三年级上册英语unit 6 Colours教案(新译林版)[五篇范文]

第一篇：三年级上册英语unit 6 Colours教案(新译林版)

三年级上册英语unit 6 Colours教案

（新译林版）

Unit6colours第一教时

教学内容

Storytime

教学目标

.能听懂、会说、会读句型whatcolour„?

It’s„

2.能听

懂、会

说、会

读

词

汇colour,now,yellow,blue,brown,white，3.能听懂、会说、会读、会写词汇are,is,orange,green,it,red,and,black.教学重点

.句型：whatcolouris„?It’s„

2.词

汇

：what,colour,red,orange,green,yellow,blue,brown,white,black.教学难点

句型：whatcolouris„?的语序

词汇：orange,green,yellow,blue,brown,white,black等单词的读音

教学准备：1.多媒体、挂图、生词卡，各种颜色的彩纸

3.学生准备水彩笔或蜡笔

教学过程

A.Freetalk

.Greetings

2.Sayarhyme

Niceclothes

B.watchacartoon

播放Unit5cartoontime的动画，着重引导学生理解

whatcolourismy

T-shirt?

It’s„red.Red?

让学生初步感知whatcolouris„?是询问物体的颜色

师生就本部分图片对话

T:whatcolouristhemothermouse’snewT-shirt?

引导学生回答

Ss:It’syellow.T:whatcolourishernewskirt?

Ss:It’sgreen

T:Howmanycoloursdoyouknow?

c.Presentation

.教师出示各种彩纸，让熟悉有关颜色单词的学生上台，拿彩纸展示给同学，读出单词，教师纠正，同时在黑板上书写该单词。

2.句型操练

T:whatcolourisit?

S:It’sblack.„„

随着操练，教师把彩纸贴到黑板上相应的单词后面

3.同桌拿出水彩笔或蜡笔操练

学生随意抽一支笔，S1:whatcolourisit?

S2:It’s„

教师巡视，指导检查。

4.师生讨论各自的服装

T:Lookatmyshirt.Isitnice?

Ss:yes.It’snice.T:whatcolourismyshirt?

Ss:It’s„

T:LookathisT-shirt.Ss:It’sgreat.T:whatcolourisit?

Ss:It’s„

„„

D.Storytime

.出示Storytime部分的图片，引导学生观察，对话

T:whatcolourisit?（指图1）

Ss:It’sorange.T:whatcolourisit?

Ss:It’sgreen.T:Andnow?

Ss:It’sredandyellow.2.播放动画，学生跟读，模仿语音、语调。

3.学生分组朗读、表演

E.cosolidation

同桌用whatcolourisit?

It’s„

来讨论各自的学习用品

F.Homework

.听录音，跟读Storytime部分的课文、单词 2.在四线三格上学习抄写单词are,is,orange,green,it,red,and,black

试着制作yangLing的魔术裙子（用报纸或纸板做成裙子，上面覆盖一层又一层不同颜色的布或纸。

Unit6第二教时

教学内容

cartoontime，Songtime

教学目标

.复习巩固第一课时中学习的语句和词汇。

2.初步理解、会读句子wouldyoulikeanegg?yes,please.3.能听懂、会说、会读词汇an,egg,or.4.会唱歌曲coloursong

教学准备

.多媒体、挂图、生词卡、彩纸

2.学生在老师的帮助下，制作yangLing表演的魔术裙子，裙子上覆盖的颜色是自己喜欢的 教学过程

A.Freetalk

.Greetings

2.Sayarhyme

Niceclothes

3.欣赏同学的服装

T:whatcolourishisjacket?

Ss:It’swhite.T:yes,it’snice.„„

B.Revision

.出示颜色类的生词卡，学生认读。

2.出示彩纸，师生操练

T:whatcolourisit?

S1:It’sred.Ss:It’sred

„„

3.学生模仿yangLing上台表演魔术,教师在傍边适时指导

S1:Lookatme.whatcolourismyskirt?

Ss:It’sred.S1:whatcolourisitnow?

Ss:It’syellow.„„

c.Songtime

.播放歌曲coloursong,学生感受歌曲的旋律，初步了解歌词。

2.讲解歌词，教单词who,wear,today.3.再播放歌曲，学生跟唱。

4.学生上台拿彩纸，替换歌词中的颜色单词表演唱。

5.邀请一个学生演唱，要求穿着此类颜色衣服的同学迅速起立。

D.cartoontime

.出示cartoontime部分的五幅图片，引导学生观察、阅读理解故事大意 2.让

学

生

根

据

图

片，猜

测wouldyoulikeanegg?yes,please.的意思

教读单词an,egg,please,or，通过图片、手势帮助学生了解意思。

领读wouldyoulikeanegg?

yes,please.orangeoryellow?

