第一篇：英语标准教案
Unit 4 Entertainment 娱乐
教学目标：
1.两组原音和和两组辅音的发音差别，以及在单词中发音的不同，并熟练掌握例词的发音。
2.掌握本单元与娱乐活动相关的表达方式，询问的句式，能熟练掌握课文中出现的短语和单词。
3.情态动词can , may和 must的用法和区别。
语言重点： 会话：
1.Do you like watching TV? Watch, see, look, look at，在表达“看”的意思上的使用区别。
点学生分别使用造句并点评。
2.How long do you watch TV every day? How long, how often, how soon三种提问的区别，它们分别使用的答语，以及使用时态的特点。点学生分别使用造句并点评。
3.Sometimes I watch movies on TV till midnight.Till 以及until 的使用，特别是在“not„ until„”句型中的使用方法。
4.I think it’s bad for your health.Be bad/good for 表达方式的使用。语言重点： 1.Now TV plays an important part in your daily life.Play a part in 和 play a role in的意义和用法。2.People enjoy themselves after hard work by watching TV.Enjoy oneself by doing 句式的用法 介词by的用法
3.动词spend的用法以及与动词cost，take用法的联系与区别。
4.make 作为使役动词的用法以及其他常见用法。
语法学习：情态动词 can, may, must can 1.表示能力，“能，会” Can you swim? Yes, I can.2.表示请求，“可以，能” Can I help you? You can go back now.3.表示推测，“可能” Where can he be? He can be at school.may 1.表示许可，“可以”，意义与can相近，当更为客气，回答往往也很客气
You may go to the cinema tonight.May I use your pen? Yes, of course.Sorry, you’d better not.2.表示可能，“也许” He may know you.但作为否定，一般用can’t He can’t be at home tonight.must 1.表示“必须”，而mustn’t 表示禁止；作为疑问句的否定回答，往往用need You must cut down on smoking.You mustn’t smoke.Must I do the cleaning? No, you needn’t.2.表示推测，“一定”，通常用于肯定句，否定句则用can’t There must be another way.It can’t be the only way.
第二篇：剑桥标准英语教程 教案
Unit 3 Health Teaching objectives In this unit, Ss learn how to …
use the simple present and present continuous. use if and when in statements and questions. talk about health, remedies, sleep habits, and stress. encourage people to talk by making comments and asking follow-up questions. use expressions like Wow!and You’re kidding!to show surprise.Main Points of Teaching Enable Ss to talk about health, remedies, sleep habits, and stress.Difficult Points of Teaching Enable Ss to use the simple present and present continuous.Teaching Periods 6 teaching hours Teaching procedures Unit opening page Introduce the theme of the unit This unit is about health.What are some things you can do to stay healthy? Write all the responses on the board.In Unit 3, you learn how to…
Unit aims Read the unit aims aloud.Tell Ss to listen and read along.Before you begin…
Introduce the health tips Tell Ss to cover the words below the pictures and look at the pictures.Say, “These four pictures show things people can do to stay healthy.Work with a partner and write a short sentence about the health tip in each picture.”
Ask several pairs to share their tips with the class.Write their sentences on the board. Read the sentences below the pictures aloud.Ss listen and repeat.Help with new vocabulary as needed.Ss practice reading the sentences. Ask the class, “Which of the things in the pictures do u do to stay healthy?” Have several Ss answer.Ask, “What else can u do? Use ideas from the board, or think of more things to do.”
Ss ask and answer in pairs.Then ask several Ss to report their answers to the class.Lesson A Healthy living 1 Getting started Ste the scene Read the lesson title aloud.Ask, “What are some things u do to stay healthy?” Ask a few Ss to answer.Ask, “Who is doing sth special, or different, to stay or get healthy right now?” Ask a few Ss to answer.A Preview the task Read the instructions aloud. Play the recording First, Ss read along.Then Ss listen without looking at books and write their answers. Have Ss compare their answers in pairs.Check answers with the class.B
Preview the task Say, “Read the interviews again.Look for time words and expressions.Write these column headings on the board: Routines(All the time)and Temporary Events(Now).Ask a few Ss to call out the time expressions for the first headings, and write them on the board.Ask, “What verb tense do u see in the sentences with these time expressions?”
