Unit3教案

第一篇：Unit3教案

新外研英语七年级上Module 10 Unit 3教案

Unit 3 Language in use.课型：Revision 课时：45 minutes 课前预测 In this Unit, they’ll learn more about the Present Continuous Tense.It will not too difficult to learn it.教学方法：Interactive approach, writing and speaking.板书设计：Key words and sentences in PPT.教学目标：

1.Master the key words and expressions in Module 10.2.Master the Present Continuous Tense.3.Cultivate their ability of creation.教学重难点：

1.Key words and expressions.2.Key sentences in Module 10.3.How to use the Present Continuous Tense.教学准备：

PPT/pictures on the Internet/ videotape.教学过程：

Step 1.Warming up:

Ask them: What do Chinese people often do on Spring Festival? step2.Language practice.1.Go through the sentences and read them.2.Find the rules and talk about the picture in Part 1.step3.The Present Continuous Tense.1.The forms of different sentences of the Present Continuous Tense.2.The differences between the Simple Present Tense and the Present Continuous Tense.3.Exercises about the Present Continuous Tense.step4.Complete the passage.1.Complete the passage in Part 4 by themselves.2.Check answers each other, then read their answers loud in class in pairs.Step 5.Saying.Find four things that you both do at Spring Festival.Check the answers.Stetp 6.Around the world.Go through the passages of around the world to learn something about Christmas.Step 7.Ask and answer.Work in pairs.Ask and answer questions to finish Part 6.Step 8.Write notes.Write notes to finish Part 7.Step 9.Writing and saying.Write a letter to a pen friend.Then have a quick test.Step 10.Exercises

Do some exercises in class to consolidate the Simple Present Tense and the Present Continuous Tense.Encouragement should be given.Step 12.Homework 1.Master all the key words and sentences in Module 10.2.Write a short composition about Spring Festival.3.Additional exercises.

第二篇：unit3教案

Unit 3 Teenagers should be allowed to choose their own clothes.I.Programs for the Unit

1.Teaching Goals

(1)In this unit, students learn to talk about what they are allowed to do.(2)In this unit, students learn to agree and disagree.(3)In this unit, students learn the passive voice.2.Important words and expressions

Allow, pierce, silly, stay up, drive, driver’s license, Do you think…? I agree.I disagree.I don’t agree.3.Target Language

I think sixteen-year-olds should be allowed to drive.I disagree.I think sixteen is too young.Do you think thirteen-year-olds should be allowed to have part-time job?

No, I don’t.4.Teaching Difficulty

The Passive Voice

So do I.II.Teaching Time

Four periods

Period 1 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: pierce, license, silly, earring, instead of(2).Key structures: I think students should be allowed to do homework with friends.I disagree.They talk instead of doing homework.Sixteen-year-olds should not be allowed to drive.I agree.They aren’t serious enough at that age.Do you think sixteen-year-olds should be allowed to work at night? No, I don’t.2.Teaching Difficulty

To master the structure: should + be allowed to do sth 3.Teaching Aids

A tape recorder

Some pictures

Teaching Procedures Step I.Greetings and Lead-in 1.Show a picture with a boy smoking on it.Say, Look, this boy is smoking.Do you think it’s right for teenagers to smoke? Yes.Students should not be allowed to smoke.2.Write the sentence on the blackboard.3.T: Do you like watching TV? Do your patents allow you to watch TV?

