第一篇：小学英语三年级上教案U4
Unit 4 Body
单元备课9.25 单元教材分析：谈论身体部位。教学内容
1.9 个三会单词，11个两会单词。
2.1 个新的句型（两种类型，I have a / 复数）。3.1首歌曲，一个TPR活动，一个认读活动。4.Aa---Gg的认读。重点句型：
This is my „„ I have „„ 重点单词：
body, head, arm, leg, hand, foot, nose, mouth, face等。
在教材中所处地位与作用：
通过本单元学习，能在实际情景中运用“This is my...”和“I have...”谈论自己的身体部位。养成良好的行为习惯，保护自己的各身体部位。为进一步学好英语打下良好的基础。教学目标：
1.听说认读下列单词body, head, arm, leg, hand, foot, nose, mouth, face ；能够听懂会说句型“I have „”，认读字母A——G。
2.能在实际情景中运用“This is my...”和“I have...”谈论自己的身体部位。3.养成良好的行为习惯，保护自己的各身体
教学重点：用“This is my „„和I have „„„„”介绍自己身体的各个部位，如body, head, arm, leg, hand, foot, nose, mouth, face等。
教学难点：单数形式“a nose/mouth”与复数形式“two eyes/ears”单词nose和ears/eyes等单词中字母 “s”的发音。
学情分析：三年级学生大部分接受能力较强，而且因为英语是一门新课，学生对其充满了好奇心，所以学习兴趣比较浓厚；对英语的口语表达表现出强烈的好奇心，而且模仿能力极强。
教具准备：多媒体课件、电子白板、单词卡 单元教学方法：
1、模仿跟读。
2、情景表演法。教学时间安排：
Lesson 1 1课时 Lesson 2 1课时 Lesson 3 1课时 Lesson 4 1课时
Lesson 1 This is my head.9.25 课型：新授 教学目标：
1、听懂、会说This is my „„，学写字母a---d
2、能够用英语介绍身体各部位名称
3、培养学生的良好行为习惯。教学重点：
用“This is my „„介绍自己身体的各个部位。教学难点：
Nose 中的s发音mouth中的 th的发音的不同。教法、学法：TPR、任务型 教具准备：
1.教材相关人物的面具或头饰
2.为Let's play中的击鼓传花游戏准备相应的道具 3.教材相配套的录音带 教学过程：
一、热身（Warm-up）
1.播放某一首学过的歌曲，学生跟唱。
2.让学生运用句型“Hello!I’m„„Look!This is „„She’s/He’s my friend.”介绍自己，朋友及同学。
二、呈现（Presentation）
1.教师介绍自己的布偶：“Hello!This is„.”再以布偶的身份向大家打招呼：“Nice to meet you.” “Look at me.This is my head/leg/foot/„”导入新课。
2.教师手指布偶的头说：“Look at me.This is my head.Head.”呈现新词head ,让学生跟读，注意字母组合“ea”的发音。让全班同学一起指着自己的头说：“Head.My head.This is my head.” 3.以同样的方式学习新词 leg和body。
4.教师挥动自己的一只胳膊说：“This is my arm.Wave your arms.”板书或利用单词卡片呈现新词arm.练习arm单词时，可让学生自己挥动自己的一只胳膊边说：“Arm.My arm.This is my arm.”教师也可以进一步说：“One arm,two arms.”运用同样的方法呈现新词foot和hand。
提示：教师应带领学生采用不同的朗读形式读新词句，如齐读、小组读、单人独、男女生读等，为后面的练习运用做好铺垫。
5.出示本课Listen and say部分挂图，听录音（或观看教学光盘，课件），感知课文内容。
三、练习（Practice）1.看课文，听录音跟读。2.分角色朗读并表演课文。
3.小组合作，表演Let’s act部分，按指令做动作。（1）教师通过做动作，让学生理解touch的意思，然后说：“Touch your head,please!”提示学生摸自己的头。接下来，教师连续发指令：“Touch your leg/hand/arm„”让学生做出相应的动作。教师简单讲解的意思。（2）播放Let’s act部分录音，全班同学跟读；播放第二遍录音时，让学生做动作；最后让一位同学发出指令，其余学生做动作，集体练习。
四、运用（Production）
1.画一画，说一说。
学生在纸上画出自己的身体部位，然后在小组内运用句型“Hello!This is „”谈论自己的身体部位，最后全班面前展示。2.完成配套练习。1）2）3）Listen and number.Read and match.认读表示身体部位的单词并连线，运用句型谈论自己的身体部位：“This is my „ ”。
五、字母认读（Learning Letters）
教师出示字母卡片：Aa Bb Cc Dd,听录音。教师教学生认读，之后学生听录音跟读。提示：注意字母Aa Bb Cc Dd,的发音?/ ei /、/ bi/、/ si:/、/ di: /，学生在读字母Aa时可能出现双元音发音不到位的情况。
六、课外活动（After-school Activities）1.听、读和模仿本课的录音。
2.与同学、家长做“Touch your„”的游戏。
板书设计 Lesson 1 This is my head.答案：（1）3（2）5（3）1（4）4（5）2 This is my head/leg/foot/„
Aa Bb Cc Dd 教学反思
我立足于课本，围绕教学目标，抓住重难点，创设境界，所以我在确认教学目标单词之后加入句型：This is my „和This is your „的表达，把单词用在句子中。在教完单词和句子后，创编chant，朗朗上口的绕口令利于激发孩子的兴趣，增强记忆，巩固新知识。然后，我创设了四人小组合作游戏Point to the/my/your„„（旧单词window、door、desk、book等）以游戏的方式巩固新单词。视觉上的新鲜感加上多次练习新单词后的自信，此环节学生兴致高涨，为后面课文的学习做好了铺垫。有了单词和句型的基础，在教授课文时，我没有花太多的时间放在课文内容的讲述上，而是依托课文培养学生认真听，大声读的习惯。
讲完这节课，自己感触很多。
1.备课仍不够充分，尤其是在“备学生”这一方面。
2.在教学中的一些小细节没有注意好，教学课件的使用没有把握好。没有加上学生写的练习.Lesson 2 I have a face.9.26 课型：新授 教学目标：