Ask a few Ss to call out the time expressions for the second heading, and write them on the board.Ask, “What verb tense do u see in the sentences with these time expressions?” Read the instructions aloud. Do the task. Have Ss compare their answers in pairs.Check answers with class.2 Grammar Present the grammar chart
Understand the grammar Say, “The grammar chart compares the simple the simple present and the present continuous.” Explain that the simple present is used to talk about regular or repeated events or routines and situations are true all the time.And the present continuous is used for activities and events that are temporary, or going on around now.It is also used for activities that are going on at the time of speaking. Present In Conversation Read the information aloud.Have Ss make a sentence in the simple present for each of the verbs presented.A Preview the task Have Ss look at the picture.Ask, “What is she doing?” Ask, “What is on the table?”(an aromatherapy burner)Read the instructions and the example aloud.Ask, “Why is the simple present the correct tense?”(It’s asking how u cope with stress in general or all the time.) Do the task 2 Listening and speaking A Preview the task Say, “You will hear four people talking about their unhealthy habits.Read the incomplete statements and guess what each person says.Write your guesses.”
When Ss finish, ask a few Ss to call out their guesses for each statement.Say, “Now listen and write what they actually say.”
Play the recording Ss listen and write the missing words.Check answers with the class.Lesson B Aches and pains 1 Building vocabulary Ste the scene Hold your head as if it hurts.Say, “I have a headache.” Write a headache on the board.Hold your stomach as if it hurts.Say, “I have a stomachache.” Write it on the board.Ask, “What other health problems do u know the words for in English?” Write Ss’ responses on the board.A Preview the task Read the instructions aloud.Have SS look at the pictures. Play the recording Ss listen and repeat. Ask, “Do u have any of these problems right now? If yes, raise your hand.” Ask any Ss who raise their hands, “Which problem do u have?” B Preview the task Ask Ss to look at the chart.Read the instructions aloud.Tell Ss to use ideas from the lists on the board or their own ideas. Do the task 2 Speaking naturally A Preview the task Have Ss look at the conversation.Say, “When people are speaking, they put stress on the words that are important in the sentence.An important word can be, for example, the answer to a question.” Say, “Stress is also used to contrast, or correct, information.For example, imagine I call u by the wrong name.When u correct me, u say your name clearly and a little more loudly.” Read the instructions aloud. Play the recording Ss listen and repeat.B Preview the task Tell pairs to practice the conversation in Part A, taking turns playing each role.Read the instructions aloud. Do the task Building language Set the scene Write on the board: remedy.Explain, “A remedy is used to fix a problem.For example, one remedy for a headache is to take an aspirin.Imagine you have a cold.What remedy do u use?” Write Ss’ responses on the board.A Preview the task Look at the picture.Say, “Sonia and Mark are talking on the phone.Where’s Mark?”(at home)“What’s wrong with her?”(He’s sick.)“What do u think Sonia and Mark are talking about?”(a remedy) Books closed.Say, “What does Sonia want to make for Mark? Listen and write the answer.”
Play the recording For the first time, Ss listen and write the answer without looking at books;for the second time, Ss listen, read along, and review their answer.Then check the answer with the class Practice the conversation in pairs.B Preview the task Tell Ss to find if and when in the conversation and circle them.Ask, “What tense are the two verbs in each sentence?” Do the task 4 Grammar Present the grammar chart Understand the grammar Say, “When and if have very similar meanings.You can use when to talk about a situation that is usual for u, and u can use if to talk about a situation that is not so usual.But both are possible in the sentences in the chart.” A Preview the task Read the instructions and the phrases from No.1 aloud.Read the example conversation.Remind Ss that they can put the part with when at the start of the sentence or after the other part.Have Ss complete the task. Have Ss check answers in pairs.Then check answers with the class.B Preview and do the task.Lesson C How come you’re tired? 1 Conversation strategy Set the scene Read the title of the lesson aloud.Ask, “What does how come mean?”(why)Say, “Think about the title.Try to guess some of the words that are in the conversation in this lesson.” As Ss call out their guesses, write them on the board.A
Preview the task Tell Ss to look at A’s statement.Read it aloud.Say, “Read B’s responses.Which are the best to keep the conversation going? Check the boxes.” Have Ss compare their answers in pairs.Check answers with the class. Books closed.Read the instructions aloud. Play the recording Books open.Ss listen and read along. Play the recording again Ask, “Why is Adam tired?” Ss listen and write the answer. Play the recording again Ss listen, read along, and review their answers.Check answers with the class. Ask Ss to read the conversation again and circle any words that they guessed would be in the conversation.As Ss call them out, circle them on the board. Practice Have Ss practice the conversation in pairs.B Preview the task Have Ss read the sentences and replies. Do the task C Preview and do the task Read the instructions aloud.To model the task, have two Ss read the example conversation.Have pairs use the sentences in Part B for ideas and give their own answers.Remind Ss to say more than just yes or no.2 Strategy plus Find examples Say, “Look at the conversation on p.26 again.Find the expressions that Yuki uses to show surprise. Present Strategy plus Read the information and the examples aloud.Ask, “Why does Yuki say ‘You’re kidding!’”
