一年级英语教案Unit 5（推荐五篇）

第一篇：一年级英语教案Unit 5

教学重点：复习本单元知识，做听力练习;歌谣-有节奏、有韵律的歌谣.教学难点 ：听力练习, 歌谣学习。

教具准备：

1．教师准备本单元所学动物的动物玩具（玩具也可以从学生处借用）。

2．本单元所学词汇的图卡和词卡。

3．Lets check部分的听力磁带和Lets chant部分的歌谣录音带。

教学过程 ：

l．热身／复习（Warm-up／Revision）

（1）日常口语会话活动。

（2）通过词卡和图卡以及看本单元的课件复习所学的动物词汇。

（3）游戏：速认速记。教师每次从词卡中挑出3张，让学生快速认记。

教师说：one，two，three！便拿掉卡片，让学生说出是哪几个单词。最快举手说对这3个词的同学可以为本组加一分。（教师在说One，two，three！时要快慢适度，给学生记忆时间；也不要过慢，要让学生有一定的紧迫感，训练瞬时记忆。）

（4）游戏：把手放在你的背后。

教师拿出准备好的玩具放在讲台上，请一个学生站到前面，面对全班同学并把双手放在背后。教师将一个小动物玩具放在他的手里。教师问他：Whats in your hand？这个学生用手摸完，用Its a„.回答。如果他答对了，就拿出来给全班同学看，并可以为本组加分。如果给三次机会，学生都答错了，就要换其他同学来继续这个游戏。

（5）游戏：找卡片

教师将同样数量的A, B两组卡片正面朝下贴在黑板上，学生一从A组中翻一张卡片并读出单词，再从B组中翻看一张卡片，如果两张卡片相同则给该学生以奖励。若不同则将卡片放回原处，换另外一名学生作此练习。

2．趣味操练（Practice）

（1）听力练习：Lets check

学生看图，说出图中的单词。教师播放录音, 学生作练习。根据听到的内容圈出相应的图A

或B。教师播放动画，学生边看边做，一起核对答案。教师奖励表扬做得好的学生。学生跟着动画逐句跟读。

听力内容： l．Look at the panda．

（转载自本网http://www.xiexiebang.com，请保留此标记。）

2．I have a squirrel．

3．Jump like a rabbit．

4．Fly like a bird．

答案：1．A 2．B 3．B 4．A

（2）学习Lets chant

a．先让学生认真看两遍动画。

b．教师再次播放动画，每两句停下来，让学生跟读，并伴有手势。教师板书每句的最后一个单词，两个词为一组（cat，fat；pig，big；monkey，funny；mouse，house）。朗读每组单词，让学生找出读音中的共同点，并再给出一些生词来认读。如：cat，fat 这组，给出bat，mat，hat，sat，rat等单词让学生读。从而逐渐使学生掌握拼读规则记忆单词的方法。

c．让学生分组有表情地并且有节奏地朗读歌谣。

d．请学生上讲台朗读或表演，设最佳表演奖，教师进行适当奖励。

E．最后请有能力的学生将歌谣背诵下来，教师封其为班级“记忆王”。

3．课堂评价（Assessment）

做活动手册本单元第六部分的练习。

²

教师将学生分成几个小组, 合作找出图中的动物。看看图中藏有多少动物。用比赛的形式可进一步激发学生的积极性和学习热情。

²

教师引导学生用Look!This is a „或Look at the „!表达出自己所找到的动物。

²

比一比看哪个小组找得多找得快!

²

教师奖励优胜组。

答案：cat，dog，monkey，panda，rabbit，squirrel，duck，pig，bird，bear，elephant，mouse.4．扩展性活动（Add-activities）

（1）听录音，读A、B两部分Lets do的内容，边读边做动作。

（2）和同学一起看第38－39页的主情景图，用手指着主画面上的人和动物，用英语把他们说出来，看谁说得多。

您可以访问本网（www.xiexiebang.com）查看更多与本文《英语教案－Unit 5 We love animals第六课时》相关的文章。

第二篇：新编实用英语教案unit5

Unit 5

Our weather and Climate I.Teaching objectives

1.2.3.4.5.6.Enlarge vocabulary related to weather and climate.Get some tips about the use of basic sentence structures.Practice writing: describe the weather in form of weather forecast.Appreciate passages and complete exercises well.Practice to understand easy weather forecast.Practice to talk about the weather.II.Key points 1.Master the vocabulary about weather and climate.2.Understand the passages 3.Practice writing: describe the weather in form of forecast.4.Practice to talk about the weather and understand easy weather forecast.III.Difficult points 1.Get some tips about the use of basic sentence structures.2.Practice writing a short weather forecast.3.Appreciate passages and complete exercises well.IV.Teaching methodology

1.Task-based language teaching 2.Direct method V.Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1.Work in pairs.Practice the following mini-talks about greeting and introducing people.Acting out the Tasks 2.Work in pairs and act out the tasks by following the above mini-talks.Key for reference: 1.Task: Ask for Mark’s comments on the weather.2.Task: Ask about and describe the weather at this time of year.3.Task: Ask Mr.Green about the weather condition tomorrow and plan an activity.4.Task: Talk about the change of the weather from long rainy days.5.Task: Complain about a cold day.Studying Weather Forecasts 3.A weather forecast id a statement that tells the public what the weather condition is going to be.We need to watch weather forecasts on TV or hear them over the radio every day.It is part of our life.Read the following samples of weather forecasts carefully and try to use the information to practice short dialogues.Following Sample Dialogues