1、听懂、会说 Hello./Hi.Goodbye./Bye-Bye.I'm...。
2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学会见面打招呼、自我介绍及道别的日常用语
3、培养学生乐于开口,敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。教学重点：
本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 Hello./Hi.Goodbye./Bye-Bye.I'm...。教学难点：
自我介绍用语I'm „的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。教法、学法：TPR 教具准备：
1.教材相关人物的面具或头饰 2.为Let's play中的击鼓传花游戏准备相应的道具 3.教材相配套的录音带 教学过程：
a)热身（Warm-up）
1.播放课文第29页歌曲：“Head ,Shoulders”。
2.运用句型“Look at me.This is my head/leg/foot/„”介绍自己的身体部位。b)呈现（Presentation）
1.教师发出指令：：“Touch your hand /head „”学生做动作。
2.教师指着自己的鼻子说：“This is my nose.I have a nose.A nose.I have a nose.”让学生说“A nose.I have a nose.”认读单词nose。3.用同样的方式呈现新词face和 mouth。4.教师用手指着Danny的尾巴学习tail.5.出示课本Listen and say部分的挂图，听录音（或观看教学光盘，课件），感知课文内容。
三、练习（Practice）
1、看课文，听录音跟读。
2、分角色朗读并表演课文。
3、结合本课Let’ talk部分的内容进行语言练习。
（1）教师或学生示范。
（2）小组内练习，向全班同学展示。4.学唱歌曲“Head ,Shoulders”
（1）学说歌词，注意歌词中shoulders,knees,toes,eyes,ears等都是指身体的双肩、双膝、多个脚趾等；名词以“s”结尾的表示复数。（2）学生跟唱。（3）加舞蹈动作演唱。
四、运用（Production）
1、做一做，说一说。
两人一组，运用句型“Look!This is my face.I have a nose/face„”“Me too.”谈论自己的身体部位并作出相应的动作。
2、完成配套练习。
1、Listen and number.答案：（1）2（2）1（3）5（4）4(5)3
2、Match and say.活动建议 先让学生把单词与图片连线，然后四人一组，向图中的人物一样在小组内谈论自己的身体部位，然后在全班面前展示。
五、课外活动（After-school Activities）
1、听读，模仿本课的录音。
2、运用所学的内容，与家人、朋友谈论自己的身体部位。板书设计Lesson 2 I have a face.I have a nose/face/tail„
教学反思：
《新课标》的理论是“倡导体验、实践、参与”，将对话放在一个真实的情境中教授，因此教师应该在课堂中为学生营造一个贴近生活的、充满童趣的环境，在这样的情景里学习对话，把生词和句型放在文本里教授，做到“词不离句，句不离文”，发展他们的语言运用能力，而这一理念与“支架式教学”理论正好不谋而合。（1）搭建“脚手架” ：根据学生的学习程度与学习习惯，围绕本单元的主题，运用多种手段，比如，图片、投影仪、实物等，在课堂中建立一个趋于真实的情景，为学生营造一种语言氛围。（2）进入情境：抛出问题，将学生引入一定的问题情境中，即利用多媒体等多种手段，创设一个真实的英语语言环境。这一环节中要特别注意视听与思考结合原则和媒体选择与组合的最优化原则的充分体现。（3）独立探索：让学生独立探索。通过师生对话、手势动作等方式，将影响理解的词句提前解决，通过多媒体方式，让孩子们独立解决文本的理解问题。（4）协作学习: 进行小组协商、讨论、对话等活动。在共享集体思维成果的基础上达到当前所学文本比较全面、正确的理解，即最终完成对A部分文本的意义建构。这一环节是目的性原则、整体性原则、主体性。
Lesson 3 I have two eyes.9.28 课型：新授 教学目标：
1、听懂、会说 Hello./Hi.Goodbye./Bye-Bye.I'm...。
2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学会见面打招呼、自我介绍及道别的日常用语
3、培养学生乐于开口,敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。教学重点： 本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 Hello./Hi.Goodbye./Bye-Bye.I'm...。教学难点：
自我介绍用语I'm „的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。教法、学法：TPR 教具准备：
1.教材相关人物的面具或头饰
2.为Let's play中的击鼓传花游戏准备相应的道具 3.教材相配套的录音带 教学过程：
一 热身（Warm-up）
播放课文第29页的歌曲“Head ,Shoulders”。
运用句型“Look!This is my „.I have a nose/two eyes„”谈论自己的身体部位。二 呈现（Presentation）
教师与同学谈论自己的身体部位。“Look at me.This is my nose/head/„This is my hair.It’s black.I have black hair.” 导入新课。
教师接着说：“I have black hair.”呈现并认读新词black和hair,注意hair中双元音的发音。
教师继续说：“My hair is black.What about Li Ming?”
教师头戴Li Ming的头饰，指着Li Ming的头说：“Hello!I am Li Ming.I have black hair.”教师可以指着周围的同学说：“You have black hair , too.”引导学生指着自己的头发说：“I have black hair.”。
教师指着自己的眼睛说：“Look at my eyes.They are black.I have black eyes.” 教师戴上Peter的头饰，指着眼睛说：“I have blue eyes.”呈现新词blue ,让学生说：“Blue.Blue eyes.I have blue eyes.”