Present In Conversation Books closed.Write on the board: Oh, Wow, Really, and Gosh.Say, “Two of these are in the top 50 words, and two are in the top 500 words.Which two are in the top 50? Which two are in the top 500? Write your guesses.” Books open.Ask a S to read the information.Have Ss raise their hands if they guessed correctly.A Preview the task Have Ss read the conversations.Say, “Now listen and write the expressions you hear.”
Play the recording Ss listen and read along.Listen again and write the expressions. Check answers with the class. Have Ss practice the conversation in pairs.B Preview the task. Play the recording Ss listen, then write the expression.Ss listen again.Then check answers with the class.3 Talk about it Preview the task Read the instructions aloud.Ask Ss to read the discussion questions.Make sure that Ss understand the meaning of each question. Do the task Have Ss discuss the questions in groups.Say, “When u find sth u have in common, make notes.”
Lesson D Ways to relax 1 Reading Set the scene Read the title of the lesson aloud.Ask, “How do u relax? What do u do?” Get ideas from Ss.A Prereading Preview the task Write the word stressed on the board.Ask, “What does stressed mean?” Get ideas from Ss. Do the task B During reading Preview the reading Have Ss look at the reading.Say, “This is a leaflet.A leaflet is usually one piece of paper with helpful information.”
Read the instructions aloud.Tell Ss to circle two new or interesting things they learn as they read. Do the reading Have Ss rend the leaflet and circle the information. When Ss finish, call on a few Ss to tell the class the information they circled. Do the reading again Have Ss read the leaflet again and underline any new vocabulary.Help with new vocabulary as needed.C Postreading Preview the task
Do the task Have Ss answer the questions and then compare their answers pairs.Check answers with the class.2 Listening Set the scene Tell Ss to look at the pictures.Ask, “Where are the people? What are they doing?” Get ideas from Ss.A Preview and do the task Read the instructions aloud.Have Ss work in pairs and discuss the questions Call on several Ss to tell the class what they do to relax.B Preview the task Read the instructions aloud. Play the recording Play the first conversation.Ask, “Which picture does this conversation go with?” Then ask, “What words in the conversation help u choose this picture?”
Play the remaining conversations, and have Ss write their answers.Check answers with the class.C Preview the task Read the instructions aloud. Play the recording Play the first conversation, and then pause the recording.Ask, “What else does she do to relax?” Ss write the answer under the picture they labeled 1. Play the remaining conversations.Ss listen and write the activities. Play the recording again Ss listen and review their answers.Check answers with the class.3 Writing A Preview the task Ask some general questions about common health problems. Read the instructions aloud.Call on four Ss to each read an example. Do the task Have Ss write a common health problem on a piece of paper.B Preview the task Read the instructions aloud.Call on different Ss to each read the example problem and the replies. Present the Help note Ask Ss to read some of the problems they wrote in Part A.Give suggestions using sentences with if when clauses. Do the task Have Ss pass their papers around their group, and write a reply to each person.