3.学生讨论这个故事有趣在哪里？你最喜欢那幅图，为什么？

4.播放cartoontime动画，学生观看并跟读，注意人物的语气，模仿语音、语调。

5.学生分组、分角色表演

E.Homework

.听录音，学唱歌曲coloursong

2.听录音，跟读cartoontime

3.抄写单词are,is,orange,green,it,red,and,black

Unit6第三教时

教学内容

Funtime，Lettertime

教学目标

.复习巩固本单元学习的语句、词汇。

2.能听懂、会说、会读、会写字母Rr,Ss,Tt

教学重点

.字母Rr,Ss,Tt

教学难点

字母Rr的读音

教学准备

.多媒体、挂图，字母卡片，彩纸

2.在黑板上画好四线三格,收集一些形似字母Rr,Ss,Tt的图片

3.学生制作Funtime部分的转盘或准备一套服装类单词卡片、一套颜色类单词卡片

教学过程

A.Greetings

B.Singasong

.师生齐唱歌曲coloursong

2.请一名或一组学生上台，根据老师出示的彩纸颜色替换歌词表演唱，穿着此类颜色衣服的学生迅速起立（多请几名或几组学生上台表演，复习巩固颜色类单词）

c.Funtime

.Freetalk

教师利用学生自身的穿着对话

T:whatcolouristhisskirt?

Ss:It’sblue.T:whatcolouristhisT-shirt?

Ss:It’syellow.„„

2.多媒体出示转盘，告诉学生游戏的规则，并演示游戏

T:whatcolouristhiscap?

Ss:It’sred.3.请两名学生上台表演

4.学生分组表演。同桌也可以用所带的单词卡片“玩牌”：一人出一张服装类单词，另一名出颜色类单词，两人根据各自出的牌进行问答，操练本单元重点句型。

D.Lettertime

.出示形似字母Rr,Ss,Tt的图片，激发学生想象。出示字母Rr,Ss,Tt,示范读音，学生跟读。注意字母Rr的读音。

2.看口型，猜字母

3.Findingtheletters

让学生在学过的单元中找一找含有字母Rr,Ss,Tt的单词

5.书写字母）教师示范

2）学生抄写

3）写字母比赛

E.Homework

.课后同学玩单词牌，操练本单元句型和词汇

2.抄写字母Rr,Ss,Tt.3.默写单词are,is,it,green.Unit6第四教时

教学内容checkouttime

教学目标

复习巩固本单元学习的词汇、语句、字母，培养学生综合运用语言的能力。

教学重点

培养学生的综合运用语言的能力。

教学准备：

.多媒体、挂图，生词卡片、字母卡片，两个盒子。

2.学生给checkouttime的图片用自己喜欢的颜色涂色。

3.黑板上画好四线三格

教学过程

A.Greetings

B.Singasong

coloursong

c.Lettertime

.出示字母Aa-Tt,学生认读

2.写字母比赛

T:BigletterR,smallletters,„

D.Playgames

出示两个盒子，把服装类单词、颜色类单词卡片分别放入这两个盒子，请一名学生上台，从两个盒子中各摸出一张卡片，读一读，再造一个句子。

S1:T-shirt,white.ThisisaT-shirt.It’swhite.S2:skirt,red.Thisskirtisred.„„

请两名学生上台，分别从不同的盒子里各抽一张卡片，对话

S1:whatcolouristhiscap?

S2:It’syellow.„„

E.Lookandsay

播放cartoontime动画的图片，师生分角色给动画配音

F.checkouttime

.师生示范

T:Thisisa„

S:AT-shirt.It’sgreen.学生四人一组谈论各人的图片。

2.Askandanswer

示范：

T:Lookatmyjacket.S:It’snice.T:whatcolourisit?

S:It’sbrown.学生分组看图对话。

G.Homework

.抄写字母Aa-Tt.抄写单词are,is,orange，green,it,red,and,black.Unit6第五教时

教学内容

《补充习题》中本单元的练习，Tickingtime

教学目标

复习巩固本单元学习的内容，培养学生综合运用语言的能力。

教学过程

A.Freetalk

B.Singasongcoloursong

c.Revision

.当我们询问某物的颜色时，可以问：whatcolouris„?回答；It’s„ 2.词

汇

：

1）

颜

色

类

单

词black,blue,brown,green,orange,red,white,yellow

2)colour,now,an,egg,or,it,are,is,and

D.Practice

参照教师用书中《补充习题》教学建议，指导学生完成本单元练习。

E.Tickingtime

指导学生结合练习情况，对本单元的学习作自我评价。

第二篇：英语(2012 译林新版) 三年级上册 Unit5-8复习(教师版)

英语 三年级上册 Unit5-Unit8复习

教材梳理

一、根据中文，写出英文单词和习惯用语：

1.看；瞧look at2.T恤衫T-shirt3.它it

4.它是it’s = it is5.好看的；好的nice6.裙子skirt

7.真好看！How nice!8.便帽；帽子cap9.好极了；很好great

10.夹克衫jacket11.新的new12.……是什么颜色的？What colour…?

