小学六年级英语教案 unit 3

第一篇：小学六年级英语教案 unit 3

Teaching plan of unit 3, book 11 Objectives: Using much with comparatives and ‘one of the’ with superlatives to talk about objects in space and things around.Teaching aids: CAI ,video and short movie

Periods arrangement: Period 1: A

Period 5: C+D +G Period 2: B1

Period 6:I

Period 3: B2+B3

Period 7:WB(craft)Period 4: E+H+F

Period 8:一课一练

Period1:part A 1.New words and phrase:

2.language focus: The sun is huge.It’s bigger than the moon.•Teaching procedures

•Step1

Warm up(sing a song:twinkle little star)Everyday English Step2

Presentation

1.Show CAI and teach new words the sun the moon and the star.2.Ask Ps to describe and compare the sun ,the moon and the earth.3.Explain the word ’huge’.It means very very big.T gives Ps some examples.Teach’ near to’ and ‘far from’ by pointing the two blackboards in the classroom.4.tell Ps the difference between a star(the sun), a planet(the earth)and a satellite(the moon).Step3 practice

1.listen and repeat after the tape.2.Do exercise 1 on P30.3.Some exercise about the phrases.Step4 Chant

the sun is bigger

the earth is smaller the earth flies around the sun.Step5 Development

Show Ps pictures about the BIG STAR and the NORTH DIPPER.If they are interested in learning more planets and stars they can surf the Internet.Step6 :Homework •

1.Draw the sun ,the moon and the earth and describe them •with your own words..•

2.Imagine you are a powerful superman.Make a name card •

and write down ‘your’ name,height and weight.•

Period2:part B1 Objective: Use much with comparatives.A…much…er than B •Teaching procedures

•Step1

Warm up(chant learnt in part A)

Everyday English Step2 Revision

Show pupils’ homework(their drawing & description)and review the new

words and phrases in part A..Step 3 Presentation

1.Show CAI of three things in each group to compare and lead in new gramma(use’ much’ with comparatives).eg: monkey elephant giraffe

The man is tall.The elephant is taller than the man.The giraffe is the tallest.The giraffe is much taller the man.Compare the sun, the moon and the earth.Ask Ps to find out the biggest, the heaviest and the smallest one of them.eg: The sun is the biggest.The sun is much bigger than the moon.Tell Ps that the word ‘much’can be used before the comparative if the difference is great.2.do the exercise below PartB1.3.explain phrases: It’s bad for….That’s dumb.Step4 practice

1.Ps look at CAI and use ‘much’ with comparatives.Step5 survey

Interview at least 3 supermen in your group and compare them.Step 6 sum-up Step7 Homework

Period3:part B2 and B3 Objective: Use ‘one of the ‘ with superlatives.•Teaching procedures

•Step1

Warm up(twinkle , twinkle little star)

Everyday English

Step2 Revision

Show CAI and review part A and B1.Ps look at the pictures and talk.Step 3Presentation

1.Show Ps the surveys they finished before and the information

charts that the T has got from them,so that the T can easily lead in the main grammar ‘one of the ‘in B2.eg: Superman A is the tallest in group one.Superman M is the tallest in group two.Superman T is the tallest in group three.Superman W is the tallest in group four..Superman A/M/T/W is one of the tallest.2show pictures about space.Ask Ps to talk about things they know in space, They can talk in Chinese.3.Show pictures about the solar system and the nine planets Put the importance on the 1st four planets.Which planet is the biggest/hottest/smallest?

…is one of the biggest/hottest/smallest

2.show Ps the charts of P26 to demonstrate more clearly.Step4 practice

1.Fill in the blanks according to the picture..2.Listen and finish Part B3.3.Check the answers.Step5.Survey :Who is one of the youngest in your line ?

1.talk about your suvey.Step 6 Sum up Step7 Homework

1.Find out’ one of ‘the … aruond you and write them down.（找出你身边最。。之一的事物来）

eg: Huang he River is one of the tallest river in China.My grdanpa is one of the tallest in my family.Period 4:part E ,F and H

Objectives: 1.using ‘much’ with comparatives and ‘one of the ‘with superlatives.2.learn to get information from charts.•Teaching procedures

•Step1 Warm up

Everyday English(including Part H)

Which days are named after the sun and the moon ? Step2 Revision

1.Show CAI and review part B1 and B2.2.Ask pupils to talk about their homework.(找出身边最之一）Step 3part F

1.Teach Ps how to read the chart and get informations they want from it.2.Ps work in pairs and talk about what they get from the charts.3.answer Qs below.4 Ps write a quiz of their own.They exchange with their Partners.Step 4 part E

1.Listen to a rhyme about the space and answer the

questions 2.Read the poem and try to find out the patterns of it.3.Learn the words which have the same vowel sounds.4.Ps write the words which have the vowel sounds they’ve just leant.Step 5.Homework

1.surf the internet and find out information about man in space.2.Try to make charts about your family members(chart1:age chart 2 :height chart3:weight).Period5:part C , D and G

Objectives: practice and improve reading skills.Arouse Ps’ interests in space, spaceman and exploring space.New words and phrases: It’s easier to… out of the window have a good sleep float away