5、教师出示Jenny 正在数脚趾头的挂图说：“Look at Jenny.She is counting her toes.”教师指着Jenny 的一个脚趾头说:“Toe.”呈现新词toe,然后再继续数Jenny的脚趾头，说出ten toes,呈现ten和toes。让学生学说新句子：“I have ten toes.”
6、出示课本Listen and say部分的挂图，听录音（或观看教学光盘，课件），感知课文内容。
提示：“I have black eyes.I have blue eyes.”这两个句子中的eyes均为复数形式，让学生明白每个人都有两只眼睛，因此表达“我有黑色的眼睛”时，eye 要以复数形式出现，后面加“s”。
三、练习（Practice）
1、看课文，听录音跟读。
2、分角色朗读并表演课文。
3、结合Let’talk部分的内容进行练习，具体步骤建议如下：
（1）教师或学生示范。
（2）小组内练习并出代表向全班同学介绍展示。
（3）教师向全班同学抛出一只玩具，接到玩具者到教室前面，运用所学举行介绍。
提示：教学中，教师要经常变换不同的方式组织课堂教学，以激发学生的学习兴趣。
四、运用（Production）
1、扮一扮，演一演。
借助头饰、面具扮演Jenny,Danny和Li Ming,谈论身体部位，运用：“I have black eyes.” “I have a tail..”“I have black hair.”等句型。
2、完成配套练习。
1、Listen and draw(哭脸和笑脸).答案：（1）笑（2）哭（3）笑（4）笑
2、Match and say.活动建议
先连线，然后运用句型：“Look at me.I have „”在小组内谈论自己的身体部位。
五、字母认读（Learning Letters）1.教师出示字母卡片复习：Aa Bb Cc Dd,。
2.先出示字母Ee,Ff,Gg,播放录音，教师教学生认读，之后学生听录音跟读。
提示：注意引导学生比较字母Aa Bb Cc Dd, Ee, Gg,这些字母的读音中都有一个/ i: /，字母只要求认读。
六、课外活动（After-school Activities）
1、听录音，模仿本课的录音。
2、运用所学内容谈论自己的身体部位。
板书设计
Lesson 3 Ihave two eyes.Ihave two eyes /ears/arms/legs.教学反思：
在教学中，我采用：
1、歌曲渲染气氛，给孩子一个语言环境支架。
2、创设情境，给学生搭建一个情感支架。
3、小组内合作学习，同伴间学习交流搭建活动支架。
4、多媒体、动画呈现新知，搭建音像支架。
5、利用简笔画、词卡等搭建图片支架。
6、以旧代新词句导入，搭建文本支架。
7、Free talk、情景对话，搭建语言交流支架。总之，在课堂教学中，我们只有适时适量、科学合理的搭建语言支架，才能激活课堂，让学生学得更轻松，更愉悦，较好地实现课标要求的终极目标。
Lesson 4 Again ,Please!
9.27 课型：复习教学目标：
1、听懂、会说 Hello./Hi.Goodbye./Bye-Bye.I'm...。
2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学会见面打招呼、自我介绍及道别的日常用语
3、培养学生乐于开口,敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。教学重点：
本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 Hello./Hi.Goodbye./Bye-Bye.I'm...。教学难点：
自我介绍用语I'm „的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。教法、学法：TPR、任务型 教具准备：
1.教材相关人物的面具或头饰
2.为Let's play中的击鼓传花游戏准备相应的道具 3.教材相配套的录音带 教学过程：
一、热身（Warm-up）
1、唱英语歌曲“Head,Shoulders.”
2、教师带领学生做活动“Touch your „.”。
3.运用句型“Look!This is my „I have a nose/two eyes„”谈论自己的身体部位。
二、练习（Practice）
1、教师和学生一起做“滚雪球”游戏。第一组可以做一下练习： T: Look at me.This is my nose.S1：Look at me.This is my nose.This is my face.S2: Look at me.This is my nose.This is my face.This is my head.S3: Look at me.This is my nose.This is my face.This is my head.This is my arm.第二组可以做一下练习： T：Hello!My name’s „.S1: Hello!My name’s „.I have a nose.S2: Hello!My name’s „.I have a nose.I have black eyes.2、看课本Let’s say部分的挂图，听录音（或观看教学光盘，课件），感知课文内容。教师提醒学生注意Li Ming ,Guo Yang, Jenny，Danny及家人说了什么。
3、看课文，听录音跟读。
4、分角色朗读并表演课文。
4、结合本课Fun Time部分，复习本单元要求认读的单词。（1）单词与Danny的身体部位连线。（2）给Danny涂色。
（3）以Danny的语气向大家介绍自己的身体部位。
5、复习字母
快速闪现字母卡片，让学生复习认读字母Aa，Bb，Cc，Dd, Ee, Ff,Gg。
三、运用（Production）
1、情景交际，最佳小演员。
用头饰或面具扮演爷爷、奶奶，并用爷爷和奶奶的口气谈论自己的身体部位，可运用句型：“Hello!I am grandpa.Look at me.This is my „I have „”表演逼真、语音语调准确的学生可当选“最佳小演员”。
提示：教师先安排学生示范，然后鼓励所有的学生表演。学生通过扮演不同的角色，谈论自己的身体部位，增加趣味性，教师注意及时予以鼓励。在本课结束时，教师可总结本单元学习过程，并给予学生鼓励。
2、完成配套练习。（1）、本课时配套练习。（2）、Revision 1 配套练习。1）Listen and draw(哭脸和笑脸).答案：（1）笑(2)哭(3)哭(4)笑 2)Listen and number.答案：（1）3（2）1（3）2（4）4
五、课外活动（After-school Activities）
1、听录音，模仿第四单元的录音。
2、制作并用英语与老师、同学、朋友谈论自己的小木偶。板书设计Lesson 4 Again ,Please