13.红色的red14.颜色colour15.橙色的orange

16.现在；目前now17.绿色的green18.和；与；又and

19.黄色的yellow20.黑色的black21.蓝色的blue

22.棕色的brown23.白色的white24.你想要……吗？Would you like…?

25.一个an26.蛋；鸡蛋egg27.好的，太感谢了。Yes, please.28.或；还是or29.一个a30.馅饼；派pie

31.很高兴认识你。Nice to meet you.32.不，谢谢你。No, thank you.33.……怎么样？What about…?

34.蛋糕；糕饼cake35.冰淇淋ice cream36.糖果sweet

37.热狗hot dog38.看；瞧look39.什么what

40.是什么What’s = what is41.新年快乐！Happy New Year!42.叔父；伯父；舅父；姑父；姨父uncle

43.这是给你的。This is for you.44.玩具娃娃doll45.那；那个that

46.球ball47.机器人robot48.光盘CD

49.小汽车；轿车car50.生日快乐！Happy Birthday!51.玩具toy

52.啊ah53.哈ha

二、把下列短句翻译成英文：

1.看我的T恤衫。Look at my T-shirt.2.看看我！Look at me！

3.我的新夹克衫是什么颜色的？What colour is my new jacket? 4.它们都看上去好极了！They all look great!

5.现在我的短裙是什么颜色的？What colour is my skirt now? 6.它是红黄相间的。It’s red and yellow.7.你想要个鸡蛋吗？Would you like an egg?8.橙色还是黄色的？Orange or yellow?

9.来个热狗怎么样？What about a hot dog?10.谢谢你，约翰叔叔！Thank you, Uncle John!

11.它是给Tim的。It’s for Tim.12.这是什么？What’s this?

13.它是一辆玩具小汽车。It’s a toy car.14.那是什么？What’s that?

15.它是一个机器人。It’s a robot.16.祝大家新年好！Happy New Year to you all!

三、根据中文意思，完成对话：

1.—看我的新帽子。—真好看！—Look at my new cap.—How nice!

2.—你的玩具小汽车是什么颜色的？—它是黑白相间的。—What colour is your toy car? —It’s black and white.3.—你想要个冰淇淋吗？—好的，太感谢了。—Would you like an ice cream? —Yes, please.4.—那是什么？—它是一个玩具娃娃。—What’s that? —It’s a doll.5.—祝你生日快乐！这是给你的。—非常谢谢你。—Happy birthday to you!This is for you.—Thank you very much.四、把下列短语或句子翻译成中文：

1.Who is wearing red today?今天谁穿着红色（的衣服）？ 2.For you and me.给你和我。

3.A cake, a pie I can see.我能看见一块蛋糕、一个派。4.We are singing.We are dancing.我们唱歌。我们跳舞。

5.colour song颜色歌6.a puppet show一场木偶表演

7.at home在家8.in a classroom 在教室里

9.on a picnic 在野餐10.at a New Year’s party 在新年聚会上

五、重要知识点：

1.a或an 只用在可数名词的单数前，表示“一（个，只，…）”，a是用在辅音开始的词前，an是用在元音开始的词前，"这里的元音”指的是元音音素而不是元音字母。如: an elephant / an apple / an orange / an egg/ an ice cream等。

2.This is…指离自己较近的物品，这是…。That’s…指离自己较远的物品，那是…。This is没有缩写形式，That’s 是That is 的缩写。

3.对What is this?（较近的物品）和 What’s that?（较远的物品）回答均为It’s a/an…。

4.look后跟所看的人或物要加at, 如：look at my T-shirtLook at me！反之则不加，如：Look！。

5.用于征求别人意见时，可用What about …? 如：What about a cake?

6.问颜色的句型为What colour…? 如：What colour is it?

7询问某人需要某物时，常用句型Would you like…? 如：Would you like a hot dog?

8.初次见面时说Nice to meet you.(很高兴见到你。)回答一般用Nice to meet you, too.（我也很高兴见到你。）

第三篇：译林版小学六年级英语上册教案

译林版小学六年级英语上册教案

译林版小学六年级英语上册教案篇一：最新苏教译林版英语六年级上册全册教案第一学期全套教学设计

Unit 1 The King’s new clothes(The 1st period)