4.Read the following sample dialogues and try to perform your own tasks.Putting Language to Use 5.Mr.Parks is talking about the weather of two places in the United States with her students.Read aloud the following dialogue with your partner by putting in the missing words.6.There is going to be s sports meet tomorrow.Bob is worried about the weather and you are talking about it.Fill in the blanks according to the clues given in the brackets.Then act it out with your partner.1.Listen to 10 sentences for workplace communication cross-referenced with their Chinese translations.Script:(e.g)1.It look likes rain.2.Is it going to be fine this weekend?

3.There is a chance of snow this evening.4.Today will be cool and partly cloudy, with a chance of rain this afternoon.5.What’s the temperature today?

2.Listen to the following sentences for workplace communication in Column A and match each one with its Chinese version in Column B.3.Listen to 6 sentences for workplace communication and choose their right responses.Handling a Dialogue 4.Listen to a dialogue and decode the message by finding out the correct choices in the brackets according to what you have heard.Understanding a Short Speech/Talk 5.Now listen to a short speech/talk and fill up the blanks according to what you have heard.The words in brackets will give you some hints.6.Listen to the speech/talk again and complete the information in Column A with the right choices in Column B.Section III Trying Your Hand Practicing Applied Writing 1.Read the following two samples of weather report and learn to write your own.2.Translate the following weather forecast into Chinese, using the data bank in the Workbook for reference.3.Write an English weather report according to the information given in Chinese.Writing Sentences and Reviewing Grammar 4.Analyze the following sentences to see what tense they belong to.5.Correct the errors in the following sentences.6.Translate the following sentences into English.Keys for the exercise: 1)The weather was terrible yesterday.In fact, it has been awful.2)She has worked in this office for five years.3)I paid a visit to the Great Wall last year and had a very good time there.4)We have never spoken to each other since we quarreled last time.5)Turn down the TV a bit, the weather forecast hasn’t begun yet.Write and Describe a Picture Write a short passage of about 100 words to tell a story or about an event related to the picture given below.Some useful words and phrases have been provided to help you.Section IV Maintaining a Sharp Eye Passage one

1.Information Related to the Reading Passage 2.Language Points: 3.Explanation of Difficult Sentences 1)

(para.1)Climate change may be a big problem,but there are many little things we can do to make a difference.Analysis: May can be used to introduce concession in putting forward an argument.2)(para.1)As we have learned, these greenhouse gases trap energy in the atmosphere and make the Earth warmer.Analysis:As is often used to introduce an indicator of the information source, such as as we have learned.Similar structure are:as the saying goes,as everyone knows, as you know,as you put it,etc.3)

(para.3)By turning off lights, the television,and the computer when you are through with them, you can help a lot.Analysis: By is followed by a gerund, introducing a prepositional phrase of manner.Note,by is not necessarily always translated as “通过”.4)(para.8)One of the ways to reduce the amount of greenhouse gases that we put into the air is to buy products that don’t use as much energy.Analysis:Two That-clauses are used to serve as post-modifiers of nouns:the first one is that we put into the air, modifying greenhouse gases;The second that-clause is that don’t use as much energy, modifying products.Note: In translation, the noun phrase products that use as much energy can simply be translated into”节能产品”, instead of “不消耗那么多能量的产品”.B.Important Words 1)trap:v store(energy, gas or water,etc.)so that it cannot escape.2)Stand-by:n.Readiness for duty.3)Absorb:v.Take in,sack up(liquid,heat,knowledge,etc.)4)Membership: n.Being a member of(an organization)5)Swell:v.(number or amounts)grow bigger;expand.4.Passage Translation 5.Read and Think: Answer the following questions according to the passage.6.Read and Complete

1)Complete each of the following statements with words or phrases from the passage.2)Fill in the blanks with the proper words or expressions given below, changing the

form if necessary.7.Read and Translate 8.Read and Simulate

Passage two Information Related to the Reading Passage 1.Language Points: A.Explanation of Difficult Sentences 1)(para.1)The most important thing to remember about the weather in Britain is that it often changes.Analysis: To remember about...is the post modifier of the sentence subject the most important thing, and that introduces the complement clause.2)(para.1)As it is not very common in Britain to have long periods when the weather stays the same day after day, the kind of weather you get will depend not only on the time of year, but also on the luck.Analysis: Within the as-clause of reason, there is a relative clause introduced by when and modifying periods.And in its main clause, there is another relative clause you get modifying weather, with the relative that omitted.3)(para.2)For example, the opportunities for people to meet outside depend a lot on the weather, so you won’t see people meeting or spending time together outdoors as much as you do in hotter countries.Analysis: for people to meet outside modifies opportunities.Both meeting or spending time together are the object complement of verb see, and do refers to see...4)(para.3)Foreigners are often amused that the British people spend so much time discussing the weather.Analysis: That is often used to introduce a clause which gives the cause or the effect of an adjective, just like amused in this case.5)(para.4)Another reason is that the British people are reluctant to converse about personal matters with people who are not friends.Analysis:Here that introduces a subject-complement clause, in which a relative who-clause modified people.6)(Para.4)A comment on a nice day or a personal complaint about the rain is an easy way to break the ice.Analysis:Note that when or is used to coordinate two subjects, the verb must agree with the subject after or.To break the ice is an infinitive clause modifying an easy way.B.Important Words 1)depend: v.A.change according to(no passive)