第三篇：标准教案
第一单元
分数乘法
第一课时
分数乘法
（一）教学目标：
能力目标：
能根据解决问题的需要，探究有关的数学信息，发展初步的分数乘法的能力。
知识目标：
学习整数乘以分数的计算方法，让学生亲自经历探究整数乘以分数的计算原理，学生能够熟练准确的计算整数乘以分数。
情感目标：使学生感受到分数乘法与生活的密切联系，培养学习数学的良好兴趣。
教学重点、难点：学生能够熟练的计算整数乘以分数
教学方法：师生共同归纳和推理 教学准备：教学参考书、教科书 教学过程：
一、复习导入：
教师出示教学板书，请学生计算下列分数加减运算题。
2335
3527
5283 教师：来回巡视学生的做题情况，并提问学生说说自己如何计算的？
学生寻找完毕，纷纷举手准备回答问题。
教师提问学生回答问题。（先通分，再进行分子与分子相加减；分母不变„）并注意更正学生的错误和表扬回答问题 的同学。
二、讲授新课
同学们我们学习一种新的运算：分数乘法，让学生想一想什么是分数乘法？
学生同桌之间讨论，教师提问学生回答问题。教师板书例题，让学生想一想如何计算？
学生列出算式3×15=，学生同桌之间相互讨论，如何计算整数乘以分数？
教师提问学生说一说自己是怎样计算的？（学生1：3×15=151515=35；学生2：3×11115=555=1113135=5=5„„）教师和学生总结整数乘以分数的计算方法，整数乘以分数，只把整数乘以分子，分母不变。）
三、巩固练习：
做课本2页涂一涂，算一算，2个
37的和是多少？ 让学生熟练计算，教师及时纠正学生错误的计算方法。做课本试一试1、2题。
四、课堂小结：
同学们，这一节课你学到了哪些知识？（提问学生回答）
板书设计：
分数乘法
3×15=151515=35 3×15=151515=1115=315=35
分数乘以整数的计算方法：整数乘以分数，只把整数乘以分子，分母不变。）
教学反思：
第二课时
分数乘法
（一）教学目标：
能力目标：
能根据解决问题的需要，探究有关的数学信息，发展初步的分数乘法的能力。
知识目标：学习整数乘以分数的计算方法，让学生亲自经历探究整数乘以分数的计算原理，学生能够熟练准确的计算整数乘以分数。
情感目标：使学生感受到分数乘法与生活的密切联系，培养学习数学的良好兴趣。
教学重点、难点：学生能够熟练的计算整数乘以分数
教学方法：师生共同归纳和推理 教学准备：教学参考书、教科书 教学过程：
一、复习导入：
教师出示教学板书，请学生计算下列分数加减运算题。
144×27
教师：来回巡视学生的做题情况，并提问学生说说自己如何计算的？
学生寻找完毕，纷纷举手准备回答问题。
教师提问学生回答问题。（先通分，再进行分子与分子相加减；分母不变。）并注意更正学生的错误和表扬回答问题的同学。
二、讲授新课
同学们我们学习一种新的运算：分数乘法，让学生想一 想什么是分数乘法？
学生同桌之间讨论，教师提问学生回答问题。教师板书例题，让学生想一想如何计算？
学生列出算式3×15=，学生同桌之间相互讨论，如何计算整数乘以分数？
教师提问学生说一说自己是怎样计算的？（学生1：3×1115=5515=35；学生2：3×11111115=555=5=315=35„„）教师和学生总结整数乘以分数的计算方法，整数乘以分数，只把整数乘以分子，分母不变。）
三、巩固练习：
做课本2页涂一涂，算一算，2个
37的和是多少？ 让学生熟练计算，教师及时纠正学生错误的计算方法。做课本试一试1、2题。
四、课堂小结：
同学们，这一节课你学到了哪些知识？（提问学生回答）
板书设计：
分数乘法
3×11113111111135=555=5 3×5=555=5=15=35
分数乘以整数的计算方法：整数乘以分数，只把整数乘以分子，分母不变。）教学反思：第三课时
分数乘法
（二）教学目标：
能力目标：
能根据解决问题的需要，探究有关的数学信息，发展初步的分数乘法的能力。
知识目标：继续学习整数乘以分数的计算方法，让学生能够计算整数的几分之几是多少，学生能够熟练准确的计算出一个整数乘以不同分数的结果。
情感目标：使学生感受到分数乘法与生活的密切联系，培养学习数学的良好兴趣。教学重点、难点：
学生能够熟练的计算出整数乘以不同分数的结果。教学方法：师生共同归纳和推理 教学准备：教学参考书、教科书 教学过程：
二、复习导入：
教师出示教学板书，请学生计算下列分数乘法运算题。
395113=
1612=
21×14= 教师：来回巡视学生的做题情况，并提问学生说说自己如何计算的？
学生寻找完毕，纷纷举手准备回答问题。
教师提问学生回答问题。（整数乘以分数，整数乘以分子，分母不变。注意两种约分方式。）
二、讲授新课
教师出示课本例题：小红有6个苹果，淘气的苹果是小 红的12；笑笑的苹果是小红的13，淘气和笑笑各有几个苹果？ 教师让学生思考这个例题，并对学生进行提问。学生自己动手填完课本例题上的方格。教师提问学生说一说自己是怎样计算的？（学生1：6×1612=
23(个）；学生2：6×13=613（个）2„„）教师和学生对比这两个题目的区别和联系。学生初步理解整数乘以分数的数学意义。
三、巩固练习： 做课本5页试一试，36的和16分别是多少？ 注意让学生体验求一个整数的几分之几是多少的数学意义。
四、课堂小结：
同学们，这一节课你学到了哪些知识？（提问学生回答）板书设计：