【教学目标】

（一）知识目标

（1）学习故事中的单词rich, clever, foolish, soft, light, wear（2）通过不同阅读方法和策略，理解故事的内容。

（3）初步培养学生复述故事的能力。

（二）能力目标

（1）在阅读过程中，培养学生快速阅读，查找答案的能力和做批注的习惯。

（2）通过小组讨论，同桌交流，汇报展示等方式，引导学生共同学习，培养合作习惯。

（3）通过一系列读的活动，让学生逐步了解故事内容，顺利完成相应的任务，并尝试复述故事。

（三）情感目标

（1）通过趣味阅读增强学习的兴趣。

（2）学会表达对事物的客观评价。

【教学重点】

（1）故事内容的理解。（2）阅读策略的学习。

（3）根据对原故事的理解，能完成相应的练习。

（4）学生在了解故事的基础上，复述故事。

【教学难点】

（1）故事中大量动词过去式的理解、运用和发音。

（2）学生在了解故事的基础上，复述故事。

【教学准备】

图片，录音机等。

【课前先学】

1.Learn the new words and phrases by yourselves.long long ago 很久以前 king 国王

one day 某一天magic clothes 魔法衣

clever people 聪明人foolish people 愚蠢的人 through 穿过 shout 大喊point at 指向wear 穿着

【教学过程】 Step 1.Preparation 1.Teach “king”.Teacher draws a picture about the king.Step 2.Presentation & Practice Listen and read — to learn “beautiful”, “clothes” T: What does the king like?(播放动画)引导Ss: He likes new clothes.(teach “magic clothes”)2.Talk about the background T: Do you know the story? Who can tell me the name of the story? Chinese is OK.(The King’s New Clothes)T: The story is written by Andersen in 1837.In the story, the king’s clothes are new.But the story is very, very old.Let’s go back to 1837 and meet the rich king.(PPT: 时光穿梭，音乐)2.Paragraph 1and 2 1)Look and learn T: I’m the king.I am very rich.I like new clothes very much!(PPT: mirror)Mirror, mirror, are my clothes beautiful? Mirror: I don’t think so!to S1/S2: Can you make clothes for me? T: Who can make new clothes for me?(teach “make ? for ?”学生跟读)板书

2)Read like a king(板书)3）Read and underline T: Who can make new clothes for him? T: But they can.Why? Please read and underline.(学生自读)Ss read and underline.引导Ss: Clever people can see the clothes.Foolish people can’t see them.3.Paragraph 3 PPT: 音效：织布机

T: What kind of clothes are they? Look!(拿出新衣)T: What does the king think of the new clothes? T: Can he see the clothes?(No!)Does he like the new clothes? Why? But he says “Oh, yes.They are soft and light.” Because he thinks clever people can see the clothes.Foolish people can’t see them.How to read it well? Listen and imitate.(转载自：www.xiexiebang.com 教 师联盟 网:译林版小学六年级英语上册教案)T: You are the king.4.Paragraph 4 1)Learn the text T: What do the people think of the clothes?(出示人群和男孩的图片)Let’s read!(出示图片4文字)T:(拿出人群的图片)What do they think?（They are beautiful!）T: Do all the people think they are beautiful?(No)Then who?(The boy.)What does he say?(出示图片5，文字)（引导学生朗读文本）Here’s a new word.(teach “wearing”, pear, bear, wear, wearing)Ha!Ha!The king isn’t wearing any clothes.2)Mini Theatre T: Now let’s go to the Mini Theatre and act the period.一位学生扮演

国王巡演，引导其他学生朗读图4 的文字。Step 3.Production 1.Talk about the characters 2.Read the story.1)Read and repeat T: What a lovely king!Boys and girls, you learn so well!It’s time to read after the tape!Try to learn the pronunciation and the intonation.2)Read by themselves T: Read by yourselves.3.Act the story T: You can read very well.And you know them well now.Why don’t we act the story!Rules: Four students a group.If you read well, you can get one star.If you can read without the books, you can get two stars.And if you can do the gestures, you can get three stars.(Ss practice and act)4.1)Who do you want to be? T: 引导学生总结Welcome back!Today we learned the story The King’s New Clothes.If you were in the story, who do you want to be?(音效：时光穿梭)T: Remember!Clever people can see the clothes.Foolish people can’t see them!Can you see them?(No./ Yes.)T: Remember!Be honest!Be yourself!作业设计：

1.Design an ending for the story.The king is back home,? 2.Read more English stories from the bookshops and the Internet.板书设计：

教学反思：

Unit 1 The King’s new clothes(The 2nd period)

【教学目标】

（一）知识目标

1．进一步理解，掌握过去式的句子结构，运用过去时态来表达句型。

2．在理解故事的基础上，结合fun time中的句型，会正确表达并能声情并茂的表演这个故事。

（二）能力目标

1．知道什么是过去式，掌握过去式的构成，会正确使用过去式进行英语表达。2.通过小组合作学习，拓展故事内容。

（三）情感目标

1．能够在表演过程中体验到英语故事的乐趣，喜爱英语故事。2．让学生体验故事表演的快乐过程中，明白为人要诚实，待人要真诚。

【教学重点】

1．通过语法板块，正确掌握过去式这个重要时态。

2.学会有步骤、有感情的讲英语故事，并能自然，声情并茂的表演。

【教学难点】

通过对课文中句型的分析，掌握过去式。

【教学准备】

动词过去式表格，图片

【课前先学】

1.思考有哪些表示过去时间的词语

2.书本上动词的过去式你发现了什么规律？你还知道哪些简单的动词过去式，与大家分享。

【教学过程】 Step 1.Preparation 1.Free talk.2.Check the preparation of the sentences.Step 2.Presentation & Practice 1.T: Who can repeat picture 1？ S: I.can try.板书：Long long ago，there was a king.One day，two men visited the king.T:Look carefully，can you find the sentences grammar？ S:Yes.is（过去式）was visit（过去式）visited T:Why do they use was/visited？ S:Long long ago /one day 2.T: Repeat the other pictures and find the grammar in your groups 3.学生自己观察，再小组讨论，尝试总结过去式。