B.Need someone or something for help or to be able to live.2)opportunity:n.A favorable moment or occasion(for doing sth.)3)Outdoors:ad.In the open air 4)Amuse:v.Make someone laugh;cause laughter in 5)Climate: n.The average conditions at a particular place over a period of year.6)Discuss:v.Talk about 7)Variable:a.Changeable, not steady 8)Reluctant:a.Unwilling and therefore perhaps slow to act.9)Converse:v.Talk informally 10)Personally:a.Belonging or relating to a particular person, not to others 11)Social:a.relating to leisure activities that involve meeting other people 12)Comment:v.Make a remark, give an opinion 2.Passage Translation 3.Read and Judge: True/False 4.Read and Translate: Translate the following sentences into Chinese.1)the most important thing to remember about British is the weather.2)People in Britain can enjoy the lovely weather most of the year.3)British people tend to talk about weather quite a lot.4)It is quite common in Britain for people to comment on a rainy day or an lovely day at a bus stop.5)The eating habits of people in Britain have a lot to do with the weather conditions there.6)The best we may use to describe the weather in Britain is “predictable”.7)The variable weather explains why British people talk a lot about it.8)Talking about weather is an inoffensive way to begin a conversation with a stranger in Britain.Section V Appreciating Culture Tips

(Open.)

第三篇：洪恩英语教案：Unit5：part2

洪恩英语教案：Unit5：part2(1)

［教学目标］能熟练说出单词“eye(s)”、“ear(s)”、“nose”、“mouth”。

能流利的运用句型“Touch your…”进行表达。

听懂、理解并会说出单词“head”、“face”。

［语言点］head face

［教具准备］大妖怪、小姑娘、大头儿子、孙悟空、小偷的头饰；大山、眼睛、耳朵、鼻子、嘴的贴绒；head、face的单词卡；一根绳子。歌曲《我的小

脸多漂亮》

［教学过程］

一、热身活动

Let’s sing《I’m a cat》song together with actions,ok?

Music,please!(师幼一起演唱歌曲)

二、复习ear(s)、eye(s)、nose、mouth.1、游戏《找五官》有一个大妖怪把小姑娘的耳朵、眼睛、鼻子、嘴给偷去了，藏在一座大山里，我们帮小姑娘找回来吧！依次找回。只要我们说出英语单

词，大妖怪就不敢出来。

2、着重复习，唉呦！这个怎么不动呢？原来是我们的发音不够准，快把小

舌尖轻轻咬住。

3、我们帮小姑娘找回了五官，小姑娘又有了漂亮的脸。她要谢谢我们“thank you!”。她要奖励我们一个好玩的游戏，还有音乐呢,“music,please!”用手指着鼻子说：“touch, touch, touch your ears(eyes、nose、mouth)，三、学习单词

1、游戏：今天我们请来一位小客人，他给我们表演一个节目，从黑板后面出示大头儿子的头。“Hello!boys and girls!”做头部操，前后左右做两边。师问：“刚才大头儿子用身体的什么部位给我们表演的？”（头）引出单词“head”，师用一只手贴在自己的下巴下面，另一只手贴在自己的头顶上。Please follow me!左歪头两次，右歪头一次，“head、head、head”。

2、练习发音head [h和d轻轻的]

游戏：孙悟空陪师父取经的路上，碰到一个大妖怪，他的头很厉害，不过观音菩萨告诉孙悟空，只要一念咒语，他的头就会疼。疼的利害他就会死掉的，我们来帮帮孙悟空吧！咒语就是“head”，幼儿一齐说“head”，声音大时擦香香

3、，妖怪的头就往下；声音小了，妖怪的头就多露一点。最后妖怪被打死

了。

4、游戏：《小偷》孙悟空与师父继续西天取经，走了一段很远的路后，坐下来休息时突然来了一个小偷，看！他把哪里蒙上了。幼儿回答（脸）。孙悟空不知道它是人是妖，想把他的面纱摘下去。可是怎么也摘不下去，原来也要用咒语才能摘下去。咒语就是“face”,请幼儿摸自己的脸说三遍。

5、游戏《擦香香》

边拿香香边说“face”;在手上搓一搓说“face”;往脸上擦说“face”。

6、巩固复习

游戏《拔河比赛》:。一边放上大头儿子的头“head’，一边放上小偷的脸“face”。

五、歌曲结束《我的小脸多漂亮》

幼儿边唱边做动作。

第四篇：21世纪大学英语教案第四册unit5

Unit 5 Text A Prison Studies I.Teaching Objectives

1.To understand the audio materials of this unit.2.To grasp the key words, Phrases and structure.3.To mast the skills of writing and reading in this unit.1)understanding the writing skill of a personal narrative 2)mastering the reading skill of skimming the text for main ideas, and reading the text carefully for the details.II.Teaching Content 1.Lead-in activities