•Teaching procedures •Step1

Warm up

Everyday English

Step2 Revision 1.Show CAI and review part A and B.2.Ask Ps to talk about their homework.Step 3Presentation

1.Show a photo of space man ,Liwei Yang and ask Ps to tlak about him.2.If they want to know more about space man and space station.Then explain the new words ‘gravity fix sunrise sunset float’ with PPT.3..reading-skills.a.first reading: 5 WH Qs and find out key words.1 What is Dr Zhang Ling? 2.Where does she work? 3.What does she do every day? 4.When did she go to bed? b.second-reading: read through after-reading exercise and then begin second

reading.1.What does Dr Zhang do in the morning? 2.When does Dr Zhang go for a space walk? 3.How often is there a sunset or sunrise? 4.Why does Dr Zhang sleep in a special way? c.third-reading : do the exercise of part D and read again.4.check the answer.Step4: Development(play a movie)

1.play a short movie about people at space station and then answer Qs which are related to the video.2.group work

If you are a spaceman, what are you going to do in space? Step 6:chant G Step7 :Homework

1.Surf the internet to find out/collect more information and latest news about sapce, space man and space station.2,Writing: Suppose you are a spaceman, write down your life and your work.

第二篇：小学六年级英语教案

Unit 1 A Parade Day 1.Teaching aims: What did you do yesterday? I played basketball.What did you do the day before yesterday? I played basketball,then, too.2.教学重点、难点: a.v-ed: used, studied, played, visited, ran, talked, jumped, cleaned b.Passes: last night, the day before yesterday, last Sunday 3.教具: pictures, word cards, a basketball/football, tape, recorder 4.教学过程： The first period Step 1 Revision a.v-ed using pictures and word cards.b.Ask and answer using pictures.eg.T: What did Jenny do yesterday? P1: She painted.T: Did you painted yesterday? P1: Yes, I did/No, I didn't.Step 2 Presentation a.Ask and answer using pictures.T: Tom, what did you do yesterday? P2: I played watched TV.T: What about you, Peter? P3: I watched TV, too.T: Mary, what did you do yesterday? P4: I basketball/football.T: What did you do the day before yesterday?(Repeat.)P4: I played basketball/football, too.T: You can say, “I played basketball/football, of course.”(Repeat.)(Write “the day before yesterday” , “ of course” and sentences on the Bb.)b.Teach “last night” and “last Sunday” in the same way.c.Teach v.and v-ed at P60 using word cards, pictures/objects.eg.T: What did you do the day before yesterday? P5: I practiced piano.What about you, Miss Zou? T: I visited my good friend.(Repeat.)(Write these two pairs of v.and v-ed on the Bb.And ask the students to read them one by one.Tell them how to pronounce and the ways of the sounds.Teach other words in the same way.)Step3 Listen and repeat.Step4 Practice in pairs using word cards from WB.Read v-ed and make sentences using them.Step5 Ask answer and write.Finish P61 Practice 2.Step6 Ask and answer.Step7 Summary.Step8 Homework.a.Try to recite Target.b.Remember v.and v-ed.Blackboard writing: Unit 1 A Parade Day use-used play-played What did you do yesterday/last night/Sunday? run-ran study-studied I played basketball.talk-talked visit-visited What did you do the day before yesterday? jump-jumped clean-cleaned I played basketball,then, too.one.)T: Can you play it? P: Yes, I can/No, I can't.T: I can play the trumpet in the parade.(Repeat.)(Showing a picture on the Bb and write“ a parade” on the Bb.Ask the students to read them.)T: What did you do in the parade? P3: I danced.T: I played the trumpet.(Repeat.)b.Listen to tape twice without looking at the book or picture.c.Look at the picture or book and read after the tape twice.d.Read dialogue by themselves.Step2.Practice in pairs/groups.Step3.Act dialogue.Step4.Listening at P61 practice1.Step5.Chant activity.a.Listen and chant.b.Look, write and chant.c.Check answers.Step6.Exercises.a.Do exercises.b.Check answers.Step7.Summary.Step8.Homework.a.Try to recite dialogue.b.Finish Look and write.Blackboard writing: Unit 1 A Parade Day parade I danced/played the trumpet.trumpet We watched.Unit 3 A Lucky Day(The first period)Teaching Aim: Learn some phrases: woke up late /missed the bus /forget the homework /lost my keys Learn the target.Teaching key point: Learn the phrases and using them correctly.Teaching difficult point: Talk about someone‘s bad day.Teaching aids: Tape-recorder,picture cards Teaching procedure: Review: Revise some old words: eg.buy-bought have-had get-got do-did is/am-was are-were Talk about the pictures in pairs.eg.A:Where did you buy the can of milk ? B: I bought it at the … A:How much was it ?