①be动词am/is-was，are-were ②一般动词+ed ③以e结尾的动词+d 4.随堂小测试

5.T:Now，you have learn the text.Let’s have fun time 出示图片和句型I like new clothes.Who can make?for me？ Ask one to try Work in groups and act Step 3.Production 1.Prepare for repeat fun time in groups 2.try to continue the story

作业设计：

1.Remember the part of grammar words past 2.Independent about the king’s new clothes this story 板书设计：

教学反思：

Unit 1 The King’s new clothes(The 3rd period)

【教学目标】

（一）知识目标

（1）掌握字母组合ar在单词中的发音，能拓展单词和句子。

（2）通过不同阅读方法和策略，理解Fun time中故事的内容。

（3）了解美国牛仔和苏格兰的短裙的相关文化知识。

（二）能力目标

（1）在阅读过程中，培养学生快速阅读，查找答案的能力的习惯。

（2）通过小组讨论，同桌交流，汇报展示等方式，引导学生共同学习，培养合作习惯。

（3）通过一系列读的活动，让学生逐步了解故事内容，顺利完成相应的任务，并尝试复述故事。

（三）情感目标

（1）通过异域文化的了解增强学习英语的兴趣。【教学重点】

通过朗读，体会字母组合ar的发音规律和小诗的韵脚。

了解中外文化的异同，帮助学生拓展视野，加深对中华民族优秀传统文化的认识和热爱。

通过趣味卡通故事，帮助学生强化语言知识，训练语言技能，着重培养学生的阅读理解能力。

【教学难点】

（1）ar字母组合的发音规律。

（2）学生在了解故事的基础上，复述故事。

【教学准备】

图片，录音机等。

【课前先学】

整理你能记得的ar字母组合的单词

标注Fun time中不认识的单词，并通过查字典写音标和中文，能初步朗读。

foxeachmountainsay sentence hard next have to 【教学过程】 Step 1.Preparation 1.Free talk: 译林版小学六年级英语上册教案篇二：2014年秋学期译林版六年级上册教案 1 3 译林版小学六年级英语上册教案篇三：译林牛津版六年级上册英语教案

六年级同步 第三周 Teaching Plan Unit 2 What a day!Analysis of Material: Unit2 mainly includes six parts: story time(important part), grammar time(important part and difficult time), fun time, sound time, cartoon time and checkout time.In the story time, there are some important words, phrases and expression that need to learn by heart.The grammar part is the important and difficult part of unit1.It is about past tense and it needs Ss to master the usage of past tense well.学生在校学习进度分析：通过了解全班11个同学，一半以上的学生完成了story time, grammar time, fun time 和sound time，也就是已经学完第二单元的重难点部分，所以这节课的主要任务就是引导学生进行趣味复习和练习题操练，目的是巩固第二单元的重难点。

Teaching Contents: 1.Check the homework and have a dictation;2.List, teach and add some important phrases and expression to Ss in the story part, and consolidate them by doing exercises;3.Review and learn the grammar-past tense and list some new words with their past tense;4.Guide Ss to learn to make short sentences.Teaching Aims: 1.To supervise Ss’ studying after class by checking their homework timely;2.The learning of phrases and expression is to master some certain usage and to guide Ss to make more sentences;3.Past tense is one of the most important grammars in the English study.Therefore, the learning of past tense is to guide Ss to make right sentences.Teach Ss to master the usage of past tense by doing exercises;4.Guiding Ss to make short sentences one by one can practice Ss’ own thought and creation.Important Points and Difficult Points: 1.Master the new words, phrases and expression;2.Master the usage of past tense.Students Analysis: 本节课学生在采取趣味抢答游戏复习单词、短语等环节积极性很高，注意力集中。练习题的完成也是速度和质量并行。但是语法环节仍然存在着不熟悉的动词的过去时，这需要加大课下练习和操练力度。Teaching Steps: Step 1: Check the Homework before Class T: First let’s have a dictation and I’ll check them.Now, let’s begin.(In this part, teacher read the English words, and Ss write them down in the paper.Then, teacher check them.)Purpose: Checking Ss’ homework timely can help Ss to remember what they have learnt and supervise their studying after class.Step 2: Story Time and Phrases Presentation(important point)T: After Words Part, let’s come to the Story Time.Now, I’ll ask some Ss to recite the text.Who wants to try first? Ss: ……