分数乘法
（二）6×12=6123(个）
6×13=613（个）2
整数乘以分数的数学意义：就是求整数的几分之几是多少？ 教学反思：第四课时
分数乘法
（二）教学目标：
知识目标：继续学习整数乘以分数的计算方法，让学生能够计算整数的几分之几是多少，学生能够熟练准确的计算出一个整数乘以不同分数的结果。
能力目标：
能根据解决问题的需要，探究有关的数学信息，发展初步的分数乘法的能力。
情感目标：
使学生感受到分数乘法与生活的密切联系，培养学习数学的良好兴趣。教学重点、难点：
学生能够熟练的计算出整数乘以不同分数的结果。教学方法：师生共同归纳和推理。教学准备：教学参考书、教科书 教学过程：
一、复习导入：
教师出示教学板书，请学生计算下列分数加减运算题。
1144×14
12×4= 教师：来回巡视学生的做题情况，并提问学生说说每一道算式的意义。
学生寻找完毕，纷纷举手准备回答问题。
教师提问学生回答问题，并注意更正学生的错误和表扬回答问题的同学。
二、课堂练习学生做第1题，教师注意让学生对比好门和小明的高度，并注意进行长度单位的换算。
学生做第2题，教师注意提醒学生及时约分化成最简分数。并同桌之间相互说说每个算式的数学意义。
学生做第3题，教师巡视学生做题情况，并及时对有困难得学生进行帮助。
学生做第4题，教师注意让学生能够区分最少和最多这个数字范围，并提问学生说说自己的答案。
四、课堂小结：
同学们，这一节课你学到了哪些知识？（提问学生回答）
板书设计：
分数乘法
（二）480×38180（千克）
180×56=150（千克）
教学反思：
第五课时
分数乘法
（三）教学目标：
能力目标：
能根据解决问题的需要，探究有关的数学信息，发展初步的分数乘法的能力。
知识目标：学习分数乘以分数的计算方法，学生能够熟练准确的计算出一个分数乘以另一个分数的结果。
情感目标：使学生感受到分数乘法与生活的密切联系，培养学习数学的良好兴趣。教学重点、难点：
学生能够熟练的计算出分数乘以分数的结果。教学方法：师生共同归纳和推理 教学准备：教学参考书、教科书 教学过程：
一、复习导入：
教师出示教学板书，请学生计算下列分数乘法运算题。
3113=
91612=
21×514= 教师：来回巡视学生的做题情况，并提问学生说说自己如何计算的？
学生寻找完毕，纷纷举手准备回答问题。
教师提问学生回答问题。（整数乘以分数，整数乘以分子，分母不变。注意两种约分方式。）
二、讲授新课
教师出示课本例题：一张长方形的纸条，第一次剪去它 12 的12，第二次剪去剩余部分的12。此时，剩下的部分占这张纸条的几分之几？如果第三次再剪去剩余部分的12，那么剩下的部分占这张纸条的几分之几？
教师让学生思考这个例题，并对学生进行提问。
12112？分析第一次剪去它的2，第二次再剪去剩下的11112，那就是2的2。也就是21教师让学生从图中看出是
14，让学生从1212=14中思考，分数乘以分数的运算规则，让学生同桌之间相互讨论。
教师提问学生说说分数乘以分数的运算法则。并对学生的说法给以鼓励。
教师和全班学生共同总结出分数乘以分数的运算法则：分数乘以分数，分子乘以分子作为分子，分母乘以分母作为分母。
验证法则：让学生折纸验证3144？，并让学生分析为什么？
课堂讨论：让学生能够根据课本7页中的插图，说一说，红色部分占斜线部分的几分之几？占整张纸的几分之几?让学生进一步理解整体和部分的关系；初步理解求分数的几分 之几是多少？
三、巩固练习：
做课本8页试一试，142 3529
75814
让学生运用分数乘以分数的法则来进行计算。注意能约分的先约分，如：75814中的7和14先约分。
四、课堂小结：
同学们，这一节课你学到了哪些知识？（提问学生回答）
板书设计：
分数乘法
（三）1212=11111122=22=4 分数乘以分数的运算法则：分子相乘，分母相乘，能约分的要约分。
教学反思：
第六课时 分数乘法
（三）教学目标：
能力目标：
能根据解决问题的需要，探究有关的数学信息，发展初步的分数乘法的能力。
知识目标：学习分数乘以分数的计算方法，学生能够熟练准确的计算出一个分数乘以另一个分数的结果。
情感目标：使学生感受到分数乘法与生活的密切联系，培养学习数学的良好兴趣。教学重点、难点：
学生能够熟练的计算出分数乘以分数的结果。教学方法：师生共同归纳和推理 教学准备：教学参考书、教科书 教学过程：
一、复习导入：
教师出示教学板书，请学生计算下列分数乘法运算题。
1337 247559 10×14= 教师：来回巡视学生的做题情况，并提问学生说说自己如何计算的？
学生寻找完毕，纷纷举手准备回答问题。
教师提问学生回答问题。（分数乘以分数，分子相乘，分母相乘，能约分的要约分。）
二、课堂练习：
学生做第一题折一折，涂一涂。让学生用折纸的方式再次验证分数乘以分数的运算法则，注意让学生体会分数的几 分之几是多少？
学生做第2题，注意让学生体验分数相乘的积于每一个乘数的关系。
学生做第3题，让学生理解分数的几分之几与占整体“1”之间的关系。
学生做第4题，让学生能够学会比较132的4和45占整体“1”的大小。
学生做第5题，教师注意让学生整体的几分之几是多少？ 学生做第6题，让学生注意区分不同标准的几分之几是多少；占整体的几分之几。