2.Text Organization 3.Skill learning in writing and reading

4.Language points(key words, phrases and difficult sentences)5.Grammar Focus(The pattern may / might as well do sth.)6.Guided Practice(exercises, oral practice and group work)7.After-class Assignments III.Teaching Process

1.Warm-up Activity: Questions for Ss’ discussion: 1)What do you often do in your spare time? 2)What do you think of the role that reading plays in you life? 2.Text-organization Part I(Para1)Introduction: My profound knowledge is the result of my prison studies.Part II(Para 2-14)Main body: How I began my prison studies and how hard I kept it.Part III(Para 15-16)Conclusion: The prison studies is so significant that it has changed my

life course forever.3.Skill Learning in Writing and Reading Text A is an example of a personal narrative.Malcolm X is telling an important story from his own life, and he presents the events in the order in which they occurred.Malcolm X‟s story is effective because it is centered around a theme-how his prison studies have changed his life by giving him a love of reading – and because it contains many details that let the reader vividly picture the experience he is describing.For example, to write a story of an important event from your own life.This could be an event from your personal life or an important event from your school career.Be sure to clearly describe the events and to include details which will let the reader know how you felt and why this event was important to you.4.Language Points 1.Many who today hear me somewhere in person, or on television … will think that I went to school far beyond the eighth grade.– Many people who are actually present at my speeches somewhere or hear them on television these days… will think that I have got much more education than just eight years‟ schooling.If you do something or go somewhere in person, you do it or go there yourself so that you are physically present.e.g.I had seen her before on TV, but she looked very different when I met her in person.They talk a lot to one another, over the telephone and in person.2.Bimbi had always taken charge of any conversation he was in, and I had tried to emulate him.– Bimbi had always been the leading speaker of any conversation in which he took part, and I had tried to follow his example.Take charge of – take control of;become responsible for e.g.The boss asked him to take charge of the office for a few days when she was away.They advertised for a nurse to take sole charge of their children while they were at work.3.But every book I picked up had few sentences which didn‘t contain anywhere from one to nearly all of the words that might as well have been in Chinese.– But every book I took up was full of sentences which contained one or almost all of the words which were completely unknown to me.Few sentences which didn‟t contain = many sentences that contain Anywhere from one to nearly all – indefinitely from one to almost all You can use anywhere to refer to a point(e.g.an amount)within a stated range when you do not know what exactly the point is.e.g.You could expect to be paid anywhere between $7 and $15 an hour.He could get anywhere form three to seven years‟ imprisonment.Words that might as well have been in Chinese – words that were as unknown to me as if they had been in Chinese 4.still going through only book-reading motions –still reading books without understanding what they said go through motions – pretend to do something by making the movements associated with the particular action e.g.The actor went through the motions of putting imaginary noodles into his mouth.He caught my eye and went through the motions of sympathetically clapping.5.the best thing I could do was get hold of a dictionary – the best way to carry on reading was to find a dictionary get hold of – take in the hands;manage to find e.g.I threw him the rope and he got hold of it.Where can I get hold of some stamps? The phrase get hold of is an infinitive without to used as the subject complement of the sentence.While in most cases an infinitive with to is used as the subject complement, to can be omitted when the subject contains a structure in which the verb do occurs.e.g.Your mistake was not to write that letter.What I suggest is to start work at once.All she seems to do is gossip with her neighbors.What I really wanted to do was drive all night.6.I was lucky enough to reason also that I should try to improve my penmanship.It was sad.– It certainly did me a lot of good to decide that I should also improve my handwriting, which was regretful.Penmanship refers to the skill, style or art in writing, while handwriting is simply a person‟s particular way of writing.e.g.He spends hours a day practicing penmanship.I can‟t read his handwriting.Sad can be used to express regret about an unfortunate situation that is being described.e.g.The sad fact is that full employment may never be regained.It‟s sad state of affairs when people are afraid to go out at night.7.both ideas = the idea o learning new words and the idea of improving handwriting