T: Then, try to find all the verbs and write down their past tense.Let me see who can find the most.(Ss begin to find verbs and write down their past tense.And at the same time, the teacher walks through the Ss and check their answers.Then, show the answers in the PPT.)T: Ok.How many verbs do you find? Ss: Nine.T: Well done!Let’s learn them together.is-was;go-went;become-became;fly-flew;bring-brought;are-were;can-could;rain-rained.Now, I’ll give you five minutes to read and remember them.Ss: ……

T: Let’s play a link game（连连看游戏）now.Look at the PPT.Ss: Yes.(Then, the teacher practices the verb’s past tense by a link game.)T: Then, let’s review the important phrases and expression in the text.1.询问天气：How’ the weather today? = What’s the weather like today? 回答：It is sunny/cloudy/windy/rainy.由一般现在时改为一般过去时：

询问天气：How’ the weather yesterday? = What’s the weather like yesterday? 回答：It was sunny/cloudy/windy/rainy.2.by+交通工具：by bike/bus/car 3.该吃早饭/午饭/晚饭了。：It’s time for breakfast/lunch/super.吃早饭/午饭/晚饭: have/eat breakfast/lunch/super 4……

(In this process, the teacher will guide students to review them by asking questions or letting Ss make the sentences.)T: Then open your exercise book and page 9 and 10 to do the exercises Four and Six.(Ss begin to do exercises.Teacher checks the answer one by one and explain some important ones.)Purpose: To make Ss master more important phrases and help them to do exercises.Step 3: Grammar Review(important and difficult point)T: Past tense is an important grammar point.So let’s review past tense once again.First, open your book and page 18 and 19.Find all the verbs and write down their past tense.Let me see who can find the most.(Ss begin to find verbs and write down their past tense.And at the same time, the teacher walks through the Ss and check their answers.Then, show the answers in the PPT.)T: Ok.How many verbs do you find? Ss: Eight.T: Well done!Let’s learn them together.do-did;is-was;see-saw;fly-flew;bring-brought;become-became;can-could;go-went;take-took.Now, I’ll give you five minutes to read and remember them.Ss: ……

T: Let’s play a turntable game（大转盘游戏）now.Look at the PPT.Look at the English word and give me its past tense.Are you ready? Ss: Yes.(Then, the teacher practices the verb’s past tense by a Bingo game.)T: Well done!Now, look at the PPT and let’s make sentences together.The children ______(看)a kite show that day.Write the answer in your paper.Ss: saw.T: Good!Then, Let’s page 11 and 12 in the exercises book and do some exercises about past tense.Ss: …

(Ss begin to do exercises.Teacher checks the answer one by one and explain some important ones.)Purpose: In order to improve Ss’ understanding and usage of past tense by practicing again and again and doing more exercises.Step 4: Fun Time(First, the teacher shows some pictures in the PPT.)T: Hello, everybody.Look at the PPT.Now, we play a funny game.First, everybody chooses any number and make sentences by yourself.Understand? Ss: Yes.Ss1: I choose No.2.T: Ok.So, you can begin your sentence.Ss1: It was sunny.She flew a kite in the park.T: Well done!Who wants to be the second one? Ss2: … Ss3:….…… Ss11:…

Purpose: In order to motivate Ss’s interest in learning English.Step 4: Sound and Song Time T: Look at the PPT and tell me how to spell this word.Ss: ear.T: Next one? Ss: hear.….T: Yeah, very good.Now, let’s have a relax and listen to a song and sing after the radio together.(The teacher plays the song of “Rain, rain go away”.)Purpose: In order to increase the Ss’ interest by listening to English song.Step 6: Summary 1.Check the homework;2.Review the important phrases and expression;3.Review the usage of past tense;4.Review the pronunciation of ear;5.Listen to an English song and have a relax.Homework: 1.Write down the new words for two times and learn them by heart;2.Do the exercises of Grammar Part in the exercises book.Teaching Reflection: 本节中，主要以复习第二单元的重难点（包括单词、短语、一般过去时的用法）为主。在复习的过程中，由于学生是第二遍学习，可能会产生对已学知识的轻微的厌倦心理，所以这就要求老师在组织复习的过程中，要能最大程度地调动学生的积极性和参与度，而经实践证明，课堂上的趣味游戏能够最大程度，最长时间的调动学生学习的热情；此外，模块性的做练习题也是巩固知识的有效方法，所

第四篇：(译林版)四年级英语上册教案 Unit6

Unit 6 At a snack bar

一、教学内容

译林版四上Unit 6 At a snack bar(Story time)

二、教学目标

1.能听懂、会说、会读单词snack bar, a cup of coffee, a glass of juice, a glass of milk, a hamburger, noodles, a sandwich.2.能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? Anything else?