This is my „ I have „
教学反思
这个单元围绕身体部位单词的学习，加入了一些例如Do the actions的游戏。这个设计很有利于对新学单词的巩固，我在教学当中有效利用了教材的这一特点，让学生从听懂到会说，一步步的进行了加强练习。就连之前对单词掌握不是很牢固的学生在这个游戏当中逐渐对单词有了较深的记忆，这是游戏在小学英语教学中的最大益处。
起初我并不能很好的利用教材，总认为在课堂中做游戏是浪费时间，但是有几次打开电脑观摩了几个优秀教师的示范课，我才改变了自己的这种愚蠢的想法。的确，小学生正是处于好动的年龄段，如果总是让他们稳稳的坐在座位上不能乱动，这是对学生的一种个性扼杀，最主要的是学生的学习处于了一种被动状态，对英语的学习失去了应有的兴趣，这使我的课堂变成了学生的牢笼，他们从起初对英语的好奇在不知不觉中逐渐变成了对英语的恐惧甚至是看到英语就头疼就想逃避，这就会使我们的教学失去了它本身的价值。
Lesson1学习身体部位单词。用This is my head/arm/leg/foot.来表达这是我的某个身体部位。
Lesson2 and Lesson3使用I have----来描述自己的某个部位。并且增加了a nose/face/tail„等名词。这个内容在汉语中是没有的，部分学生不太理解。通过举例说明，大部分学生能够接受新知识。但是名词原型后加s变成复数后s 的发音掌握不是特别好。增加了新的复数形式。这两个单词难度不太大，学生掌握较好。个别学生将这两个单词混淆。通过大量操练，基本都能够掌握。
Lesson4通过复习，学生对本单元的知识进行了有效的巩固，身体部位单词能够正确的区分，通过做练习册，学生的听力能力得到有效的提高。
第二篇：1A U4 教案
上海版《牛津英语》 1A Unit 4 My abilities课堂赏析
一、教学内容
本节课主要学习How old are you ? I am … years old.对话以及涉及学生年龄的两个数字seven 和 eight.二、教学目标 1.知识目标
(1)能听、说、认读单词seven, eight.(2)能流利运用How old are you ? I am … years old.这个对话。
2.能力目标
（1）能利用How old are you ?这一句型询问别人的年龄。
（2）通过学习How old are you？能进行两人合作简单的对话表演。3.情感目标
(1)培养学生对对话的表演能力，体验同学之间的美好友谊。(2)培养学生互相合作的精神。
(3)培养学生学习英语的兴趣和信心。
三、教学重点和难点
（1）能够听、说、认读 seven, eight 两个数字。
（2）并运用I am … years old.准确地描述自己的实际年龄.（3）能运用 How old are you ?询问别人的年龄。
四、教具预备
CAI课件、动物Tille的图片、数字卡片、六面体盒子
五、教学过程： Step I.Warming-up
1.Greetings.T says “Hello, how are you?” to a student.Then have 3 pairs of students greet each other.2.Sing a song “Ten fat sausages”.3.Divide the students into nine groups.[设计意图] 通过对话热身，为学生最后的语言输出作铺垫；营造轻松活泼的教学气氛，让学生在歌曲Ten fat sausages中复习旧数字，感知新数字；并利用小组评价继续渗透数字。Step II.Presentation
1.Present a friend Tille and her party to students.T: Hello, this is Tille.Ss: Hello, Tille.T: Today is Tille’s birthday.Let’s go to Tille’s birthday, OK? Ss: Ok.2.Ss watch the video.T：Wow, what happened? The door is closed.We should pass it.Let’s go.(1)Step 1---Can you act?
Students show numbers from one to six(2)Step 2---Can you say?
Students say numbers from one to six.(3)Step 3---Can you count ?
Students count the math like two + three=? Then present:
four +three =seven two + six = eight
3.Practice
（1）Practice saying “seven &eight”.(2)Play “box-game”.T: I throw the box with six numbers.You catch and say it.Ss act and say the numbers.[设计意图] 通过迪斯尼动画英语带领学生去参加Tille的生日会。并设计只有闯关成功才能进入生日派对的情境，激发学生的兴趣。利用闯三关分别从听、说、读方面复习数字1-6，最后在第三关通过引导学生用英语计算数学题呈现数字“seven &eight”。4.Present “How old are you ? I am six years old.”
(1)T: We can go now.Students watch the video.(2)T: How old is Tille? Let me ask Tille.Ss listen to the dialogue.[设计意图] 在这一步，学生看完有关Tille’s birthday party的迪斯尼英语动画。教师引导学生问Tille的年龄，让学生通过听教师询问年龄的对话录音，自然导入“How old are you ? I am six years old.”这一对话。
Step III.Practice 1.Practice “How old?”& “…years old”.T: How old is Tille ? Ss: Six years old.T writes it on the blackboard.2.Students practice and guess.3.Practice “I am six years old.”
Tille: I am six yeas old.How old are you? S1: I am seven/eight years old.4.Play eye-spy game: Practice the sentence I am seven/eight years old.(通过一个学生找不开口的学生游戏操练句子I am … yeas old.)