B:It‘s … Representation: Put picture cards on the board.T:(Point to the clock)What time is it ? S:….T: In this morning I woke up at 8:00.(Put woke up late on the board)T:I woke up late.S: Woke up late.Teaching other phrases with the same way.Play the tape and have Ss repeat each words.Action game : eg.T:.Action.S: Lost my key.Learn the target : Write I had a bad day.And I had a great day on the board.T:(Show woke up late)read this.Ss: Woke up late.T: Is this bad or good? Ss: It‘s bad.Look at some pictures again 45 The Third period(Song activity, Activity, Sounds and words)

一、教学目标:

1、继续巩固学习Why are you scared? Because he‘s going into the hole.和Why did you go into the hole? Because it‘s great.这些句型及其问答。

2、学习Sounds and words部分的字母的发音及单词。

3、能独立完成Workbook的练习。

二、教学重点、难点: 1.Sounds and words部分单词mountain/ mouth/ house/ cloudy/ mouse/ playground里字母组合ou的发音。

2.理解Activity部分的内容，并能独立完成问题。

三、教学方法：讲授法、练习法

四、教具学具：录音机 单词卡片

五、学情分析：本课时语音部分的内容较简单，学生学起来会较轻松，而Activity部分的内容基础好的学生会容易掌握，基础薄弱的学生则要老师多加以引导。

六、教学过程： Step1.Review

Unit 5 Being Helpful 教学目标：

一、知识目标：

1、“四会”单词及词组：turn on ,turn off, put away, take out, trash,light,put on,hang up,clean up,in a minute,later,very good.2、“四会”句子： Can you take out the trash,please? Sure.I‘ll take it out.Can you hang up my clothes? Sure.I‘ll hang them up in a minute.Can you clean up my room,please? Sorry.I‘m busy now.二、能力目标：

1、能使用基本句型表达请求： Can you turn on the light,please? Sure.I‘ll turn it on.2、能在实际生活中灵活运用句子来表达自己的请求，能听 懂别人的请求，并能按照指令做出反应。

三、情感、文化等有关目标：

1﹑情感态度：激发学生学习英语的兴趣，培养学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践，培养他们做事情的能力。2﹑策略：注重合作学习。

教学重点：

一、掌握四会单词及词组。

二、理解并灵活运用句型：Can you do sth? Sure.I‘ll do sth..教学难点：

一、单词发音的准确性。

二、句型的活用及turn it on,take it out,hang them up 的正确 用法。教学准备：老师准备所用的图片、录音机。学生人手一套图片。Period 1(Vocabulary and Target)教学内容：turn on the light;turn off the TV;take out your notebook;put away your books;take out the trash.Can you take out the trash,please? Sure.I‘ll take it out.一、Warming up:

1、Greeting: Where were you yesterday?Did you go to the park last Sunday? What are you go to do today?No,I didn‘t.2、Revision：What will the weather be like in the afternoon? It will be warm and sunny.Will there be a balcony ? No,there won‘t.二.教学呈现：

1.上课前将窗帘拉上,走进教室时,看看教室说:It’s dark..It’s bad for your eyes.Please turn on the light.(作手示)重复几次书： Can you turn on the light ? Sure.I will turn it on.贴上图片,学习词组：turn on the light 2.创设情景,同样方法教学词turn off the TV, put away your books ,take out your notebook, take out the trash.3.Play a game : A、Look at my mouth and guess the phrases.B,板

组：、Make a small dialogue after modle.4.Listen to the tape first, then listen and read after it.5.Learn Target.Listen and read after the tape.6.Read by yourselves.三、把所学词组的图画卡片堆成一迭。学生随意抽取一张卡片上的短语造一个表示请求的句子，如：Can you turn off the light?另一学生用动作表演回应请求，接着，请其他的学生继续进行活动。四﹑小结：简单小结本节课的知识并复习学生的薄弱知识点。五﹑Homework：Copy the new phrases and sentences.预习Vocabulary的其余三个词组和Conversation.板书:

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b.Play the tape, pausing after each sentence to have Ss repeat.c.Put Ss into four groups and give them the roles of Jenny, Tony, Gogo and the robber.3.Song activity a.Listen to the song.b.Sing together.c.Listen and write.Step four.Sum-up.Step five.Writing on blackboard.I lost my book.So I have to find it.He dropped the plates.So he has to clean the floor.Unit 6 Feeling Fun(The third period)Teaching contests Sounds and words, workbook and writing book The objectives 1.Learn the sound ―ear‖ 2.Finish the workbook and writing book of this unit.Teaching main point Learn the sound and words.Teaching difficult point The sounds ear‖ Teaching aids Tape Procedure Revise 1.Revise the song 2.Revise the new words of this unit.Using the book

―1.Write chair on the board and underline ―ear‖.say: Do you remember this word? Say it.[Ss: chair.] T: Good.Repeat.―ear‖.[Ss: ―ear‖] 2.Have Ss look at the pictures on the page.Play the tape and have Ss point to each word and the tape says it.1.Have Ss repeat after the tape.2.After enough practice, point to the pictures in random order and have Ss say the word.Chant 1.Let the Ss read the sentence.2.Listen to the tape once.3.Read after the tape.4.Play the tape and have Ss practice chanting to themselves.5.When Ss are read , chant together.Exercise 1.Let the Ss do the workbook and writing book first.2.Check the answers together.3.Read all the new sounds.4.Writing on the blackboard