学生做第7题，教师注意让学生利用分数乘法学会解决生活中实际问题。
第8题，学生根据学过的分数乘法知识，分辨一下唐僧分西瓜是否公平。
四、课堂小结：
同学们，这一节课你学到了哪些知识？（提问学生回答）板书设计：
分数乘法
（三）1331248 245410=25 38是整个操场“1”的38，25是整个操场“1”的25。分数乘以分数的运算法则：分子相乘，分母相乘，能约分的要约分。教学反思：
第七课时
练习一 教学目标：
能力目标：
能根据解决问题的需要，探究有关的数学信息，发展初步的分数乘法的能力。
知识目标：
复习分数乘以整数和分数乘以分数的计算方法，学生能够熟练准确的计算出一个分数乘以整数和一个分数乘以另一个分数的结果。
情感目标：
使学生感受到分数乘法与生活的密切联系，培养学习数学的良好兴趣。教学重点、难点：
学生能够熟练的计算出分数乘以分数和分数乘以整数的结果。
教学方法：师生共同归纳和推理。教学准备：教学参考书、教科书。教学过程：
一、复习导入：
教师出示教学板书，请学生计算下列分数乘法运算题。5×15 254759 10×14= 教师：来回巡视学生的做题情况，并提问学生说说自己如何计算的？这些分数乘法运算有什么不同？
学生寻找完毕，纷纷举手准备回答问题。
教师提问学生回答问题。（分数乘以分数，分子相乘，分 母相乘，能约分的要约分。分数乘以整数，整数乘以分子，分母不变。）
二、课堂练习：
学生做第一题，让学生用学过的分数乘以整数的知识求1000克牛肉中的蛋白质和脂肪的含量各是多少？
学生做第2题，注意让学生用分数乘以整数的知识求出全年我市空气质量为优的天气是多少天？培养学生从小保护环境的环保意识。
学生做第3题，让学生计算整数乘以分数和分数相乘的算式。
学生做第4题，让学生能够学会比较整体“1”的几分之几是多少？
学生做第5题，教师注意让学生求整体的几分之几是多少？
学生做第6题，让学生用整数乘以分数的知识来解决生活中有关分数的生活问题，培养学生“一方有难，多方支援”的人道主义思想。
学生做第7题，教师注意让学生利用分数乘法学会解决生活中实际问题。
四、课堂小结：
同学们，这一节课你学到了哪些知识？（提问学生回答）
板书设计：
练习一
1000×15200(克)1000×110100(克)整数乘以分数的运算法则：整数乘以分子，分母不变，能约分得要约分。
教学反思：第八课时 练习一
教学目标：
能力目标：
能根据解决问题的需要，探究有关的数学信息，发展初步的分数乘法的能力。
知识目标：复习分数乘以整数和分数乘以分数的计算方法，学生能够熟练准确的计算出一个分数乘以整数和一个分数乘以另一个分数的结果。
情感目标：使学生感受到分数乘法与生活的密切联系，培养学习数学的良好兴趣。教学重点、难点：
学生能够熟练的计算出分数乘以分数和分数乘以整数的结果。
教学方法：师生共同归纳和推理 教学准备：教学参考书、教科书 教学过程：
一、复习导入：
教师出示教学板书，请学生计算下列分数乘法运算题。
31049 9843 12×1240 教师：来回巡视学生的做题情况，并提问学生说说自己如何计算的？这些分数乘法运算有什么不同？
学生寻找完毕，纷纷举手准备回答问题。
教师提问学生回答问题。（分数乘以分数，分子相乘，分母相乘，能约分的要约分。分数乘以整数，整数乘以分子，分母不变。）
二、课堂练习：
学生做第8题，让学生明白商场打折的意思，分别求出一个整数的几分之几是多少？如：50710=？ 学生做第9题，注意让学生用分数乘以整数的知识求出梨、苹果、香蕉各占水果总数的多少？
学生做第10题，让学生计算一个分数的几分之几是多少？注意提醒学生及时约分。
学生做第11题，让学生先计算出分数乘法算式的得数再学会比较分数的大小。
学生做第12题，教师注意让学生观察统计图表，求出2004年比2003年增加多少元？
学生做第13题，让学生用整数乘以分数的知识来解决生活中有关分数的生活问题，注意提醒学生认清长度单位。
学生做第14题，教师注意让学生利用分数乘法学会解决生活中实际问题。
四、课堂小结：
同学们，这一节课你学到了哪些知识？（提问学生回答）板书设计：
练习一
92556310 15×2310（米）15-10=5(米)教学反思：
第四篇：标准教案
Unit4 I hear with my ears I.Teaching aims: 1.单词：B部分所有单词达到四会
2.句型：掌握C部分句型和语法，并可以进行应用 3.会话：背诵A部分的会话 II．Teaching stress 1.掌握单词，练习语音
2.将目标单词放在目标句型中训练，掌握句型，练习语流 3.利用目标句型进行会话，训练听说，练习语感 III.Teaching difficulties 1.Words: love 2.Grammar:I hear/see with my ears/eyes…
Candy tastes good/delicious… IV.Teaching props 1.Cards of new words and sentences 2.Pictures of the parts of our body V.Teaching procedures 1.Worm-up: 1>Greeting: Hello ~~~~ how are you? 2>Ask and answer: a: What is your favorite animal?