T: How old are you ?
S: I am …years old.(more Ss answer)5.Practice “How old are you ?”
T: Who can ask ?(通过学生的问答呈现问句。)
Step IV.Consolidation
1.Let’s play game.London Bridge.(通过学生玩伦敦桥的游戏操练句子How old are you ?)
2.Let’s chant : How old are you ? How old are you ?
I am seven
seven years old.3.Pair work.[设计意图]通过game, chant各种方式操练句子，让学生在快乐的游戏和有节奏的音乐节拍中操练语言。Step V.Extension
1.T Introduce Daria’s birthday party.A: Hello , Daria , how are you ? B: I’m happy.A: How old are you? B: I am eight years old.A: Happy Birthday!B: Thank you.2.Students listen to the dialogue.3.Students make a dialogue in pairs and then act it out.[设计意图]教师通过创造一个学生生日的情景，将所学语言放入到该情景中，从而进行对话，培养学生语言交流能力和语篇意识。让学生在一定的语境中感知语言、运用语言。Step VI.Homework 1.Listen & read page 13.2.Make a dialogue with your classmates.
第三篇：pep小学英语三年级上公开课教案
一、教学目标与要求
1、能听说、认读water, milk, juice, tea, Coke, coffee等有关饮料的单词，并能在日常生活中使用。
2、能听懂一些进餐时使用的简单的指示语,并能按照指令做出相应的动作。
Drink the juice.Pour the water.Taste the tea.Smell the coffee.Show me the milk.二、教学重、难点分析
重点：听说、认读water, milk, juice, Coke, coffee, tea 这些有关饮料的单词。难点：
1、单词的认读。
2、表示指令的相应的动词。
三、课前准备
1、教师准备water, milk, juice, Coke, coffee, tea 的实物、单词卡片。
2、教师准备A部分单词的词卡和图卡。
3、学生可准备water, milk, juice, Coke, coffee, tea 的实物。
三、教学步骤
1、热身
（1）每日英语会话。
(2)师生共同拍手通过Let’s chant 形式复习所学过的表示食物的单词。（老师带领全班练习I like „句型；学生带领练习Have some „句型）
（3）当你要可乐时该怎么说？从而复习Coke和juice的发音。
2、新课展示
（1）A小组开火车认读单词Coke和juice B 通过教师示范初步理解Pass me the Coke.C drink和have都是表示喝的意思。D 练习两人一组共同说Drink the juice.（2）A 告诉大家老师最喜欢的是边拿指着水边说：Water, water, I like water.B 利用卡片认读water.C 边做动作边说 Pour the water.学生猜意思。D 师发令，生边说边做。
（3）A 出示茶叶教tea，学生跟读并练习。B 在茶叶中加水，同时滚动所学的Pour the water。茶水也叫tea。C 做一系列动作边做边说：Taste the teawaterCokejuice.指着茶说Good.学生猜Taste的意思。
D 师生共同做Taste the tea。
（4）A 同样方法教学coffee 和Smell the coffee.B 两个小组用单词卡片复习并认读所学的五个单词。（5）A教师拿着milk用所学的动词短语边做边说，教学milk, 学生跟读。
B 出示卡片用Show me the „句型认读单词。
3、练习新知
（1）把动词和名词任意搭配让学生练习。（2）边说边完成句子，教师示范并讲解：第一个字母要大写，句末要加标点符号。
（3）找人到黑板前完成句子。（4）让学生一边听Let's do 的录音，一边跟读并做动作。4．复习、巩固
（1）学生听Let's learn的录音，一边听，一边指着书上相应的图，力求做到“眼到，手到，口到，心到”。（2）同桌互相指、读。
（3）让学生听录音，边说边做Let's do 部分的活动。（4）四人小组互相发令练习Let's do部分。
5、课外活动
(1)听录音，仿读句子。
(2)将所学的有关食物和饮料，用英语说给家长听。
课堂反思 优点：
1、分调动学生的兴趣和积极性，让学生多感官参与到课堂。
2、的认读不停地反复滚动出现。
3、把难点逐个分散开教学。不足：
1、教师做动作时有些重复耗时，有些可以省略掉。
2、让学生完成句子时，逐个完成可以改成几个同学同时去完成。
3、对于句子的要求可以放低一些，不一定要求全部同学都听说、认读。
第四篇：小学英语新标准 三年级上 unit4 教案
《新标准英语》（外研社）（三年级起始用）Module 4 Unit 2 It’s a black dog.一、教学内容
《新标准英语》第一册第四模块以描述事物颜色为主要内容。本节课是第四模块的第二课时，主要学习描述事物颜色。
二、教学目标 1.知识目标
（1）能听、说、认读词汇：cat、cap、dog、now。（2）能听懂、认读和运用重点句子：It’s a 颜色 事物。（3）能把握课文结构，了解文本的基本信息。2.技能目标
（1）能运用所学的词汇cat、cap、dog、now以及句型it’s a +颜色+物品，介绍自己的物品。
（2）培养学生举一反三的拼词能力，提高仿读、仿说的能力。3．情感目标
感受色彩，享受美。4.学习策略目标
（1）在各种任务型活动中注重小组合作学习，培养学生小组合作学习的能力。
（2）初步感知字母a的发音以及拼读法。
三、教学重点与难点1、2、听懂、会读、会说句型“it’s a +颜色+物品” 灵活运用句型it’s a +颜色+物品，进行真实交流。
四、教具与学具
多媒体课件、CD-ROM、单词卡片、用于奖励学生的小图片等。
五、学情分析
三年级小学生的模仿力、求知欲和表现欲都很强，因此在教学中采用了灵活多样的教学手段，让学生在听一听、说一说、玩一玩、唱一唱、做一做中学习并掌握英语，从而激发学生对英语学习兴趣，培养其良好学习习惯，使学生乐学，且学有所得。
六、教学过程
Step 1： Warming –up 1.greetings 2.sing a song T:Now let’s sing a song.Look!sing a rainbow song.Show me your hands.Great!Thank you.Now what colour can you see? What colour? 抽生作答
[设计意图] 以一首学生学过的歌曲导入本课，让学生一起带着动作唱一唱，活跃课堂气氛，使学生愉快地进入学习状态。再通过老师的提问，引导学生积极参与学习活动，激活了学生已有的知识，又为后面的学习活动做了有效的铺垫。Step 2： Presentation and Practice 1.趣味游戏，导入文本
T：Boys and girls, Let’s play a guessing game.What’s this? Guess!抽生作答
T：Oh, look.It’s a cat.(教学cat)教读，抽生读，强调字母a的发音。单词卡片cat、mat、hat、bat，学生初步感知拼读法。
T：what colour is it? Ss: It’s red.T: Yes, it’s a red cat.板书a red cat 第一部分文本学习，观看视频
T: what colour’s cats can you see? 引导学生夸张地仿读。
[设计意图] 对于单词cat的处理，采用了猜测的游戏，利用逐步扩展的图片信息激发了学生猜的欲望。学生各抒己见，大胆发言，调动了学习的积极性。强调字母a的发音，让学生初步感知拼读规则。这部分的学习为进一步学习描述物品颜色做好铺垫。2.层层深入的操练 课件展示:(1)a +颜色+cat 通过变换颜色操练（齐说、抽生）（2）cap的学习在上一环节，最后一个cat变成cap，引导学生拼读，再次强调a的发音。通过变换颜色进行操练。（3）dog的学习在一环节，最后一个cap变成dog，引导学生拼读，通过变换颜色进行操练。
(4)利用所学物品，通过变换颜色操练 a +颜色+物品(5)变换物品和颜色，过渡到句子的操练，速度从慢到快。It’s a +颜色+物品
课件展示：各种图片
（6）It’s a +颜色+物品，now it’s a +颜色+物品。师生齐说后Pair work 抽生展示。
[设计意图] 通过呈现不同物品，不同颜色，使学生积极思维，保持注意力。学生在层层递进的操练中学会了怎样描述物品的颜色，接着让学生在同桌间进行练习，操练遵循从易到难，循序渐进的原则。
3.回归课本
（1）Listen and point（2）Listen，point and repeat。（3）小组读
（4）Pair work 抽生展示 [设计意图] 利用先进的教学手段，适时播放原版光盘，让学生视听结合，在跟读原版录音的过程中不仅巩固了重点句型，而且还潜移默化地培养了语感，使学生的发音标准、地道。
Step 3 :Consolidation and Extension 1.magic games 操作方式：在课前准备好两个盒子，一个装色卡，一个装透明色的不同物品图片。教师先示范，请两个学生上台操作，其余学生描述。对答得又对又快那一组进行奖励。2.记忆游戏
操作方式：课件展示9件不同颜色的物品，让学生记忆，然后全部消失。对取得胜利的小组予以奖励。
3.Magic book 小组合作，制作一本有关描述物品颜色的书，抽生展示。[设计意图] 感兴趣的游戏能使学生兴奋起来，使其进入轻松、快乐的学习氛围，更好地巩固句型。Step 4: Homework 1.听读课文5遍。
2.Colour the picture and describe the colour of the things.[设计意图] 作业是对本节课知识的巩固，让学生将所学的语言知识融入生活中，提升语言表达能力。
第五篇：大学英语精读第三版第二册U4教案
Unit 4 The Professor and the Yo-Yo Teaching Time: 8 hours Students’ level: non-English majors of the second semester of the 1st year.Teaching Objectives: 1.Make students have an idea about the Einstein’s unusual personality whether as a scientist or as an average man.1).Analyze the personal characteristics of Einstein.2).Understand the way of life of Einstein.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: ambition, application, approach, argue, bewilder, capable, correspond, display, exclusively, mainly, fortune, function, immune, impress, modest, observe, present, profound, pursue, puzzle, relatively, series