第三篇：小学六年级英语教案

Unit 4 第一课时教学设计

一、教学目标与要求

1．能够听、说、认读句子：What is your hobby? I like collecting stamps·

2．能够听、说、读、写动词短语的ing形式：collecting stamps，riding a bike，diving playing the violin，making kites。

二、教学重、难点分析

1．本课时的教学重点是掌握五个动词（短语）的ing形式。

2.本课时的教学难点是拼写：riding，diving，making。

三、课前准备

1．教师准备录音机及录音带。

2．教师准备A部分Let's learn的单词卡片。3．教师准备一些树叶、一本集邮册、两只风筝。

4．学生准备A部分Let's learn的单词卡片。

四、教学步骤和建议

1．热身(Warm-up)

教师放五年级下册Recycle 2的歌曲“I Love Going Hiking”，学生边唱边跟教师倘相应的动作。

2．预习(Preview)

“滚雪球”游戏

教师边出示各种形状的树叶，边说：“I like collecting leaves．”请一名学生在此去基础上再加一句话，如：“I like collecting leaves．I like taking pictures．依次类推，看谁说出的句子最多。

3．新课呈现(Presentation)+

Let's start

教师与一名学生示范。教师问：“What's your hobby?”学生回答：“Swimming.What about you?”教师回答后示范填写Let's start部分的表格。同桌或前后两名学生之间进行问答、填表。Let's learn

（1）教师边做动作边说自己的业余爱好：“I like playing the violin.What is your hobby?”引导学生回答：“I like...”教师板书：What is your hobby? I like playing the violin．指导学生拼读hobby，playing the violin并进行问答操练。

（2）教师拿出集邮册，从里面取出一张邮票，问学生：“What's this?”引导学生回答：“It's a stamp.”教师板书stamp并带读。教师展示集邮册，同时说：“I like collecting stamps.”然后板书并带读collecting stamps。教师问：“Do you like collecting stamps?”，引导学生作答后拼读并操练：I like collecting stamps．

（3）教师做骑自行车的动作，问：“What am I doing?”学生猜：“You're...教师说：“Yes，I am riding a bike．I go to work by bike every day．I like riding a bike．教师板书：tiding a bike，指导学生拼读，告诉学生riding是tide去掉结尾不发音的e再加上ing。

（4）教师出示一只风筝，问：“What's this?”引导学生回答：“It's a kite.”教师出示两只风筝，问：“What are they?”引导学生回答。接着教师做放风筝的动作，问：“What am I doing?”学生回答：“You're flying a kite．”教师回答：“Yes, I like flying kites．I can make kites．I like making kites，too.”然后出示making kites的单词卡片，问：“What's he doing?”引导学生回答：“He's making kites．板书：making kites，学生拼读，注意making的拼写。

（5）教师出示diving的单词卡片，问：“What is he doing?”引导学生回答：He's diving．教师板书：diving，学生拼读，注意diving的拼写。

（6）教师手指板书，学生齐拍手练习说句子，如：What is your hobby? What is your hobby? Playing，playing, I like playing the violin.Collecting，collecting，I likecollecting stamps．Riding，riding，I like riding a bike．Making，making，I like making kites．Diving，diving，I like diving．

（7）教师放Let's learn部分的录音，学生跟读。教师出示 Let's learn部分的单词卡片，学生根据单词卡片内容进行问答操练：What is your hobby? I like...（8）“猜一猜”游戏。学生拿出A Let's learn部分的单词卡片。同桌一组，每人抽出一张单词卡作为自己的爱好，一人猜：“You like...”另一名学生根据手中卡片上的内容回答：“Yes／No．I like...”两人可进行积分比赛，猜对卡片上的内容就得到这张卡片，最后看谁手里的卡片最多。

Group work

学生带好纸笔在组内进行调查，互相询问：“What is your hobby?”调查完毕，各组派代表上台汇报调查结果：“...boys／girls like...”也可说出名字，如：“...and...like...”若课上时间不够，可将调查活动放到课后进行，下一节课汇报，建议教师指导学生自己做个简单的调查表，边调查边填写表格。

4.巩固和延伸(Consolidation and extension)

（1）让学生做本单元A Let's learn部分的活动手册配套练习。（2）让学生听Let's learn部分的录音，读给家长或同伴听。（3）让学生背诵并抄写本课四会动词（短语）。

第四篇：初一英语教案(人教版)Unit3

Unit 3 Can you spell it?

一、教学目标与要求 通过本单元教学，使学生初步掌握下面列出的日常交际用语和几个简装句型，并能用英语就一些简单的物体进行问答。

二、教学重点与难点

1、日常用语(Greetings):1)How do you do?2)Good afternoon.3)Good-bye.4)Excuse me.5)Sorry.2、句型1)Can you spell your name,please?2)What's this in English?