b: Do you like banana/apple? c: What time is it? d: Who do you live with? e: Lunch is at twelve thirty, yes or no? 3>Roll-call: Tina Tina down Tina down after Tina Sally down…..4>Warm-ups: a: Give me five …..b: Alphabet chants…
c: What time is it?
d: What do you do?...e: Walking on the road…
f: Nod your head….g: Nice to meet you ….5>Review The first class section B Word time 2.Presentation: 1.draw into:
①:Ear /eye /nose/ tongue: touch body to draw into
T: How many ears/eyes/noses/ tongues do you have?
S: I have…
②:Hear: First teacher make some voice then do the action of
hearing
T:I hear with my eyes.Yes/No?
S: No
S:I hear with my ears.③:Teach “smell” and “taste” like teaching “hear”
④:Love: draw a heart picture
T: My mother/ father loves me
⑤:Eat: do action of eating
2.Spell words /pronounce words/ read words and sentences
3.Correct sounds by touching cards
3.Practice: ①: stick person
First teacher draws a person on the white board then hand out the card of “eyes” “mouth” “tongue” “nose” and “ears” to student.Last student sticks cards on the right direction according to other’s voice.Students’ voice is low.The card is far from right direction otherwise, Students’ voice is loud, the card is near to the right direction
②:Simon says
When teacher says: “hear/see/eat/smell taste” students do the action but when teacher says: Simon say hear /see…
students don’t do action
4.Production: Yes/No
①
First, teacher write “ yes” and “ no” on the two side of white board ②
Second ,choose one student to be hunter the other students stand by the side of “ yes” or “ no”
③
Then ,teacher shows sentences and say “ I have three eyes” students must change their seats according to what teacher says.And, at the same time.the hunter catch students
④
If students think the sentences teacher gives is right.They stand in “yes” and repeat it.But if students it’s wrong they must stand by the side of “no” and correct it.5.Wrap ups : ①Review: Flash cards
②Goodbye song
③Homework: a.孩子回家画一个人物并标出各个部位
b.用”love” “taste”各造一个句子
c.抄写单词与句子
d.听本课CD
The second class section C & A
2.Presentation:(C)(1)I hearsee with my earseyes.First, I turn on CD, and do the action of listening.Teacher says “I hear with my ears.”