Phrases & Expressions: at ease, off balance, come to terms with, as far as, mean nothing to, believe in, so much so that, a series of, take apart, work out, capable of, single out Grammar: be made to, that clause 3.About the reading, Ss should acquire the skill—reading beyond lines.4.About the writing, Ss should get to know the paragraph developing —writing in logical order.5.About the listening, Ss finish Unit 4 directed by the teacher.Teaching Procedures: I.Pre-reading Activities 1.Background information: Einstein & his achievements Introductory remarks: Einstein is one of the greatest scientists of all time.His ideas and theories have, directly or indirectly, influenced many areas of the modern world ——science, art, and philosophy.In spite of his great achievements and fame, he always remained a simple man: he was honest and open, very easy to get along with;he lived a plain life and had simple habits, caring very little for material well-being.And the text The Professor and the Yo-Yo, whose author is the son of a close friend of Einstein’s, sheds more light on Einstein’s personality both as a scientist and as a man.2.Key words and expressions: 1).modest: a.having, showing, not a too high opinion of one’s merits, abilities, etc.For example: Asian women are more modest and shy, yet they tend to have an inner force.b.moderate;not large in size or amount-For example: The police came to suspect the man who lived a luxurious life on a modest income.2).balance: Useful phrases: keep one's balance;lose one s balance: be in balance;be out of balance;off balance.Special attention: “in the balance”, means 'undecided'.For example: Though her life was in the balance, she thought only of the safety of her fellows.3)impress:
a)have a strong effect on the mind or feeling of.For example: I was deeply impressed by the scenery there.He impressed me as a modest scholar.My parents impress on me the importance of honesty time and again.b)fix(sth.)deeply or firmly on the mind or memory E.g.His words were strongly impressed on my memory.4)immune:
be immune to: be free from or unaffected by.For example: Vaccination makes people immune to smallpox.It seems to me that few people are immune to vanity or jealousy.5)exclusively:
only;completely.For example: Eton college is an exclusively male public school in Britain.The report is written exclusively for the country's top leaders.6).pursue: v.a)follow, go on steadily with(study or other activity)E.g.He consistently pursued his task no matter how bad the situation was.b)follow in order to catch or do harm to E.g.The policeman pursued the thief.c)
vt.a)cause(sb.)to have feeling of annoyed, upset disappointment E.g.Staying at home all day frustrated her because she had been a brilliant scientist before her marriage.b)make(plan, effort etc)useless, defeat E.g.The bad weather frustrated all our hopes of going out.10)bitter :
adj.a)filled with anger or hatred E.g.You shouldn't have said those bitter remarks about him.b)having a sharp unpleasant taste, causing sorry E.g.They have learned a bitter lesson in the accident.c)
with ease;E.g.The teacher has a good way to put his nervous students at ease.The doctor soon made the worried patient at ease.He solved the problem with ease.15).come to terms with:
accept(sth.usually disagreeable)as it is;reach an agreement with.It has taken me a long time to come to terms with the fact that I’ll never be a good writer.It seems that the two sides will never come to terms(with each other).We have come to terms with them that the meeting will be delayed until next month.Later she had to come to terms with the difficult situation.16)as far as:
to the extent that.For example: As far as I know he will be away for three months.He will help you as far as he can.17)so much so that: to such an extent that;so that… For example: He longed to visit Paris, so much so that he often dreamed about it.I was worn out, so much so that I thought I would never recover.18)single out:
separate or choose from a group for special treatment or notice.All of us did a very good job but the teacher singled out for praise.It is an honour for him to have been singled out to represent the school at the celebration ceremony.20)point out :
draw attention to, explain E.g.It was pointed out to us that it was getting very late.21)off balance
a)not in balance, not bale to keep from turning over or falling E.g.Don't rock the boat, you will throw it off balance and get it turned over.b)
exchange letters with E.g.Will you correspond with me while I am away? 24)mean nothing / every thing to : be of no / great importance or value to E.g.Material things meant nothing to Einstein, but to some people they mean everything.25)revert to : go back to E.g.My thought reverted to my childhood days.26)take apart : separate sth.into parts E.g.The professor spent the whole afternoon taking apart his old car.Ⅱ.While-reading Activities 1.Ss have the silent reading on the text(10 mins)2.T explains the text in detail.Lines 1--9 1.Language Points