Ss: Yes, they do.My parents allow me to watch TV.T: Yes.You are busy on weekdays.Parents should allow you to watch TV.Write the sentence on the blackboard.Parents should allow you to watch TV.→ You should be allowed to watch TV by patents.Then ask students to say the differences between the sentences.And tell them “should be allowed to do sth” is a kind of the passive voice.Step II.Language Study 1.Ask students to make short conversations with “should/shouldn’t be allowed to do sth”.2.Ask some pairs to present their conversations.Step III.1a 1.T: I think there are many things for you to be allowed to do.Of course, there is something you shouldn’t be allowed to do.Please look at statements in 1a.Circle “A” or “B” and give the reasons.2.Students circle.3.Ask some students to give their opinions.Step IV.1b 1.Describe the pictures.Read the conversation and guess the other two conversations.2.Students listen and circle “T” or “F”.3.Check the answers with the students.Give the reasons.Step V.1c Pair work 1.Read the instructions and the conversation to the class, then ask students to make similar conversations.2.Ask some pairs to present their conversations.Step VI.2a 1.Describe the picture.2.T: We’re going to listen to a conversation.In this conversation, Kathy is talking with Molly about their friend-Larry.3.Read the instructions to the class.Then listen and check.4.Listen again and check the answers with the students.Step VII.2b 1.T: Let’s listen to the conversation again and number their reasons in the correct order.2.Listen and number.3.Listen again and check the answers with the students.Step VIII.2c Pair work 1.Read the instructions to the class.And give an example with a student.2.Ask students to work in pairs.3.Ask several pairs to present their conversations.Step IX.Summary

Ask one or two students to tell what they learned in this class.Step X.Homework Make five sentences using “should/shouldn’t be allowed to do sth”

Period 2 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: stay up

(2).Key structures: So do we.2.Teaching Aids

A tape recorder Teaching Procedures Step I.Greetings and Revision 1.Greet the class and check the homework.Step II.3a 1.Listen to the conversation with the books closed.Then answer teacher’s question about the conversation.2.Books open.Read the instructions and answer any questions students may have about the conversation.Then point out the sample answers.3.Ask students to read the conversation and complete the chart on their own.4.Check the answers.Step III.3b Pair work 1.Read the instructions to the class.2.Go on the conversation in pairs.3.Ask several pairs to present their conversations.Step IV.4 Group work 1.Read the instructions to the class.Then say, you can move around the room and talk to other students.Your job is to find another student who follows each of these rules.2.Go through the rules.3.Students do the work.4.Ask several students to tell the class what they learned.Step V.Section B 1a 1.Describe the pictures with the students.2.Read the instructions to the class.3.Check their choices.Step VI.Section B 1b Pair work 1.Read the instructions and the sample conversation to the class.2.Work in pairs.3.Ask several students to present the conversations.Step VII.Section B 2a

1.Read the instructions to the class and ask students to read the items by themselves.2.Listen and circle the things they hear.3.Check the answers.Step VIII.Section B 2b 1.Read the instructions to the class and ask students to read the items by themselves.Then ask them to try to guess some answers.2.Listen and match the sentences parts.3.Check the answers.Step IX.Section B 2c Group work 1.Read the instructions to the class.2.Students make conversations in groups.3.Ask some groups to present their conversations.Step X.Summary and homework 1.Ask a student to summarize what they learned in this class.2.Write Part 4 in Section A

Period 3 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: Concentrate on, study, design, present, at present, opportunity, volunteer, local，member, mess, old people’s home, sleepy, reply, newsletter(2).Key structures: We would concentrate more on our clothes than our studies.Last summer I had an opportunity to volunteer at the local hospital.2.Ability Objects

To train students’ reading and writing ability.3.Teaching Aids

A tape recorder

Teaching Procedures Step I.Revision 1.Ask some students say sentences with the pattern:

should /shouldn’t be allowed to do sth Step II.3a 1.Read the instructions to the class.2.Students read the article and answer the questions.3.Check with the students.4.Analyze the useful expressions the other day, The problem is that…, would like to do sth, concentrate on, be good for, a good way to do sth, keep sth adj., learn sth from sb, at present, have an opportunity to do sth，5.Answer any questions students may have about the conversation.Step III.3b Pair work 1.Read the instructions to the class.2.Read the conversations together.3.Work in pairs.4.Ask two or three students to share their conversation.Step IV.4 1.Read the instructions to the class.2.Ask a pair to read the conversation as an example.3.Complete the work.4.Ask a few students to tell the class about their rules.Self check 1 1.Read the instructions to the class.And ask students to fill in the blanks on their own.Tell students they may need to use another form of the word.2.Students fill in the blanks.3.Check the work with the students.And ask them to tell why they choose the answers.Step V.Self check 2 1.Read the instructions to the class.2.Students read the article and ask any questions they have about the article.3.Answer several questions given by the teacher，(1)What’s the writer’s opinion?