三、课时安排

本单元共4课时，每课1课时。

1）练习朗读本课所学的日常用语；2）练习册1、2题。

四、交际用语

1、How do you do ?你好！

当人们

悉的同学，并在对方拼读出姓名之后，记在自己准备的卡片上。

可以再交换角色练习。刚才应答的学生，这次来提问。

5、将学生人为两人一组，每组同学按刚才的示范进行问答练习。教师四下走走，及时帮助有困难的学生或解答学生问题。

6、以小黑板指导学生单词的抄写，讲解抄写单词时需要注意的问题，如单词与单词之间的距离等。

7、处理练习册上习题。帮助学生完成

6、指导学生过一遍复习要点（3）中的有用的词语。认读练习册

第五篇：新起点小学一年级英语教案 Unit3 Animals

Unit3Animals

教学目标

1．能够在本单元涉及的情景条件下听懂并说出10个有关动物的单词。2．能够在本单元涉及的情景条件下使用本单元的交际用语。3．能够用声音模仿或用动作表演本单元所学习的10种动物。4．能够理解并初步学习使用形容词big, small, long和short。5．能够理解为什么要爱护动物。6．能够初步了解有关动物的常识。

Lesson13 课前准备 1．七巧板。2．单词卡片。3．教学投影片。4．教学录音磁带。教学内容

A Look, listen and chant． 1．通过歌谣引入6种表示动物的单词。

2．画面中主线人物Joy和Bill站在动物中间，正在向小动物们打招呼。此情景意图： 1）复习问候交际用语。

2）在与小动物打招呼的同时学习动物单词。3）为课堂教学提供一种方法，教师可设计角色表演。B Let's play and say．

1．Group work：用七巧板学拼动物图。

2．七巧板的动物顺序为（从左至右）上行：dog, duck, rabbit;下行：chicken, cat, bird。

3．让学生边做边听歌谣，完成后学唱歌谣。教学建议

1．教师可以选择多种方法引入动物单词，如：模仿动物的叫声和动作、看七巧板组合的动物图等。

2．通过各种活动强化学生对动物单词的记忆：

（1）展示各种动物的图片，让学生模仿各种动物的叫声或动作，并说出相应的单词。（2）让一个学生给大家表演某种动物的叫声或动作，让大家猜猜这是什么动物。（3）让学生们边唱边表演。

（4）模仿画面中Joy, Bill和各种动物，做角色扮演。

3．做B项的活动时，教师先让学生认真观察七巧板图，然后可再组织group work或pair work。通过此项活动可以培养学生的观察能力和合作精神。

4．鼓励学生用七巧板拼出不同的动物，也鼓励他们课外学到动物单词并说出。5．录音材料： A项：CHANT Hello, cat, hello!Hello, bird, hello!Hello, rabbit, hello!Hello, hello, hello!Hello, dog, hello!Hello, chicken, hello!Hello, duck, hello!Hello, hello, hello!B项：

I have a cat!Me too!I have a dog!Me too!I have a duck!Me too!I have a rabbit!Me too!I have a zoo!Me too!5．补充材料： A项：SONG

Hello, cat, hello!Hello, bird, hello!Hello, rabbit, hello!Hello, dog, hello!Hello, chicken, hello!Hello, duck, hello!Hello, all, hello!Hello, hello, hello!课堂学习评价

1．指导学生把记忆10个动物单词的情况用2．教师具体而简要地记录学生当堂表现： －积极参与说唱活动、表演的学生有多少人？ －各小组用七巧板分别能够拼合出多少种动物？ －特别踊跃做出话语反应的学生有多少人？ －有创造性表现的学生有多少人？

－能听懂录音但反应不够主动灵活的学生有多少人？ 3．本课对学生掌握6个动物单词情况的评定方法：

－教师播放录音或说动物单词，请学生举出相应的动物单词卡片。

和

符号记入学习档案。－组织学生以group work或pair work的形式，做上述活动。教师进行现场记录。－一位学生说歌谣，并打乱歌谣顺序，让其余的学生举起相应的单词卡片。教师进行现场记录。

－请学生用七巧板拼出不同的动物，并说出相应的动物单词。鼓励创造性的思维。教师进行现场记录。

Lesson14

课前准备

1．单词卡片，教学投影片。2．教学挂图，动物图片。3．动物头饰，动物面具。4．教学录音磁带。教学内容分析

A Look, find and say．

1．复习第13课学的有关动物单词。2．用歌谣引入新的4个动物单词。

3．本部分情景为动物园，意图是让学生了解动物园里有什么动物。4．鼓励学生说出更多的动物园里的动物。

5．A部分有补充的一个歌谣，教师可视学生情况使用。B Let's play and say． 1．游戏“猜一猜我是谁？”

2．学习新的交际用语：Are you...? No．学会肯定与否定两种回答。3．本部分的学习要求视学生接受能力而定，不一定人人都会。教学建议

1．教师可以用第13课的方法复习并巩固动物单词。2．教师可以选择多种的方法引入4种新的动物单词。（1）模仿动物的叫声和动作。（2）模拟活动：参观动物园。用教学挂图和动物组合图片，逐一引入新动物词汇。（3）让学生们谈谈他们在动物园里看到的动物或喜欢的动物。3．教师应当指导学生在有趣的活动中学习并巩固动物单词。（1）边说边表演，或者边说边用手指出相应的动物图。