…I display my few tricks and pointed out to him that the incorrectly looped string had thrown the toy off balance.= …I showed of my skills of handling the Yo-yo and explained to him that the toy had turned over instead of rolling up the string because it had not been looped in a proper way.2.Questions for Discussion(1)What do you think are some of the way to make a shy young visitor feel at ease?---Being friendly and hospitable, offering sth.to play with, choosing a topic he or she is interested in, telling a joke, offering him or her chance to show off, etc.(2)From this example do you know what kind of person Einstein was?---He was kind, considerate, interested in children.(3)How do you understand Einstein's nodding?---He was not upset about the fact that the young man pointed out his wrong way of playing, He was modest and easy to get along with.(4)Do you think that daily matter show a person's character? Lines 10--16 1.Language Points the personality that was Einstein = the personality which was the most striking characteristic of Einstein.a)
the military genius that was Napoleon He was the only person O knew who had come to terms with himself and the world around him.= Of all the persons I knew he was the only one who was at peace with himself and the outside world because he accepted the world as it was and knew his limits as a human being.He knew there were answers beyond his intellectual reach.= He knew that the universe had more mysteries than he ever hope to solve, great as his intellectual capabilities were.He was content to go as far as he could.= He was satisfied with what he could achieve and would desire nothing beyond his reach.2.Questions for Discussion(1)Do you know how personality is formed?---It depends on many factors, e.g.genetic background, education, living surroundings, influential persons, etc.(2)What does “ he had come to terms with the would around him” mean?---He accepted the world as it was and didn't fight against things he couldn't change.(3)What does “be content to go as far as one could ” mean?---Work hard and go as far as one can, be satisfied with what one could achieve.This is a philosophy of life.Lines 17--21 1.Language Points He was beyond any pretension.= He was completely sincere and honest without the slightest intention to show off.2.Questions for Discussion(1)Do you know why he was free from these emotions?---He had come to terms with himself and the world around him.He was interested only in his work, and not in these worldly distractions.(2)How do you know that he was a great person who disliked showing off.He used inexpensive stationary to write to people of high rank, without feeling ashamed.Lines 22--34 1.Language Points Material things meant nothing to him.= Material things were of no important to him.The razor and water do the job.= The razor and water will do.2.Questions for Discussion(1)Do material things mean nothing to you? What's your point of view?---Material things include necessities of life.In this sense, they mean much to most human beings.They also depend on people's concept of value as we discussed earlier.(2)What does it mean when a person shrugs?---It may mean “I don't care”, “It doesn't matter”.“I don't believe”, “I can't do it”, “I won't do it” and so on.(3)Why did he revert to using plain water to shave after finishing the shaving cream?---He accepted the tube of cream as a gift and used it, but wouldn't go out and buy one for himself.Lines 35--52 1.Language Points He didn't have the slightest interest in the practical application… a)not…the slightest : not…any;no E.g.He didn't feel the slightest pain when the needle went into hie wrist....that's not it.= That's not right./ That's not what is expected.2.Questions for Discussion(1)What does “his quick expression of disapproval” tell us here?---He wanted to know things by reasoning.He believed and was interested only in theory and he refused to take short cuts.(2)What do you think of the example?---He was sort of stubborn, impractical, odd, unique and true to his ideas.Lines 53--61 1.Language Points His name was a household world.= His name was well-known to everyone.2.Questions for Discussion(1)His theories were capable of exciting relatively few scientists.Why do you think his name was a household word?---The significance of a theory lies in its real value.Although average people didn't understand his theories, they owed many useful things to his contributions, such as TV.His ideas were put to practical uses.Above all, his ideas created a revolution in science that excited even people who were not scientists.(2)How do you understand what he said about his achievement? Why was he bewildered about people's admiration?