(2)What does the writer want to be?(3)What does Tian Ge want to be?(4)What do you think of their day? 4.Focus attention on the letter and ask students to continue the letter.5.Ask two or three students to read theirs.Step VI.Summary

Ask one or two students to tell what they learned in this class.Step VII.Homework Write Part 2 in self check in the exercise book

Period 4 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: obey, get in the way, achieve, realistic, taught, importance, care about, succeed, point(2).Key structures: These hobbies can get in the way of schoolwork.Our son needs to be realistic.My parents care about me.I’m serious about running.2.Ability Objects

To train students’ reading ability.3.Teaching Aids

A tape recorder

Teaching Procedures Step I.Section 1 1a 1b Group work 1.Read the instructions to the class.2.Ask some students to list some rules that they agree should be obeyed, both at school and at home.3.Ask some students to answer “Yes” or “No”, and give the reasons.Step II.Section 2

1.Go through the learning strategy.2.Scan the reading silently, and find the three phrases in 3a.Then give the meanings and make new sentences.3.Read the article and finish 3b in Section 3.4.Read the article again and fill in the blanks in the following sentences，(1)Liu Yu’s idea is to be ___________.(2)His parents’ opinion is very ____________.(3)They worry about his ___________ at school.(4)His parents don’t allow him to __________ on school nights.(5)He wants to be allowed to _________ for himself.5.Check the blanks together.6.Read the third time and analyze some useful expressions 8.Answer students’ questions about understanding the article.Then add others that students don’t mention.9.Discussion

Should Liu Ye be allowed to practice running? Step III.Section 4 Go for it.1.Read the instructions to the class.2.Ask students to write a schedule that plans their time for schoolwork and hobbies.3.Ask students what the benefits are of a schedule like this.4.Suggest students share their plans with their parents.Step IV.Summary

Ask one or two students to tell what they learned in this class.Step V.Homework Repeat Section 2 after the tape.Remember the words.Do “If you have time”.

第三篇：unit3 Fashion 教案

总第 课时

授课时间： 年 月 日

Unit3 New words Teaching aims: Learn some news words.Emotional aims: Enjoying learning English.Teaching important points: Learn some news words.Teaching difficult points: Learn some news words.Teaching method: practicing Teaching procedure: StepⅠ: Revision Review some words and phrases.StepⅡ:Learn some new words.1.Read after the teacher.2.Read in groups.3.Read themselves.4.Read in turn.StepⅢ Practice Translate some new words into English or Chinese.StepⅣ Summary and homework Recite news words.Teaching thinking: Students are active in class, and the result is good.Blackboard design: Some word formation.wear trousers gold normal intend manufacture

„ 总第 课时

授课时间： 年 月 日

Warming up Teaching aims: Learn some news words.Emotional aims: Making choices in life.Teaching important points: Discuss some questions.Teaching difficult points: Learn some news words.Teaching method: practicing and discussing.Teaching procedure: StepⅠRevision Review some words.StepⅡ1．检查学生预习生词的情况。2．组织讨论3个问题

Do you know how blue jeans became popular? Do you like to wear blue jeans? What is the present fashion in your town? 3.要求学生用英语如实回答上面的3个问题 StepⅢ Summary and homework Recite news words.Teaching thinking: Students are active in class, and they need to practice more.Blackboard design: Do you know how blue jeans became popular? Do you like to wear blue jeans? What is the present fashion in your town? 总第 课时