3.能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。

4.学会合理安排饮食。

三、教学重点

1.能听懂、会说、会读单词snack bar, a cup of coffee, a glass of juice, a glass of milk, a hamburger, noodles, a sandwich.2.能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? Anything else?

3.能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。

四、教学难点

1.能初步区分a glass of和a cup of 的区别

2.能灵活运用本课所学的词汇和日常用语进行点餐。

五、教学准备

图字卡，实物道具（茶杯和玻璃杯），实物图片，练习纸

六、教学过程

Step 1 Greeting &Warming up

1.Greeting

T: Hello, boys and girls.S: Hello, Miss Gu.T: Nice to see you.S: Nice to see you, too.2.Sing a song 《What would you like?》

T: Well done!You sing beautifully!I have some questions for you.Q1: What food can you hear in the song? 出示单词food

S: Dumplings, noodles, rice, hamburgers, hot dogs, French Fries, bread, pies.T: Good!And where can we buy them?

S: At a supermarket/snack bar…

T: Yes, maybe at a snack bar.(出示快餐店, 并通过出示相同发音的单词，教读snack 和bar)

Today we’ll learn Unit 6 At a snack bar揭题

Step 2 Presentation1、Play a game

T: We can buy many food and drinks at the snack bar.出示单词drinks

Let’s see what they are!

T: When you see the pictures or the words, say the words loudly.But if you see the food presents, say “Yummy, Yummy” loudly.T:(出示ppt，展示食物和饮料图片单词)

S: a cake/a hot dog/Yummy!/an ice-cream/a pie/Yummy!/noodles/juice/milk/Yummy/a sweet/a hamburger/Yummy/an egg/coffee/Yummy/a sandwich

【设计意图】通过游戏让学生熟悉食物和饮料的名称，并渗透新授单词其中，让学生预热生单词。

2、Guess and learn the new words(遮图片，剪影，首字母，听声音)

T: Good job!Now, we’ve got some presents.There’re some food and drinks in them.Guess!Look at Picture1.S: It’s a cup of coffee.(生选择，师点击礼品盒)

T: Great!(板书，贴图，带读 a cup of coffee)并询问Would you like a cup of coffee?

S: It’s a glass of milk.(生选择，师点击礼品盒)

T: Good！(板书a glass of milk，贴图，带读a glass of milk)

用实物区别a cup of &a glass ofT: How to say this?教授a glass of juice

S: It’s a hamburger!

T: Bingo!Can you spell it?(板书a hamburger，贴图，带读a hamburger并询问would you like a hamburger? What about you?)

S: It’s a sandwich.T: Well done!(板书a sandwich，贴图，带读a sandwich)

T: How about Picture 3.Listen!（录吃面条声音）

S:(引导)They’re noodles.T: Clever!(板书noodles，贴图，带读noodles, Tips: 注意可数名词和不可数名词。

举例：a hamburger, some rice, some noodles 询问新句型 What would you like?)

S: I’d like …(出示I’d like…)

【设计意图】通过猜单词，让学生熟悉单词，并在新旧句型使用中进一步掌握词汇和句型。

3.Work in pairs

T: What would you like?(看着黑板进行师生对话练习)

S: I’d like …

T: What about you ?

S:…

T: Anything else?

S: …

T: Now, we have some food and drinks here, talk about them in pairs.S: …(生展示)

【设计意图】通过对话练习，巩固词汇和句型。

Step 3 Story time

1.Watch and answer.T: You did a good job!And our friends are at the snack bar, too.Who are they?

Let’s watch and answer!

S: Helen, Mike and Mr Green.T: Yes!And we can also see a waitress here.2.Listen and tick.T: Look, there are many food and drinks here.They are…

What would they like? Let’s listen and tick.T: What would Mike like?（引导）He would like …

What would Helen like?She would like…(听力验证)

What would Dad like?He would like…

3.Listen and read

T: Read the three sentences: I’d like a hamburger and a glass of milk.I’d like a sandwich and a cup of coffee.A hamburger,noodles and a glass of milk, please.Tips:几个相同种类的词语并列出现时，除最后一项外，其余都读成升调。

4.Read the text

跟读（注意模仿语音语调）——分角色朗读

T: OK.Now we have read the story together.Now open your books, turn to Page 38, and read the story in roles, four students a group.【设计意图】通过不同形式的朗读，让学生熟练掌握课文，为下一步表演奠定基础。

5.Try to fill

Mike, Helen and their father_____ at the snack bar.They would ______ some food and

drinks.Mike would like a glass of _______ and a _________.Helen would like some______.Mr Brown would like a _______ and a cup of ________.核对答案，齐说

Step 4 Show time

1.Go to the snack bar.a.T: You did a good job.Now, let’s go to the snack bar, OK? Look!Here is the menu.If you are a waitress or a waiter, how can you say?(带着学生看黑板复习问句)