---He was very modest.He regarded himself as an ordinary man.He thought he had done no more than many other men.Language Points: make sb.feel at ease;when my turn came;throw sth.off balance.Questions: a.From this example do you know what kind of person Einstein was? b.How do you understand Einstein's nodding? Paragraph Two: Language Points: a.the personality that was Einstein: the personality which was the most striking characteristic of Einstein.b.He was the only person I knew who had come to terms with himself and the world around him: Of all the persons I knew he was the only one who was at peace with himself and the outside world because he accepted the world as it was and knew his limits as a human being.c.He knew there were answers beyond his intellectual reach: He knew that the universe had more mysteries than he could ever hope to solve, great as his intellectual abilities were.Questions: a.What does 4% he had come to terms with himself and the world around him“ mean? b.What does ”be content to go as far as one could^ mean?(be satisfied with what one could achieve-)Paragraph Three: Language Point: He was beyond any pretension: He was completely sincere and honest without the slightest intention to show off.Questions: a.Why he was free from these emotions? b.How do you know that he was a great person who disliked showing off? Paragraph Four, Five and Six: Language Points: a.Material things meant nothing to him: material things are of no importance to him.b.finally: at last For example: The detective finally tracked down the suspect.c.present sb.with sth.;a tube of(cream, toothpaste, etc.)d.revert to : go back to(a former condition or habit).For example: The stress lie felt made him revert to the old habit of smoking.Questions: a.Do material things mean nothing to you? What’s your point of view? b.Why did Einstein shrug? What does it mean when a person shrug? c.Why did he revert to using plain water to shave after finishing the shaving cream? Paragraph Seven, Eight and Nine: Language Points: a.E=mc2: Einstein’s special theory of relativity proposes，among other things, that the maximum speed possible in the universe is that of light;that mass appears to increase with speed;that the rate of a clock moving through space will decrease as its speed increases;and that energy and mass are equal and interchangeable.The last point was expressed in the famous formula E=mc2(energy equals mass times the square of speed of light)and was later proved by atomic fission.b.have curiosity in doing sth.c.take apart: separate(sth.)into parts.For example: Nick took apart the dock and spread the bits all over the carpet.d.work out: solve;find the answer to.For example: John worked out the math problems all by himself.Questions: a.What did Einstein think of his photoelectric theory? Did it prove to be of any practical value? b.What does “his quick expression of disapproval” tell us here? c.From this example, what kind of people was Einstein?(He was sort of stubborn，impractical，odd, unique and true to his ideas.)Paragraph Ten: Language Points: a.profound: deep;needing much thought or study to understand.For example: Philosophy is profound and beyond the reach of ordinary people.b.capable of: having the ability or power for: for example: He is capable of doing such a difficult job.Some airplanes are capable of going beyond 1,000 miles an hour.c.a household word: word known far and wide.Questions: a.His theories were capable of exciting relatively few scientists.Why do you think his name was a household word? b.How do you understand what he said about his achievement? Why was he bewildered about people’s admiration? 3.T asks Ss to come out the main idea, structure of the text(10 mins)4.T summarizes the main idea and structure of the text(5 mins)Ⅲ.Summary Questions and Concluding Remarks Summary Questions 1.What do you think of Einstein? Can you tell why he is so respected?---He was one of the greatest scientists in history.He created a revolution in science.2.Can you sum up his personality and life style?---(1)Einstein was a modest man.a)When the boy pointed out his mistake in playing with the toy Yo-yo, he nodded.b)When he received great attention, he thought he was fortunate rather than deserving.---(2)He was a man without personal ambition.a)He had come to terms with himself and the world around him.b)He wanted only to understand the universe within his intellectual reach.c)He was content to go as far as he could.d)He was never seen to show personal ambition.e)He cared little for fame.---(3)He believed in simplicity.a)He used inexpensive stationary to correspond with the world most important people.b)He used only a safety razor and water to shave.---(4)He was purely and exclusively a theorist.a)He wouldn't walk down a street to se a reactor create atomic energy.b)He didn't have the slightest interest in observing how his theory made TV possible.c)He would rather give up than use a practical approach to discover the operating principle of the toy bird.Concluding Remarks---As a scientist, Einstein was so great, so extraordinary and distinguished but as a man, he was modest, simple and ordinary.After studying the text, we can learn a lot from him both as a scientist and as a man..Ⅳ.Post-reading Activities 1.Let the students do the exercises in the textbook which arc related to the new words.2.Ss hand in the summary of the text.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to the new words and topic.
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