授课时间： 年 月 日

Reading Teaching aims: 理解文章的基本内容 Emotional aims:享受学习英语的乐趣

Teaching important points: 掌握Key words和useful Expressions的基本用法 Teaching difficult points: 掌握Key words和useful Expressions的基本用法 Teaching method: practicing and reading.Teaching procedure: StepⅠ1.Revision Review some words.StepⅡReading 1.Read the text carefully in a few minutes.2.Answer the following questions.(1)Many young people like to wear blue jeans.Do you know who made jeans first?(2)And why did he make this kind of trousers? 3.Discuss in groups and answer these questions.StepⅢ Key words和Useful Expressions ①Each time you step into your old jeans,you are putting on a piece of history.每当你双腿伸入你的老式牛仔裤时，你便把一段历史穿上身了。step into“踩入”“踏进”，例如：

He stepped into the boat and said goodbye to us.他登上船向我们道别。

he boy stepped into his shoes and ran out of the room．那个孩子穿上鞋从屋里跑出去。区别put on，have on，wear, dress的用法： put on是“穿„„”“戴„„”的意思，可用于穿衣服、穿鞋、戴帽子等，着重于穿戴的动作。例如：

Put on more clothes, or you'll be cold．多穿点衣服否则你会感冒的。He put on his hat and went out of the room．他戴上帽子出去了。have on与wear相同，表示穿戴的状态，意思是“穿着„„”“戴着„„”，旦have on-般不用于进行时，而wear可以。

Li li is wearing a yellow dress today．李莉今天穿着一件黄色连衣裙。

She always has her red shoes on.(wears her red shoes)她总是穿着一双红鞋。dress用于。穿着”“打扮”，表示动作。可作及物动词和不及物动词，作穿着解时，只用于穿衣服，不用于穿鞋、戴帽子、戴手套等。作及物动词时，它的宾语是人，不是衣服，即dress sb意思是“给„„穿衣服”“打扮„„”。例如：

She is old enough to dress herself.她长大了，可以自己穿衣服了。

The mother hurriedly dressed her son and went out．这位妈妈匆匆忙忙给她儿子穿上衣服就出去了。

另外be dressed in表示状态，“穿着„„衣服”。She was dressed in white.她穿着白色的衣服。

The two foreigners were both dressed in Chinese style clothes．这两个外国人穿着中式衣服。

②The first jeans were made in 1850, in the California gold rush．第一批牛仔裤在1850年制成，那是在加利福尼亚淘金潮中。

the California gold rush加利福尼亚淘金潮，句中的the California gold rush指的是1848年1月24日在加利福尼亚的萨特磨房发现了黄金，次年就有8万名梦想发财致富的冒险家迅速涌往西海岸，加入淘金热潮。

③A man named Levi Strauss realized that the gold miners' normal trousers wore out too quickly．一个名叫李·施特劳斯的人了解到淘金者穿的普通裤子很快就穿坏了。Levi Strauss a man named Levi Strauss一个名叫“李‘施特劳斯的人”。named是过去分词短语作后置定语，修饰man，相当于who was named Levi Strauss 又如：

Do you know a girl named Yang Mei?你认识一个名叫杨梅的女孩吗？

再如本课第四自然段中：„the rivet used to strengthen the jeans in the crouch got too hot and made them very uncomfortable．其中used to strengthen the jeans in the crouch也是过去分词短语做后置定语，修饰the rivet。wear out作“穿坏”“穿旧”“用环”解，例如：

Children wear out their shoes very quickly.小孩子很快就把鞋穿坏了。

I have worn my suit out．I must get another.我已经把衣服穿坏了，必须买一件。My socks have worn out.我的袜子穿坏了。

The old clock finally wore out.最后这只旧钟用坏了。StepⅣ Practice Translate some new words into English or Chinese.StepⅣ Summary and homework Recite news words and phrases.Teaching thinking: Students are active in class, and they need to practice more.Blackboard design: Some words and expressions.step into put on named wear out 总第 课时

