 并教学

5、Ask students to make a dialogue like this:

S1: I’m hungry.

S2: What would you like?

S1: I’d like a…

S2: Here you are.

S1: Thank you.

6、T: I’d like a hot dog.(Point to it.)

Show a hot dog to the students.

hot dog

6 Show a bar of chocolate.

T: (Let S1 to taste it) Guess, what’s this?

S:巧克力。

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T: Do you like it?

S: Yes.

同样的方法教学pie, sandwich并板书

make a dialogue

7 T: (to S1) What would you like? A pie? S: Yes, plea.

T: Sounds good.

板书：rice Sounds good.

Show some rice. 教学“some rice”并板书。

8、Ask students to make a dialogue like this.

A: I’m hungry. What would you like? Some rice?

B: Sounds good.

A: Here you are.

B: Thank you.

Step 3： Listen to the tape and read after the tape.

Step 4：Practice:

1 Do a model with S1.

(Provide two situations :at home/at the supermarket)

T: S1, Let’s go to the supermarket. S1: All right.

(May I come in?) (Come in, plea.)

I’m hungry. What would you like? A hot dog? Sounds good.

Here you are. Thank you.

2 Ask students to work in pairs like this.

Step 5：Homework:

听录音，跟读图1，2和五个词组：some bread, a sandwich , some

rice, a pie ,a bar of chocolate..

板书：

Unit 8 I’m hungry

I’m hungry.

What would you like?

a hot dog./a sandwich

I’d like some rice / some bread

a bar of chocolate.

第二课时

Step1 Revision

T: Let’s go to the supermarket.

39

S: Great.

T: I’m hungry. What would you like?

S: I’d like a hot dog.

T: Here you are.

S: Thank you.

(Work in pairs.)

Step 2 Prentation

1 (教师吃下热狗做出很渴的表情)

T : I’m thirsty.（喝些水） I’m OK now.

Are you thirsty? A glass of juice? 如学生回答Yes 老师就往学生的杯子里倒些橘子汁。

板书：thirsty I’m thirsty. 用表情和动作辅助教学。

T: I’m thirsty. What would you like?

S: I’d like a glass of juice.

T: Here you are.

S: Thank you.

（work in pairs）

2、S: I’m thirsty.

T: S1, what about a glass of juice?

S1: Yes, plea.

T: What about a cup of tea?

S1: No, I’d like a…

板书：What about…? 并教学

Work in pairs like this.

S1: What about…?

S2: Yes./No. I’d like…

(当学生要喝什么时教师就倒些给学生)

3、 Show them a soft drink.

T(让一学生尝) Is this orange juice?

S1: No.

T: This is a soft drink.

指向：cola.

板书：a soft drink.教学（向学生说明soft drink是指不含酒精的饮料。）

T: Do you like a soft drink?

S: Yes, I’d like a soft drink.

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4、 Make a dialogue like this.

T: Let’s go to the supermarket.

S: Great.

T: I’m thirsty.

S: What about some juice?

T: No,I’d like a soft drink.

S: Here you are.

T: Thank you.

（Work in pairs）

同法教学a carton of milk

5、Play a game.

Show the picture of Page 48

教师任意指出图中的饮料和食物，让学生看图说出英文单词。看哪个学生反应最快，给予奖励。

Step3: Consolidation

1、出示挂图(A 部分3、4副图)，

a 师生谈论图片

b 听录音,跟读课文两遍

c 分角色朗读

d 编对话,并进行表演

1(师生先做示范)

T: Let’s go to the supermarket.

S: Great.

T: I’m hungry.

S: What about a sandwich?

: T: Sounds good.

S: Here you are.

T: Thank you.

S: I’m thirsty.

T: What would you like? A glass of juice?

T: I’d like a soft drink.

(Work in groups)

2、完成《补充习题》相应练习。

家庭作业

Read Part A and Part B after the tape.

板书：

41

Unit 8 I’m hungry

I’m thirsty .

What about…? Yes.

No, I’d like a carton of milk /a soft drink.

第三课时

Step1 Revision

1 、Play a game: Guess what it is.(老师给出东西的一小部分)

2、 Free talk

Ask students to look at the pictures.

T: What would you like?

S: I’d like a pie.

T: What about a glass of milk?

S: No, I’d like a soft drink.

（Work in pairs）

Step2 熟读课文，然后做小翻译家。

1． What would you like?

2． What about some juice?

3． Sounds good.

4． I’m hungry/ thirsty.

Step 3 Look and say

1 Ask students to discuss the pictures of this part.

A: What would you like? I’d like some bread

What about a hot dog? Sounds good.