8.thumbing uncertainly through the dictionary‘s pages –turn the dictionary‟s pages quickly and casually 9.to start some kind of action – in order to make a beginning, no matter what it was some kind of is used to describe or refer to something that is uncertain or is roughly like the thing mentioned.10.I copied … everything …, down to the punctuation marks.– I copied … everything …, including even the punctuation marks.Down to – including even e.g.She could describe what the other women in the room are wearing, down to the color of their stockings.Nobody was free from suspicion, from the head boy down to the youngest pupil.11.I read back … everything I‟ve written on the tablet.I woke up the next morning, … immensely proud to realize that not only had I written so much at one time, but I‟ve written words that I never knew were in the world.Judging from the context in which the past tense is used with other verbs in the above two sentences, there seems to be an improper use of the present perfect tense where the past perfect tense should normally occur.The phrase I‟ve written should perhaps be replaced by “I‟d written”.12.Funny thing, from the dictionary‘s first page right now, that ―aardvark‖ springs to my mind.– It‟s strange that right at this moment that word “aardvark” which I learned from copying the dictionary‟s first page is still fresh in my mind.Spring to / into – start or come into existence very quickly and suddenly e.g.Say the word “Australia” and the vision of beaches and blue seas immediately springs to my mind.A computer will not spring into action without something powering it.13.live off(a particular kind of food)– live by eating the only kind of food e.g.These animals with long necks live off the leaves of tall trees.We lived off fruit for a week.14.I went on into the B‘s.– I continued to copy the dictionary‟s B section.15.That was the way I started copying what eventually became the entire dictionary.– In that way I started copying and finally I copied the whole dictionary.What is used here in the sense of “the thing that” to name or describe something often implying a changing process in which something becomes true to that name of description.e.g.I share your concern about what is rapidly becoming a desperate situation.The village was located in what is now a large industrial city.16.between what I wrote in my tablet, and writing letters – over the period of time from starting to write in my tablets to writing letters between here indicates a period of time from one event to another.e.g.between conception and biological birth

There was a gulf of ten years between him and his youngest sister.17.You couldn‘t have gotten me out of books with a wedge.– You could never have forced me away from books.A wedge is a piece of metal, wood, rubber, etc.with a pointed edge at one end and a wide edge at the other, which is either pushed between two objects to keep them still or forced into something to break pieces off it.For either of purposes a wedge is driven with force.18.in a prison where there was heavy emphasis on rehabilitation, an inmate was smiled upon if he demonstrated an unusually intense interest in books – in a prison whose chief objective was to help him live a normal life again, a prisoner was encouraged and approved if he showed particularly keen interest in books

smile on/upon sb./sth.– approve or encourage sb./sth.e.g.The government began to smile on small businesses when it realized that they were the key to economic growth.Fortune has smiled upon us(i.e.We are successful)today.19.Some were said by many to be practically walking encyclopedias.– Many people said that some inmates were very informative.A walking encyclopedia – a very informative person.Walking is used to describe a person in terms of an object, in order to emphasize a particular quality that the person has.e.g.a walking dictionary She‟s a walking history book.20.when the new world opened to me, of being able to read and understand = when the new world of being able to read and understand opened to me read and understand –read with comprehension the word understand here is italicized for emphasis‟ sake.The author was now able to read and understand, but, earlier, he was “going through only book-reading motions(para.2)”

21.could check out more than the permitted maximum number of books – could borrow more books than the average inmate was permitted at most check out(a book, etc.)– register(a book, etc.)as having been borrowed 22.serious reading – reading that requires concentration to understand or appreciate, as in contrast to reading for pleasure 23.It always seemed to catch me right in the middle of something engrossing.– Lights always seemed to be out just when I was reading something that completely held my interest.If you are in the middle of doing something, you are busy doing it and do not want to be interrupted.e.g.I was in the middle of washing up when the telephone rang.He‟s in the middle of planning his departmental budget.24.The glow was enough to read by, once my eyes adjusted to it.–As soon as my eyes became accustomed to it, the light from the corridor lamp was enough for reading.25.feign sleep – pretend to be asleep feign and pretend Both feign and pretend mean to put on a false or deceptive appearance, but feign is especially used of an emotion.e.g.Everyone feigned surprise when he told how old he was.I don‟t want to go tonight – I shall feign(or pretend)illness.She pretended that she was no at home when we rang the bell.26.in the years in the streets – in the years when I was homeless 27.reflect upon / on –think deeply about;consider carefully when you reflect upon or on something, you think deeply and carefully about past events or about something that involves possibilities or opinions rather than definite facts.e.g.I reflected on all that he had said to me.The manager demanded time to reflect upon what to do next.28.As I see it today, the ability to read awoke inside me some long dormant craving to be mentally alive.– Today I believe that it was my ability to read that made me conscious of a strong inner desire to be mentally active which had long been suppressed in me.Crave and desire Crave implies the force of physical or mental need(as of hunger, thirst, love, or ambition), while desire often implies intention or aim.e.g.He was craving for a smoke.What people crave is peace and security.He passionately desired to continue his career.We all desire happiness and health.29.I certainly wasn‘t seeking any degree, the way a college confers a status symbol upon its students.– Of course I wasn‟t studying for any university degree, which is a symbol of rank given to its students by a university.To confer something such as an honour, a gift or status on or upon someone means to give it to them.e.g.Degrees are conferred in July and December.The honour was conferred on / upon him just after the war.30.I don‘t think anybody ever got more out of going to prison than I did.– I believe no one ever benefited more than I did from going to prison.Get sth.out of – gain or obtain sth.from e.g.I never get much out of his lectures.She seems to get a lot out of life.5.Grammar Focus The pattern may / might as well do sth.You can use may as well or might as well do sth.To mean that you will do it although you do not have a strong desire to do it and may even feel slightly reluctant about it, or to suggest that no harm should be caused or no difference made by doing sth.Examples: I may as well admit that I knew the answer all along.Since nobody else wants the job, we might as well let him have it.I thought I might as well go: you can‟t keep saying no to people.6.Guided Practice(exercises, oral practice and group work)1)Summary