授课时间： 年 月 日

Reading Teaching aims: 理解文章的基本内容 Emotional aims: 克服学习中的困难

Teaching important points: 掌握Key words和useful Expressions的基本用法 Teaching difficult points: 掌握Key words和useful Expressions的基本用法 Teaching method: practicing and reading.Teaching procedure: StepⅠ1.Revision Review some words.StepⅡReading 1.Read the text carefully in a few minutes.2.Decide whether the following statements are T(true)or F(false).(1).The world's favorite trousers, blue jeans, are now over 150 years old.(2).Maybe he was a business man.(3).The rivet in crotch got too hot by the fire and made them uncomfortable.(4).Because they maybe think it is fashionable or they may admired the film stars 3.Discuss and answer in groups.StepⅢ Key words和Useful Expressions ④Strauss had bought some strong covers, intending to make it into tents and wagon covers.施特劳斯买了一些结实的帆布，打算用来做帐篷和车棚。intend to do sth.意思是“打算做某事” “要做某事”，例如：-What do you intend to do today? 你今天打算做什么？-I intend to visit your school.我打算去参观你们学校。

I’ve make a mistake，though I didn’t intend to我犯了一个错误，尽管不是存心要犯的。

make A into B“用原材料A制成B”，例如：

We make the wood into a table.我们把这些木料制成了一张桌子。

She make the material into a dress.她把那块料子做成了一件女外衣。注意make A out of B的意思是“B原料制成A”，其被动结构A is made out of B表示“A是用B为原料制成的”。如本课中的：

...he made some trousers out of it...„„他用这些帆布制成裤子。又如：

The boy make a boat out of wood.(The boat was made out of wood.)那个男孩用 木头做了一只小船。

上述make out of短语动词也可用make of来代替，其意思相同。被动式是A is made of B。例如：

The table is made of wood.桌子是用木头做的。

Little toys were made of piece of color paper．小玩具是由彩纸做的。另外还有make from“用„„制成”；be made from“„„是由„„制成 的”。例如：Children made little toys from pieces of color paper.孩子们用彩纸做玩具．

Butter is made from milk.奶油是用牛奶制成的．

⑤Strauss ordered boat-loads of that material and, to keep color consistent‘, had it all Shall we order our dinner now? 我们现在就定饭菜，好吗？ have sth.done结构在本句中表示“使某事完成”的意思。通常是“请别人来完成（做）某事”，有时也可能“本人也参与了”。例如：

We must have the work finished before 10．我们必须使这项工作在10点钟之前完 成。

She told me she had her house repaired．她告诉我她找人把房子修理了。I must have my hair cut我得理发了。StepⅣ Practice Translate some new words into English or Chinese.StepⅣ Summary and homework Recite news words and phrases.Teaching thinking: Students need to practice more after class.Blackboard design: Some words and expressions.intend to do sth make A into B make A out of B have sth.Done 总第 课时

授课时间： 年 月 日

Reading Teaching aims: 理解文章的基本内容

Emotional aims: 学会学习，克服学习中的困难

Teaching important points: 掌握Key words和useful Expressions的基本用法 Teaching difficult points: 掌握Key words和useful Expressions的基本用法 Teaching method: practicing and reading.Teaching procedure: StepⅠ1.Revision Review some words.StepⅡReading 1.Read the text carefully in a few minutes.2.Answer some questions.3.Discuss and answer in groups.StepⅢ Key words和Useful Expressions ⑥Strauss didn't take much notice of this until the 1940's...施特劳斯直到二十世纪四十年代才注意到这一点。

till／until在本句中用作介词。也可用作连词，用于肯定句时，主句的动词一般是延续性的，它所表示的动作一直延续到until/till所表示的时问。例如： 1 waited until he came.我一直等到他来。在否定句中，主句的动词一般是终止性的，即“not...until/till...”意思是“直到„„时才„„”如本句中until的用法。又如：

Last night we didn't get home until eleven o'clock.昨夜我们十一点才到家。He didn’t leave school until he had finished the composition.他直到写完作文才离开学校。He didn't go to sleep till midnight-直到半夜他才睡觉。take notice of音思是“注意„„”“理会„„”，例如：

Don't take any notice of what he said.不要在意他所说的话。We took no notice of his success.我们并没有注意到他的成功。

1940，s是20世纪40年代；1880's是19世纪80年代；1760's是18世纪60年代„„ 依此类推。1940's也可写作1940s读作[’nain’ti:n' fo:tiz]。