B: What would you like? I’d like some juice.

What about some milk? Sounds good./Great.

C: What would you like? I’d like a cake.

What about a sandwich. Sounds good.

D: What would you like? I’d like a bar of chocolate.

What about a pie? Sounds good.

让学生选择其中的一幅图来表演。.

Step 4：Consolidation

1.完成《评价手册》的听力部分。

2．欣赏歌曲《Hot cross buns》.

家庭作业

用不同的句子来重编49页的对话。看谁编得最精彩纷呈。.

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板书

Unit 8 I’m hungry

What would you like?

What about …

I’d like …

Sounds good.

教学后记：

Unit 9 Shopping

教学目标：

1、能听懂、会读、会说句型“Can I help you?” “I’d like

a …,plea.”“How much is it?” “Twenty Yuan, plea.”并能用所学的水果、食品、饮料、文具、服装等词替换练习。

2、在“Shopping”情景中较熟练地运用所学日常交际用语。

教学重难点：

会说句型“Can I help you?” “I’d like a …,plea.”

教具准备：

1、 录音机

2、 营业员胸卡。

3、 课前将班级布置成超市、水果店、文具店和服装店四家商店。

教学课时：

3课时

教学过程：

第一课时

Step 1

1．Greetings.

2．Sing a song: 《If you are happy》

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3．T: Boys and girls, are you happy?

Ss: Yes，I’m happy.

T: I’m happy, too. Do you know why?

Ss: No.

T: I’d like to go shopping now. 引入单词shopping.

Drill: shopping. Let’s go shopping.

T: Look, what a good day! Let’s go shopping. OK?

Ss: OK, let’s go.

T: But how?

Ss: By bus.

Step 2

1. T: Hey, children! Here’s a supermarket. I’m hungry. I’d

like to buy some food（卡片）.Are you hungry?

Ss: Yes.

T: Woo! Look, so many delicious food. What’s this?

Ss: It’s a …

T: Good job! I’m hungry, I’d like a hamburger. What about you?

S1: I’d like a hamburger.

S2: I’d like a hot dog.

…

T: Oh, I’m hungry. Who can help me? You can ask me.

S3: Miss …, What would you like?

T: I’d like a …

S3: Here you are.

T: Thank you, … / Thanks,…

T: Boys and girls, today is so hot. I’m thirsty now. I’d like

to buy some drinks.（卡片）

（同上操练）

2. T: Let’s go on. Look, here’s a clothes shop.(卡片) How nice!

Can you say? This is a …（复习3A 的8种服饰）

Ss: …

3. T: Excu me, children! What’s this in English?

Ss: It’s a ….

T: It’s a vest. (媒体声音，出示单词卡片,单个读，两两读，排排读，小组读，男生女生读，大小声读，爬台阶读，传实物或卡片读等等,教师指导拼读、书写)

44

Ss: …

T: Who has a vest? You can stand up and say: Look at my vest.

S4: Look at my vest. (指向自己的背心)

T/Ss: How nice/pretty/smart! What a nice…!

T: Look at his/ her vest.

Ss: How nice/pretty/smart! What a nice…!

同法教学单词tie（pie）、belt、hat(cat)、cap(tap)。

4.(游戏)What’s missing? （绕口令）Let’s chant.（巩固单词）

Step 3

1．多媒体课件呈现David和他妈妈在服装店购物的场景。

T: Look, David and his mother are in the clothes shop.（服装店，卡片呈现）What are they talking about? Plea listen

carefully.

第一遍：教师通过动作、表情启发学生猜出关键句子的意思。

第二遍：学生听的同时，师贴出句型卡片.

Drill: Can I help you? I’d like a …, plea.

师与生共同操练,师适时表扬。

S10: Can I help you? (T: Who want to be an assistant? Have

a try! 师把售货员胸卡给学生佩戴并和他/她对话。)

T: I’d like a cap.

S10：Here you are.

T: Thank you. You are so cute!

…

S11: Can I help you?

T: I’d like a vest.

S11: Here you are.

T: Oh, it’s nice! Thank you. How much is it? （教师问1遍后播放媒体声音三遍。）

S11: …

Drill: How much is it? Twenty Yuan, plea.教师贴卡片。

T: Look, I have a cap here. Guess. How much is it?

Ss: It’s … yuan.

2．Read after the T. Read it together. Read it in roles.

3．Let’s sing. （两只老虎）

Can I help you? Can I help you?

Yes, yes, yes! Yes, yes, yes!