（2）让一个学生给大家表演一种动物，然后让大家猜猜这是什么动物，并说出它的英语单词。

（3）与上面的活动相反，指定一种动物，让一个同学表演。

（4）表演参观动物园。让学生们戴上动物头饰，并可用Hello!Elephant!或Hi!Monkey!等句子跟动物们打招呼。（该活动可以为B项的学习进行铺垫。）

（5）Group work：让学生们用教学挂图及动物图组合成一幅动物园的画。在拼图的同时还要说出各种动物的单词。看哪组的图贴得最好、位置最正确。

4．B项活动方法介绍：准备动物面具，活动时可以让学生若干人（如5人），站在全班面前，用面具遮住脸。其它学生用Are you...? 交际用语询问，然后表演的学生回答。

5．学习B项内容时，教师应当先做示范，然后分步教学：

（1）听录音，学习对话：Are you Joy? No．I'm Lily．I'm a cat．（2）教师和一个学生一起做示范，告诉大家如何做这个活动。（3）Pair work：学生们戴上各种不同的动物头饰做活动。

6．在学习了第13课和第14课以后，可以让学生初步了解禽与兽的区别，并告诉学生应该爱护动物，但却不能太靠近猛兽。

7．录音材料： A项：CHANT I see a monkey, At the zoo, At the zoo, At the zoo． I see a monkey, At the zoo．

I see a tiger at the zoo!I see a tiger, At the zoo, At the zoo, At the zoo． I see a tiger, At the zoo．

I see a panda at the zoo!I see a panda, At the zoo, At the zoo, At the zoo． I see a panda, At the zoo．

I see an elephant at the zoo!I see an elephant, At the zoo, At the zoo, At the zoo． I see an elephant, At the zoo．

A monkey, a tiger and a panda too!B项：DIALOGUE Andy: Are you Joy? Lily: No, I'm Lily．I'm a cat． 7．补充材料： A项：CHANT Monkey, monkey, At the zoo．

Tiger, panda, elephant too!Tiger, tiger, At the zoo．

Panda, elephant, monkey too!Panda, panda, At the zoo．

Elephant, monkey, tiger too!Elephant, elephant, At the zoo．

Monkey, tiger, panda too!课堂学习评价

1．指导学生把识别10个动物单词的情况用2．教师具体而简要地记录学生当堂表现：

－能够记住第13课中6个动物单词的学生有多少人？记住其中5个的有多少人？记住其中4个的有多少人? 记住3个以下的有多少人？

－积极参与说唱活动的学生有多少人? －能给全班同学表演说唱的学生有多少人? －特别踊跃地作出话语反应的学生有多少人? 3．本课对学生掌握学习内容的情况的评定方法：

－请学生一边唱歌谣一边用手指相应的图。教师进行现场记录。

－利用动物头饰，教师组织学生扮演不同的动物，以group work的形式表演歌谣。教师进行现场记录。

－利用动物头饰，学生表演B部分的猜人游戏。教师进行现场记录。

Lesson15

和符号记入学习档案。课前准备

1．单词卡片，教学投影片。2．教学挂图，动物组合图片。3．动物头饰，动物面具。4．教学录音磁带。教学内容

A Listen, find and chant．

1．Group work：通过观察找出图中隐藏的各种动物。2．学生每找到一种动物就在下面的动物图标中勾出来。

3．通过歌谣复习动物单词，感知新的语言项目。What do you see? I see...looking at me．

4．本部分的歌谣是一个说唱游戏，游戏方法见教学建议4条。5．本部分引入新词fish。B Find, say and draw．

1．本部分提供了5幅缺不同五官的猫图，培养学生的观察能力。

2．左边第一幅为猫完整图。学生通过对比观察为其它5幅添画所缺五官，同时把五官单词说出来。

3．学生通过给猫添画五官，复习五官单词。4．可放录音，让学生检查是否做对。教学建议

1．教师可以采用歌谣和歌曲的形式复习动物单词，让学生表演动物的特征。2．教师指导学生从教学挂图中找出隐藏动物，说出动物的英语单词，模仿此种动物的叫声或动作。

3．指导学生从图中找出鱼，让学生试着说fish这个新词。4．教师可用本课的歌谣开展游戏活动并巩固所学的动物单词。

游戏说明：学生分别戴上各种动物的头饰，表演不同的动物，同时一起说歌谣。要求学生尽量模仿动物的声音和动作，创造比较真实的情景。5．做B项活动时，可组织小组比赛。小组内先讨论每一幅图上缺的是什么部位，然后再一一添上。比一比哪一组做得又快又好。

6．录音材料： A项：CHANT Good morning!Good morning!What do you see? I see a monkey, Looking at me． Monkey!Monkey!What do you see? I see a panda, Looking at me!B项：

Let's draw the ears!Let's draw the eyes!Let's draw the nose!Let's draw the mouth!Let's draw the legs!7．补充材料： A项：CHANT Hello, hello, What do you see? I see a panda． A panda sees me． Hello, hello, What do you see? I see a tiger． A tiger sees me． 课堂学习评价