⑦Film stars like John Wayne and Marilyn Monroe wore them, and so did pop stars like the Rolling Stones.像约翰·威恩和玛丽莲·梦露这样的电影明星穿这种牛仔裤，滚石乐队这样的流行歌星也穿。

so did pop stars是倒装句，此结构中的助动词和情态动词一般与上句中的助动词和情态动词保持一致。如果上句谓语是be动词或have，则so后面也用be或have。如果上句的谓语是行为动词，则so后面用助动词do的适当形式。例如： do up作。‘扣”“系”(fasten)解，例如：

You've done up your buttons the wrong way.你把钮扣系错了。He stopped to do up his shoes.他停下来把鞋带系好。do up还可以作“收拾”“整理”“梳妆打扮”解，例如： Let’s do up this room first.咱们先收拾这个房间。

Mary has done herself up for the party.玛丽打扮的漂漂亮亮准备参加舞会。StepⅣ Practice Translate some new words into English or Chinese.StepⅣ Summary and homework Complete the following sentences with the correct form of the words or phrases in the box.Teaching thinking: Students are hard to complete some exercises and need to practice more after class.Blackboard design: Some words and expressions.till／until take notice of so did pop stars

do up 总第 课时

授课时间： 年 月 日

Speaking Teaching aims: 掌握有条理性叙述事件经历的提纲性常用语句 Emotional aims:学会如何与别人进行交流

Teaching important points: 运用常用语句能看图陈述。Teaching difficult points: 运用常用语句能看图陈述。Teaching method: speaking Teaching procedure: StepⅠRevision Review some words and phrases.StepⅡ(1)介绍叙述事件过程，一般应包括：人物、事发时间、地点、起因、结果等内容，叙述应有条理性，内容连贯。

I'd like to tell you something about an incident.One day, l was walking towards the library with Li Hua.We saw a girl student riding her bicycle to school.At that time several boys kicked a ball towards her.The girl fell off her bicycle.At the beginning we thought it was nothing serious.But she didn't move.then we ran towards her and found her leg hurt badly.Li Hua suggested we send her to the hospital by taxi.We did so.After that we telephoned the girl's parents.Her father arrived at the hospital half an hour later.He said “thanks” to us and praised us.We said “It's what we should do and goodbye” to the girl and her father and then went on to the library.(2)练习描述事件过程的提纲性常用语句： I'd like to tell you about...One day...at the beginning then after that at last 等等。

(3)运用以上语句，模仿所给的示例，描述亲身经历过的一件事。(4)布置口语练习任务：

分组用英语讨论书中的四幅图所含信息及事件的可能内容，不要约束学生

One day l was going to school and walking in the street when I saw an old woman crossing the street.At the same time a truck was coming nearer and nearer.Suddenly the old woman fell down in the middle of the street, and then the truck stopped.1 went to help the old woman stand up and cross the street.After that the truck driver waved to us, but said nothing.1 was very angry about his attitude towards the old woman.StepⅣ Summary and homework Recite some useful expressions.Teaching thinking: students are poor in speaking, and they need to practice more after class.Blackboard design: Key words和Useful Expressions

I'd like to tell you about...One day...at the beginning

then after that at last 总第 课时

授课时间： 年 月 日

Supplementary Reading New words

Teaching aims: Learn some news words.Emotional aims: Enjoying learning English.Teaching important points: Learn some news words.Teaching difficult points: Learn some news words.Teaching method: practicing Teaching procedure: StepⅠ: warm up 简介“美国饮食”：

Generally speaking, American food is not very thick in taste.Americans like to eat salads.They are trying to lose their weight.In supermarkets, people can buy the foods without sugar or salt.Many Americans drink coffee or tea with their meal because American restaurants can't serve beer, wine or liquor, unless they have a liquor license.The main course in American meals is usually meat, chicken or fish.Because they are busy working, most Americans race through daytime meals and the fast-food restaurants really suit their habits.The nationwide chains of fast-food restaurants have the same products and the same price, for example McDonald's, but the foods are high in fat and not very healthy.Many young people like to eat such food.That is why so many Americans are overweight.StepⅡ:Learn some new words.1.Read after the teacher.2.Read in groups.3.Read themselves.5.Read in turn.StepⅢ Practice Translate some new words into English or Chinese.StepⅣ Summary and homework Recite news words.Teaching thinking: Students are active in class, and they can master some new words.Blackboard design: Some word formation.总第 课时