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I’d like a cap. I’d like a cap. I’d like a cap. I’d like a cap.

Can I help you? Can I help you?

Yes, yes, yes! Yes, yes, yes!

I’d like a hat. I’d like a hat. I’d like a hat. I’d like a hat.

Can I help you? Can I help you?

Yes, yes, yes! Yes, yes, yes!

I’d like a vest. I’d like a vest.

I’d like a vest. I’d like a vest.

4、Ask the students to do shopping in groups, then act it

out.(扮演营业员佩戴胸卡)

T: Look, children! Here are four shops in our class. They

are Supermarket, Clothes shop, Fruit shop and Stationery shop.

You can do some shopping now.

Ss: Great!

（教师先示范）

T: I’m the assistant（挂售货员胸卡. Can I help you?

S12: I’d like a…

T: Here you are.

S12: How much is it?

T: …yuan, plea.

S12: Here you are.

T: Thank you.

…

Step 4 Homework

1. Copy the new words.

2. Read after the tape.

第二课时

Step1: Warm up exercis.

Greetings.

Plus and minus.

Free talk.

Who’s he /she? I can’t find…, Where’s …? What would you

like?

Step 2 Review

学生用带来的物品操A部分句型。Can I help you?…

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Step 3 Prentation.

1.由Step2进入，study the new words : a vest, a tie ,a hat .

S: Can I help you? T: A vest, plea.

S: What colour? T: The red one.

S: Here you are? T: How much is it?

S: 15 yuan, plea. T: Here you are.

Ss: learn to say: a vest, a tie, a hat, a belt, a green vest,

a black tie,a

brown hat.

Ss: Pattern drill.

2. Study the new words: socks, shoes, trours.

Sa: Look at his/her /my socks /trours.

Sb: How nice /pretty.

Ss learn to say: socks, shoes, trours.

Point, ask and answer. How much are they? They are … yuan.

3. Look and say.

仔细看图，根据人物的动作、表情说出他们可能在说什么。

同桌按图分别练习，演示，然后把四幅图串联起来演示。（可以增加合理的内容）

4．替换练习。

变换所购买的商品，滚动操练。

5.D look，read and write

拼读单词

Step 4 Have a rest.

Sing a song: Twenty green bottles.

Play a game: Draw.

Draw a red cap .Draw a green belt, …

Step 5 Ending.

第三课时

Step 1 Warm up exercis.

Sing the songs.

Say the rhymes: 《It’s his key》《Jack has a clock》

Step 2 Say a rhyme:《A red dress》

Listen to the tape.

教师多示范，学生多模仿。

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Listen to the tape and repeat.

Say the rhyme together.

Step 3 Listen and number.

Look and say.(生根据图中内容自编对话)

Listen to the tape. Listen and repeat. Listen and number.

Check.

Step 4 Play a game.

Sa: What would you like?

Sb: A shirt, plea.

Sa: What colour? Sb: Green

Sa: How much is it?

Sb: …..

Step 5 Work book

板书设计

教学后记：

Unit 10 Do you play …

教学目标：

1、能听懂、会说日常交际用语：Do you like football? What do

you like? 以及相应的回答Yes, I do./No, I don’t.

2、能听懂、会说球类的单词：football, volleyball, baball,

basketball. 渗透: Ping pong.

3、了解某人的喜好。

4、能够朗读课文。

5、学会创新

教学重点：

单词的朗读及能在情景中运用句型:Do you like …. What do you

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like?

教学难点：

What do you like?以及相应的回答Yes, I do./No, I don’t.

课前准备：

1、磁带及录音机。

2、实物。

教学课时：

3课时

教学过程：

第一课时

Step 1, Revision:

g up：Say the Chant of 3B: //:What would you like?://

2. Free talk:

-Look at my blou.

-It’s nice.

-Thank you.

Step 2, Prentation:

1. 准备一些带有颜色的物品.

T: Look, here are many color circles. I like red. Do you like

red? Yes or no?

S: Yes/ No. (Help the pupils answer: Yes, I do. /No, I don’t.)

Do you like red?

Yes, I do.

No, I don’t.

(看老师嘴形,跟老师发音,跟读)

2. T: I like red. What do you like? Do you like animals? Do

you like tigers? (出示颜色、动物等图片。)

S: No, I don’t.

T: Oh, you don’t like tiger. What do you like? Do you like

pandas/birds/monkeys?

S: Yes, I do.

What do you like?

S: Do you like yellow/apples/cats …?

T: Yes, I do. I also like many things. For example, I like

football.

football---Football, football, it’s a football.

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