A).Ask several students to retell the text by using their own words.B).Talk about the main idea or theme of the text.2)exercises: vocabulary and word-building 3)group the students in 4-6, discussing the topic “ what are the factors that contributed to your reading achievements”

7.After-class Assignments

1.Recite the paragraph on page 45.and, 2.Finish the exercises of vocabulary and structure

Text B Reading for life Language Points: 1.Today is the first day of the rest of your life.What is implied by the statement is: How are you going to make a new beginning in your life? 2.Skills are skills.Pleasures are pleasures.—Skill s and pleasures are two absolutely unrelated things.You cannot have both at the same time.3.Reading is more than that.—Reading means more than just skill and pleasure.4.how to stay alive as long as you live—how to remain mentally active as long as you are physically alive 5.With some, youth slips away before being properly savored.–In the case of some people, their youthful days are quickly passed without being fully enjoyed.6.―Some men see things as they are and say ‗Why?‘ I dream things that never were and say ‗Why not?‘‖—―Some people think of things as they exist and ask „Why do they exist?‟ I picture things that never existed and ask „Why did they never exist?‟”

7.After all , a little bit of greatness hides in everyone.Let books bring it into full bloom.—However, there is something great lying in every person.Let books help it to become fully developed.8.a measure of your possibilities—a means to know what you can possibly achieve

A possibility is something that you are able to do and that you might do.9.a vocational counselor and consultant—a person who gives expert advice to people who need guidance in deciding on their jobs 10.You may even find them rated.– You may even find these programs offered in different levels.11.The day of only one lifetime career may be almost over.– The time is almost gone when a person never changes his jobs or careers for life.12.out on the street—out of work 13.experience extender –supplement to experience 14.We‘re not born with instant replay.—We don‟t have the instinctive ability to experience again what has been already experienced.15.Books never impose on us.—Books never force us to read them.If someone or something imposes on you, they unreasonably expect you to do something for them or to spend time with them when you do not really want to.Examples: I hope it‟s not imposing on you, but could I stay to dinner?

第五篇：三年级英语教案Unit5 Let’s eat!

三年级英语教案Unit5 Let’s eat！

Period 1 Let’s learn Let’s do

p49 Learning aims(学习目标):

1、听说、认读juice，egg，milk，bread 这些食物单词。

2、加深学生对I’m hungry。Have some…语用功能的理解和运用。

3、能听懂有关进食的指令语，按照指令做出相应的动作。Important &difficult points(重难点):

1、听说、认读juice，egg，milk，bread 这些食物单词

2、breadbr和 Havev 学生发音口型做不到位 Teaching steps(教学过程)：

Step1: Warm-up/Revision(热身、复习)(用5分钟时间复习)

目标

1、复习巩固旧知识

1、Greetings :

2、Go over the old words: cat, tiger, panda, monkey, elephant.Ask Ss to spell them and have a dictation.3、Practice the drills: What’s this? It’s a tiger/cat/panda/。Step2 呈现新课(Presentation)(用15分钟时间学习)目标

2、听说、认读juice，egg，milk，bread 这些食物单词。

1)Look at the picture: What’s this? It’s an egg.Spell it please.E-G-G.用同样的方法教What’s this? It’s juice/milk,/bread。

2）教师不对学生的回答做过多评价，提示学生注意观察。

T: What’s this?

S: It’s an egg.T: I’m hungry.S: Have an egg./ Have some eggs.What’s this? It’s juice/milk,/bread。

S: Have some eggs./juice/milk,/bread 3)听录音，学习Let’s learn，并叫学生表演对话。Step3:趣味操练(Practice)(用10分钟时间操练)目标

3、加深学生对I’m hungry。Have some…语用功能的理解和运用。（1）解释单词eat（吃），drink(喝)和have(吃、喝)的意思

（2）让学生操练Let's do部分的游戏。

（3）分小组比赛说、做Let’s do 部分的指令语。做得准确，说得清楚为胜。(4)两人一小组表演Let's learn / do部分的内容,看谁先背诵。Step4 达标检测(用8分钟时间练习)板书设计：Unit5 Let’s eat！Let’s learn Let’s do.juice, milk, bread, egg Have some bread/ eggs.Eat some bread/Drink some milk.教学反思：

Period 2

A Let’s talk;Let’s play p48

Learning aims(学习目标): 能够知道如何表达自己喜欢的食物以及将食物拿给别人吃的时候该怎样说，并能在图片、实物和教师的帮助下，在语境中运用I’d like some… Have some …。

Important &difficult points(重难点):

1、新句型I’d like some… Have some …。

2、I’d like some、Have some后跟可数名词时要加其可数名词的复数 Teaching steps(教学过程)：

Step1: Warm-up/Revision(热身、复习)(用7分钟时间复习)

目标

1、复习巩固旧知识

（1）Go over the old words and spell them.:juice, milk, bread, egg T: Are you hungry?

S: Yes.T: Have some bread.S: Thanks.T: Now, Mike is hungry.What should he do? S: Have some eggs/bread.（2）请学生日常口语会话展示。

S1: Mike ,are you hungry?