Second, take out a beautiful flower.Teacher says: “I see with my eyes.”
Last, Teacher does actions, students say sentences.And change roles, and more use “smell”, “taste”, replace sentence.(2)Candy tastes gooddelicious.First, Teacher take out a(苦瓜).Teacher tastes it and does a bad expressional, and say it tastes bad.Then let students taste it and say sentences.Second, Teacher take out candy, Teacher tastes it and says it tastes gooddelicious.Then let students taste it and say sentences.3.Conversation(A)①: First, teacher makes some voice to let students listen, and then Teacher asks: What do you hear with? Students: I hear with my ears.Teacher: What do you seesmell taste with? Students: I seesmell taste with…
Then, teacher gives candy to students and asks: “How does candy taste?” Students: Candy tastes gooddelicious.Teacher: Yes, we love to eat candy.Students: Yes, it is.②Second, teacher writes conversation on the board, then teach students to read them.③Teacher and students perform this conversation together.Then change roles.④choose students to perform this conversation and change roles 3.Practice
(1).Ask & answer: First, spilt students into two groups.Teacher points at earseyes
Group A : What do you hearsee with?
Group B: I hearsee with…
Then change roles.(2).Use a “Passing down’ game to practice.4.Production:
(1).Make mistakes
Teacher points at eyes, students must say I see with my eyes.Who is first one say it will be a teacher.(2).seven up and eight down
let students say number, when say seven, he must stand up, when students say eight, he must bent his knees.Then loser must read conversation.5: Wrap-ups
(1).Review: recite sentences of conversation(2).Goodbye song
(3).Homework a.孩子回家教会家长一句英语。
b.背诵Part A 和conversation
c.抄写conversation
d.听课本CD
第五篇：教案 标准
一、脚步练习1)频率脚步
高抬腿、后踢腿、小步跑、碎步、高频小步 2)协调脚步 交叉步（大、小）、左右手交替触脚后跟（身前、身后、交替）3)低重心脚步
蹲式步、蹲式跨步、蛙跳、蛙跳前后击掌 4)进攻脚步
一步急停、两步急停、跨步急停、转身、三步上篮 5)防守脚步
平滑步、后撤步、抢步、上步、防守碎步 6)篮球的跑
变速跑、变相跑、侧身跑、后退跑、转身后退跑 7)跳
弓步跳、侧身跳、前后跳、侧身前后跳、单腿跳、180°跳步转身、放松跳
二、球性练习1)绕环类
头部绕环、腰部绕环、“8”字胯下绕环、直立高抬腿绕环、滚地板球“8”字胯下绕环、大臂画圆（向前、向后）、单腿绕环—行进间 2)抛接类
抛球击掌、左右抛接球、抢篮板球、手指手腕拨球、背后抛接球 3)专项类
左右手往返运球、三点投篮、两边跑篮、两边跑投篮、一边跑投篮、“人”字型移动投篮、聚点投篮、三角传球＋上篮、四角传球、传球加上篮、无球掩护上篮 4)原地类
头部绕环、腰部绕环、“8”字胯下绕环、直立高抬腿绕环、滚地板球“8”字胯下绕环、大臂画圆（向前、向后）、单腿绕环、身前双手交替持球、胯下左右手交替抛接球、左右手抛接球、胯下前后交替抛接球 5)衔接各种脚步类
侧滑步球上下摆动、侧滑步球左右摆动、侧跳步举球左右摆动、高抬腿球触膝盖、高抬腿空中换球触膝盖
三、游戏 9)“反应练习”
1)“撒网捕鱼” 2)
3)4)5)6)7)8)“叫数抱团” “抢西瓜” “运球接力” “打板接力” “投篮杀人” “老鼠偷油” “贴烧饼”
四、拉伸 1)固定拉伸 2)移动拉伸 3)专项动作拉伸 4)部位顺序拉伸 5)组合拉伸
6)特殊时段 针对性拉伸
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