1．指导学生把唱出或说出有关动物的词汇的情况用2．教师具体而简要地记录学生当堂表现：

－能在隐藏图中快速找出图中全部动物的学生有多少人？找不全的有多少人？ －能正确给每幅图画出所缺部分的学生有多少人？

－能听懂歌谣，而且反应主动灵活的学生有多少人？听不懂歌谣，而且反应不够主动灵活的有多少人？

－在游戏中有创造性表现的学生有多少人？ 3．本课对学生掌握学习内容的情况的评定方法：

－教师指导学生寻找隐藏图中的动物时，并说出相应的动物单词。教师进行现场记录。－教师播放录音，请学生根据录音画出小猫所缺的五官或四肢，并说出相应的单词。教师进行现场记录。

－教师可在黑板上画上一张没有五官及四肢的猫图，请学生轮流上来添上五官及四肢。每个学生只画一个，并说出相应的单词，直到最后全部补齐为止。教师进行现场记录。

Lesson16

和符号记入学习档案。

课前准备

1．教学挂图，动物组合图片。

2．动物拼图（除教材和教学挂图中提供的拼图外，教师可以自制）。3．实物或图片（能表现出big, small, long, short的特征）。4．教学录音磁带。教学内容

A Look, listen and chant． 1．本课为第二层次学习，通过学习歌谣，让学生感知并初步学会使用big, small, long, short等形容词。

2．教师应鼓励学生们认真观察各种动物的特征。B Match and say． 1．拼图游戏。

2．通过拼图游戏观察动物的脚、嘴、耳朵、尾巴的特征。3．复习What's this? It's....语句。教学建议

1．教师可以利用图片或采用歌谣和歌曲的形式让学生复习动物单词。

2．教师用能表示大、小、长、短等特征的实物或图片，帮助学生初步了解big, small, long, short等词的含义，同时可以启发学生用动作来表示。

3．教师帮助学生学会初步使用big, small, long, short这几个常用的形容词。4．让学生在看教学挂图的同时听录音。要求学生根据录音内容观察图中动物，并说出它们的特征。

5．学说歌谣时，学生能唱多少段不限，关键是要学生掌握big, small, long, short这四个重点词。并让学生边说边做，以加深印象。

6．在做B项练习时，先让学生观察动物图片。提醒学生注意观察这四种动物的特征（尤其是脚和嘴）。然后组织group work, 将动物拼图的图片发给每一组（可以是学过或未学过的，但应当是常见动物的图片）。让学生在小组内观察讨论，最后得出正确答案。比一比哪一组拼对最多。

7．录音材料 A项：CHANT Look!Look!A big big mouth!Look!Look!A tiger!Look!Look!A small small face!Look!Look!A monkey!Look!Look!A long long nose!Look!Look!An elephant!Look!Look!A short short tail!Look!Look!It's Lucky!B项：DIALOGUE B: What's this? G: It's a cat．Look, what's this? B: It's a rabbit．Look, what's this? G: A chicken．Look, what's this? B: A duck!It's a duck． 课堂学习评价

1．指导学生把自己是否会使用big, small, long, short这几个形容词的情况用符号记入学习档案。

2．教师具体而简要地记录学生当堂表现：

－能正确理解big, small, long, short等形容词的含义并能用动作表现出来的学生有多少人？

－能完整复述chant的学生有多少人？只能复述其中一部分的学生有多少人？ －对拼图游戏感兴趣、观察能力强并能快速拼出完整图画的学生有多少人？ －观察能力较弱、不能拼出完整图画的学生有多少人？

和3．本课对学生掌握学习内容的情况的评定方法：

－教师播放录音中的歌谣，请学生根据录音表演，并注意表演出录音中动物的不同特征。教师进行现场记录。

Lesson17

课前准备

1．动物单词卡片，动物玩具（学生自己喜欢的）。2．画有各种动物的纸转盘。3．教学投影片。4．教学录音磁带。教学内容分析

A Look, listen and say．

1．通过录音引入I like....的句型，复习big, small, long, short这4个形容词。2．学生初步感知I like....It has....3．对交际用语掌握的要求视学生的接受能力而定，最基本要求能初步说出I like my....4．对4个形容词的最基本要求是能听懂并用形体做出反应。

5．让学生把他们喜欢的小动物画在Bill所指的空白处，并用四个形容词来描述。这里要鼓励学生充分发挥想象力和创造力。

B Let's play and say． 转盘游戏，复习动物名称和颜色。教学建议

1．用各种活动方式复习动物单词，如：TPR活动、歌谣、猜一猜、画一画、说一说等。2．教师用学具、玩具、动物图片等，反复说I like my....It has....等句子，帮助学生理解此句含义，并初步学会用这种句子表达自己对某物的喜爱。

3．Group work：学生互相展示自己喜欢的动物玩具，并用I like my....It has....来说明自己为什么喜欢这个玩具。

4．鼓励学生将自己所喜欢的动物画出来，并向全班同学展示。5．建议在做B项活动之前，先让学生说一说纸盘上有什么动物，是什么颜色的。复习动物和颜色单词。在转动纸盘的过程中，学生可以猜一猜转盘会停在哪个动物图上，看哪个学生猜对的次数最多。