S2: Yes.S1: Have some eggs.S2: Thanks.S3：Chen Jie , eat some bread.S4：Thanks.S5：Amy, drink some milk.S6：Sorry, I don’t like milk.Step2 呈现新课(Presentation)(用15分钟时间学习)目标

2、在语境中运用I’d like some… Have some …。（1）T:I ’d like some juice/milk.And what would you like? I ’d like some juice/milk.重复I ’d like some juice/milk, please.一句，并伴有喝果汁的动作和表情。（2）教读Here you are.Have some bread, too.学生跟读。（3）Listen to the tape and read after the tape.(4)分组操练，把Let’s talk的句型记熟，再请学生表演。Step3:趣味操练(Practice)(用8分钟时间操练)（1）用同样的方式教学：T: What would you like? S:I ’d like some eggs/bread, please.T: Here you are.Have some bread, too.S: Thanks.（2）让学生操练Let's play部分的句型。

（3）听音正音,注意让学生模仿录音中的语音、语调。Step4 达标检测(用7分钟时间练习)板书设计： Unit5 Let’s eat！A Let’s talk;Let’s play

Have some juice milk bread egg bread eggs I’d like some juice, please.Here you are.Thanks.教学反思：

Period 3 Let's Learn P52 Learning aims(学习目标): 1.能听说、认读单词water, cake, fish, rice。

2.要求学生能根据指令做相应的动作。

Important &difficult points(重难点):

1、能听说、认读water, cake, fish, rice。

2、fish, rice的发音学生有点困难

3、Let’s do 内容的理解和动作的模仿 Teaching steps(教学过程)：

Step1: Warm-up/Revision(用3分钟复习)

目标

1、复习巩固旧知识。Revision: 1）Go over the words: juice，egg，milk，bread 2)T: I’m hungry.S: Have some eggs/bread.Here you are.T: Thank you.S: You’re welcome.分别进行小组操练，把此句型学会。

Step2 呈现新课(Presentation)(用12分钟时间学习)目标

2、能听说、认读单词water, cake, fish, rice。1）Learn the new words: water, cake, fish, rice.Can you spell them?

2)、做“Arrange your card”游戏：教师快速报词卡名称，学生按次序在桌面上排列自己的词卡。

3）Learn: Can I have some water /fish/rice/cakes, please? Here you are.反复操练，让每个学生过关。

Step3:趣味操练(Practice)(用10分钟时间操练)（1）让学生操练Let's do部分的游戏。（2）解释单词drink, eat, cut,的意思

（3）分小组比赛说、做Let’s do 部分的指令语。做得准确，说得清楚为胜。（4）组织全部学生读p52, 然后分小组操练，看谁先背诵。

教师可引导学生用I’d like…表达他在图中所找到的食物（egg, milk, fish, bread, cake, rice, juice, water）。

(5)展开小组比赛，看谁记的单词多

egg, water, cake ,rice, juice, fish, bread, milk Step4 达标检测(用10分钟时间练习)Step5 解决当堂作业(用5分钟时间练习)1.教学生读四个新单词，并书写

2.书写Eat some bread/rice/fish.Drink some milk/water.Cut the cake 3让学生在同桌那里背诵课文，并要求下节课来教室前面表演。学生小结：这节课我学到了

。板书设计：

Period 3 Let's Learn P52，water, cake, fish, rice 1.Eat some bread/rice/fish.2.Drink some milk/water.3.Cut the cake 教学反思： Period 4 B Let’s talk、Let’s play P51

Learning aims(学习目标): 1.能听懂会说“Can I have some...” ,“You're welcome.” 来询问自己是否能得到想要的东西以及能使用You’re welcome.礼貌地回应别人的谢意.2.文化意识：在教学野餐的对话时，让学生理解外国小朋友所用餐具与中国小朋友不同。我们用勺子、筷子。而外国小朋友用刀、叉。Important &difficult points(重难点):

1、Can I have...? You’re welcome.的运用

2、Can I have...?和Have some…的用法学生易混淆。Teaching steps(教学过程)：

Step1: Warm-up/Revision(热身、复习)(用5分钟时间复习)

目标

1、复习巩固旧知识

1）T: Can you read juice/egg/milk/bread…?(复习本单元单词)S: Yes, I can.2）T: Have some eggs/milk.(吃些 ……吧。)

S: Thanks.反复进行小组、女生、男生的分组操练.Step2 呈现新课(用10分钟时间学习)目标

2、能听懂会说“Can I have some...” ,“You're welcome.” 来询问自己是否能得到想要的东西以及能使用You’re welcome.礼貌地回应别人的谢意.1)Learn the new drills: T: Can I have some juice, please ?

S: Here you are.T: Thank you.S: You're welcome T: Can I have some eggs, please ?