Some of you can answer like this: I’d like… A/Some…, please.b.T: Who wants to work with me?(教师示范)

c.Work in 3

d.Show it.请小组上台表演，带上角色帽子

2.Advice

T: Look at these food and drinks.Milk is healthy, but hamburger is a kind of junk food.How about eggs…?(将食物分类)

Attention here: We should “Eat well, eat healthy.”合理饮食，健康饮食！

Step5: Homework

1.Read and imitate the story.听录音，朗读并模仿对话。

2.Invite your friends to enjoy the food at the weekends.Try to use the sentences we learnt today.周末邀请你的小伙伴一起分享食物，试着用今天所学的句型交流哦。

3.Write down the food you can name, try to divide them in different ways.写下你学过的食物类单词，试试用不同的方法来给它们的分类吧。

板书设计：

Unit 6 At the snack bar

—What would you like?

— I’d like…

Food: a hamburgera sandwicha hot dog(图片)some noodlesa piean ice cream Drinks: a cup of coffee(图片)a glass of milka glass of juice—What about you?/ Anything else? — A/ Some…, please.— Here you are.— Thank you.

第五篇：译林三年级下册unit8教案

教学内容：Unit 8 We’re twins!教学目标：

1、通过全家福照片及纸偶的展示学习句型Who’s she / he? Who’s that girl / boy? He’s / She’s….。

2、通过学习Story time，能正确地听懂、会说、会读单词aunt, twins, we’re。

3、.通过学习Story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。

4、能在真实的情景中运用Who’s she / he? Who’s that girl / boy? He’s / She’s….进行交流。

教学重难点：１、通过学习Story time，能比较流畅地朗读对话，并能运用所学对话描述。

能在真实的情景中运用Who’s she / he? Who’s that girl / boy? He’s / She’s….进行交流。教学过程： Step1: Warm up 1.（课前准备五个纸偶，画上不同的人物（分别代表自己和家庭中其他成员）。课堂上戴着纸偶现场操作，模拟出不同人物，与学生进行交流。）T: Look, this is a girl.This is a boy.This is a man.This is a woman.通过介绍纸偶学习girl, boy, man, woman T: Who are they? Let’s listen to a song.2.Listen to a song T: This is me.Welcome to my family.Look!Who’s he? 指着爸爸的纸偶 S1: He’s …

T: Yes, he’s my father.Hello, boys and girls.Nice to meet you.Ss: Nice to meet you too.Who’s this girl? 指着画有妹妹图像的纸偶 S1:She’s…

同法引出其他家庭成员，渗透文中主要句型 3.学生出示自己的全家福

T：This is the finger family.Who wants to show us your family photo？

(投影)Who’s this man / woman / boy / girl? S1: She’s / He’s my…

Ss：Who’s this man / woman / boy / girl? S1: She’s / He’s my… Step2 : Presentation

1、出示学校场景图，引导学生整体理解对话内容

T: Today is Open Day.The children and their families are at school.Who are they? Look at the picturee and listen to the tape.Ss: 学生整体听录音初步理解课文内容

2.从学生已知人物入手，引导学生带着了解未知人物的目的，听课文录音，进一步理解课文内容，理清人物关系 T:（指着Mike）Who’s this boy? S1: He’s Mike.T:（指着Yang Ling）Who’s that girl? S2: She’s Yang Ling.T:(指着Su Hai)And who’s this girl? S3: She’s Su Hai.T:(指着Su Yang)Is this Su Hai? S4: No, she’s Su Yang.T: Yes, they’re twins.(Teach‘twins’)

T: 继续出示课文中另外两个成年人物图 Who’s she? Who’s he? Let’s listen and match Ss: 听录音，连线 T：Who is he? Ss:（引导学生回答）He’s Mike’s uncle.So Mike says’He’s my uncle.’ 此环节时，将人物图片贴在黑板上

3.引导学生认识理解man, woman, boy, girl等词 T: Who are in the playground? Ss: Mike, Yang Ling, …(看着黑板一一复述)T: I have some words here.Can you help them to find friends?（事先将单词也做好，让学生将单词及人物配对，Mike —— boy）

Step3 Consolidation 1.Read the dialogue after the tape Read in role Read in groups Act out the story 2.布置学生准备一些自己感兴趣的名人或卡通人物，小组之间讨论 A.Homework.1.Read the dialogues after the tape and imitate the pronunciation.2.Try to recite the dialogue.3.Copy the new words.4.Make the family tree(参照Fun time)

B.Homework.1.Recite the dialogue and the words.2.Using the sentence’ Who’s she / he? Who’s that girl / boy? He’s / She’s….’to talk about your family.3.Introduce your family This girl is my ….This man is….… 板书设计：

Unit 8 We’re twins!

Who’s this / that …?

Mike

Uncle

Yang Ling

Su Hai Su Yang

Aunt

boy

man

girl

woman