6．录音材料： A项：DIALOGUE

G: I like my dog．It has short legs． B: I like my cat．It has big eyes． G: I like my rabbit．It has long ears．

B: What do you like? A dog? A cat? A rabbit? A fish? A bird? A chicken? B项：DIALOGUE B: I see a bird． G: I see a fish． B: I see a monkey． G: I see a rabbit． B: I see a cat．

G: I see a dog．The dog is Lucky． 课堂学习评价

1．指导学生把掌握有关动物的词汇的情况用和符号记入学习档案。2．教师具体而简要地记录学生当堂表现：

－能积极主动表达自己喜欢的动物的学生有多少人？

－能用big, small, long, short等形容词说出动物的特征的学生有多少人？不太会说的学生有多少人？

－在B 项活动中，能快速做出反应的学生有多少人？不能快速做出反应的学生有多少人？

3．本课对学生掌握学习内容的情况的评定方法：

－完成A部分学习后，请学生拿着自己的作品，用I like my....以及It has....等用语说。教师进行现场记录。－教师可在学生的作品中选几个比较典型的，向全班展示，并请学生们用以上语言描述。教师进行现场记录，并且将学生的作品放入学习档案。

－以pair work或group work的形式请学生一人说，一人或其余人画。教师进行现场记录。

Lesson18 课前准备

1．单词卡片，教学投影片。2．教学挂图。

3．动物头饰，动物面具。4．教学录音磁带。教学内容 Fun Time

1．通过“海豚上课”这一幽默故事复习What's this? It's....交际用语和动物名称。

2．设计本故事的另一个意图是让学生了解，在自然界中每一种动物都有天敌。3．鼓励学生发挥想象力，按自己的理解说出自己知道的几种动物的天敌。4．故事大意是：

1）海豚教师给小动物们上课。

2）海豚教师拿出猴子图片向小动物们展示。3）海豚教师拿出熊猫图片向小动物们展示。

4）海豚教师又拿出猫的图片向小动物们展示，老鼠吓晕了，逃跑了。5）海豚教师再拿出狐狸的图片向小动物们展示，小鸡也吓跑了。

6）海豚教师最后拿出老虎的图片，小动物们怎么样了？（由学生来回答。）教学建议

1．教师让学生整体了解故事内容：

（1）先出示教学挂图，让学生根据挂图用汉语说一说故事大意；（2）要求学生边看挂图边听录音，并试着让学生根据录音指出相应的图；（3）如果有学生能够模仿录音说出句子，应给以鼓励。

2．教师再让学生反复听录音、看图。让学生重复听到的句子，在重复的同时要做出相应的动作。建议不指定学生重复哪句话，能重复哪句话就重复哪句话。如果每幅图都有学生说，就可以进行表演活动了。

3．表演短剧：动物学校。学生戴上动物头饰，扮演各种小动物，跟着录音表演。根据剧情的发展，学生能说出或做出相应的动作，就应得到表扬。鼓励所有的学生都参加。

4．通过本课学习，教师应该让学生初步了解有关动物的常识。

5．让学生发挥想象力，猜猜小故事的结局是什么。他们主动回答问题的表现都应得到教师的肯定。学生们越发挥想象力，就应得到越多的鼓励。

6．Fun Time的学习说明：

（1）短剧不一定要求学生当堂就都能表演，教师应当给学生一个反复学习、不断理解的过程。

（2）让学生多听录音，边听边做动作，以增强理解和记忆。

（3）扮演角色时要照顾全体学生。每个学生一个角色，他们能够记住自己角色就可以，每个人能说出一句，合起来就是一个短剧。练的次数多了，学生自然也就会说了。

7．录音材料： DIALOGUE 图1 M: Good morning!Children: Good morning!图2 M: What's this? Children: Monkey!图3 M: What's this? Children: Panda!图4 M：What's this? Children: Cat!Mice：Bye-bye!图5 M：What's this? Children: Fox!Chickens: Bye-bye!图6 M：What's this? 课堂学习评价

1．指导学生把掌握故事的情况用

和

符号记入学习档案。

2．教师具体而简要地记录学生当堂表现：

－理解故事内容的学生有多少人？不太理解故事内容的学生有多少人？ －能根据录音，重复说出完整句子的学生有多少人？只能说出单词的有多少人？ －积极参加表演的学生有多少人？

－表演时动作逼真、富有想象力的学生有多少人？ 3．本课对学生掌握学习内容的情况的评定方法：

－教师播放录音，请学生指出相应的图，检查学生对故事的理解。

－利用动物头饰，请学生以group work形式进行角色扮演，检查学生对故事内容、语言的掌握。

1．本单元学习目标：

（1）学会有关动物的10个词汇和句子：What's this? A dog．I like my cat．It has big eyes．

（2）能够在本单元涉及的情景条件下初步识别各种动物。（3）能够用声音或动作表演本单元所学的10种动物。

（4）理解并初步会用形容词big, small, long和short说出动物的特征。（5）基本会唱本单元的歌谣和歌曲。

2．带孩子到动物园参观，让他们通过看和听学习有关动物的常识，增强与小动物的感情，并教育孩子要爱护动物。