S: Here you are.T: Thank you.S: You're welcome 多操练，让学生把Let’s talk 的内容掌握。

2)领读Let’s talk中的句子，并纠正读音。并请学生小组比赛，看谁读得流畅。3)Step3:趣味操练(Practice)(用10分钟时间操练)（1）Listen to the tape and read Let's talk。

（2）Read p51 Let’s play, 然后分小组操练，看谁先背诵。

老师自己设计些游戏，培养学生学习对话的兴趣。Step4 达标检测(用10分钟时间练习)Step5布置当堂作业(用5分钟时间练习)1.书写Can I have some water/fish/juice ,please ? Here you are.Thank you.You're welcome 2.要求学生在同桌那里背诵课文

学生小结：这节课我学到了。板书设计：

Period 4 P 51 Let’s talk Let’s play

Can I have some water/fish/juice ,please ? Here you are.Thank you.You're welcome.教学反思：

Period 5 p50，p53 Start to read Learning aims(学习目标):

1、能认读并会书写大小写Oo , Pp, Qq, Rr, Ss, Tt。

2、进一步培养学生良好的书写习惯。Important &difficult points(重难点):

1、学习书写英文字母Oo---Tt的大小写

2、能根据单词的发音，判断单词的第一个字母.Teaching steps(教学过程)：

Step1: Warm-up/Revision(热身、复习)(用10分钟时间复习)

目标

1、复习巩固旧知识

（1）T: Are you hungry?

S: Yes.T: Have some bread.S: Thanks.T: Now, Mike is hungry.What can he do? S: Have some eggsbread…….（2）请学生日常口语会话展示。

S1: I’d like some juice, please.S2: Here you are.Have some bread, too.Thanks.S1: I’d like some milk, please.S2: Here you are.Have some eggs, too.Thanks.操练此对话时，通过比赛，看哪个小组更积极。说得更流利。

（3）、复习所学过的字母Aa-Nn。教师出示字母卡，学生认读字母。教师出示字母卡时可单独呈现大写或小写，让学生认读。Step2 呈现新课(Presentation)(用10分钟时间学习)目标

2、能认读并会书写大小写Oo , Pp, Qq, Rr, Ss, Tt。1.教授字母、单词

教师引导学生看书上的orange的插图，让学生回答：What's this?引导学生回答出：It's an orange.时，教师问学生orangeOKone的第一个字母是什么：教师出示字母卡，让学生辨别字母Oo的大小写。提醒学生注意占格位置。用同样的步骤教完其余的字母。每节课都要复习字母。字母熟悉了，学生记单词才有兴趣。

2． 播放教材相配套的教学录音带，看课本听录音跟读单词和字母。3． Listen and circle, 听录音，圈出字母。

Step3:趣味操练(用8分钟时间)游戏：看谁找得快

1.教师把字母卡依次摆放在讲台上，让一位学生来到讲台上，教师读字母，学生以最快速度找到该字母并举起来向教师出示。可以多操练几次。

2.Learn start to read/Read and count p53(用5分钟时间)T: What letter can you find?

S: I see R /S /T /J.T: How many …can you see?

S:数并写出答案.Step4 达标检测(用10分钟时间练习)Step5 解决当堂作业(用2分钟时间)1.教学生读黑板上的字母，并教学生书写Oo---Tt的大小写 2.书写Pig

red six

ten tiger

pen quiet

学生小结：这节课我学到了

。板书设计： Period 5 p50，p53 Start to read Oo

Pp

Qq

Rr

Ss

Tt orange on

pig pen

queen quiet

red rice

six Sarah

ten tiger 教学反思：

Period 6

P54-55 Let’s check、Let’s sing、Story time, p46-47.P46-47.Learning aims(学习目标):

1、能够综合运用一些进餐时需表达的语言： I’m hungry.Have some...I’d like some …Sure.Here you are.Thank you.You're welcome.2、能够熟练地听说、认读本单元的所有食物单词和字母Oo、Pp，Qq, Rr, Ss, Tt

3、能理解故事内容，提高运用语言的能力 Important &difficult points(重难点): 1.复习本单元知识，进行听力训练。

2、进一步培养学生模仿发音和语调的习惯，奠定语音语调的基础 Teaching steps(教学过程)： 目标

1、复习巩固旧知识。Step1 :（用时5分钟）

Go over the letterswords and drills in this unit: 1)T: What’s this ?

S: It’s Oo /Ss /Pp /Rr….2)T: I’d like some juice, please.S: Sure.Here you are.T: Thank you.S: You're welcome.T: Can I have milk ,please?

S: Here you are.3)T: Can you speak egg? Spell it ,please.Step2．（Practice）（用时15分钟）

目标

2、能够综合运用一些进餐时需表达的语言： I’m hungry.Have some...I’d like some …Sure.Here you are.Thank you.You're welcome.。够熟练地听说、认读本单元的所有食物单词和字母Oo、Pp，Qq, Rr, Ss, Tt 1.)T: Turn to p54, Let's check根据听到的句子，让学生判断对错。完成书上练习Look and match。

2).Learn the song : Let's have a picnic today.3).Listen to the tape and learn story time: Master the following drills: 1.I’d like some fish/rice ,please.2.Can I have milk/ice cream ,please? 3.Sure.Here you are.Step3（用时8分钟）和同学一起看第46－47页的主情景图，用手指着主画面上的人和食物，用英语把他们说出来，看谁说得多。Step 4.达标检测（用时10分钟）

Step 5.布置当堂作业：（用时2分钟）书写本单元单词熟读重点句子P46-47.★ 学生小结：这节课我学到了

。教学反思：