授课时间： 年 月 日

Supplementary Reading Teaching aims: 理解文章的基本内容

Emotional aims:学会合作学习，探究学习精神

Teaching important points: 掌握Key words和useful Expressions的基本用法 Teaching difficult points: 掌握Key words和useful Expressions的基本用法 Teaching method: practicing and reading.Teaching procedure: StepⅠRevision Review some words.StepⅡ Reading 1.Read the text carefully in a few minutes.2.Answer the following questions and discuss in groups.What drinks are “No Cal” drinks? What foods are “diet” foods? StepⅢ Key words和Useful Expressions ① Salads are much liked and are served all year round.色拉很受人们的欢迎，all(the)year round/around是名词词组，作“一年到头” “一年四季”解(in every month of the year)，在句中作时问状语。类似的名词词组还有：all day long（整天地、一天到晚），all night long（整夜地），all through the winter（整个冬天），all the time（一直）。例如：

The grassland beyond this mountain has little rain all the year round.山那边的草原终年少雨。

The nurse sat by the patient all night long.护士整夜守候在病人身边。They had to work all day long，and have no time to talk．他们整天都得工作，没有时问谈话。

②When eating out in the US, we can ask for tea, milk, beer, and so on, if we prefer these to coffee.在美围当我们出去吃饭时，如果不喜欢喝咖啡，就可以要茶’、prefer...to...“喜欢„„而不喜欢„„”“喜欢„„胜过„„”，其中to是介词。又如：

I prefer the city to the town.我喜欢城市，而不喜欢农村。He prefers swimming to skating.他喜欢游泳胜过滑冰。

⑧Racing through daytime meals is part of the“American pace”of life, for working time is considered valuable.白天的饮食很匆忙是美国生活节奏的组成部分，因为工作时间被认为是宝贵的。这里for表示“原因”。

句中consider sb/sth...作“认为”解，其后可接形容词或副词作宾语补足语，如本句中的valuable。另外还可接不定式或“as„”作宾补。例如：

Most people in our factory considered him honest.我们厂里大多数人都认为他诚实。

I considered what he said unimportant.我认为他说的话不重要。

You can，t consider him to be a selfish man.你不能认为他是一个自私的人。We considered you to have done very well.我们认为你已经做得很好了。StepⅣ 1 Practice Translate some words and expressions into Chinese.2.Summary homework.Teaching thinking: students are active in class, and the result is good.Blackboard design: Key words和Useful Expressions

all(the)year round/around

prefer...to...consider sb/sth...总第 课时

授课时间： 年 月 日

Supplementary Reading Teaching aims: 理解文章的基本内容 Emotional aims:学会克服学习中的困难

Teaching important points: 掌握Key words和useful Expressions的基本用法 Teaching difficult points: 掌握Key words和useful Expressions的基本用法 Teaching method: practicing and reading.Teaching procedure: StepⅠRevision Review some words.StepⅡ Reading 1.Read the text carefully in a few minutes.Why do Americans eat quickly in daytime? What are the advantages of the chain restaurants? Are there any Americans chain restaurants in your city? 2.Understand the text.StepⅢ Key words和Useful Expressions 1.Racing through daytime meals is part of the“American pace”of life, for working time is considered valuable.白天的饮食很匆忙是美国生活节奏的组成部分，因为工作时间被认为是宝贵的。

句中consider sb/sth...作“认为”解，其后可接形容词或副词作宾语补足语，如本句中的valuable。另外还可接不定式或“as„”作宾补。例如：

Most people in our factory considered him honest.我们厂里大多数人都认为他诚实。

I considered what he said unimportant.我认为他说的话不重要。

You can，t consider him to be a selfish man.你不能认为他是一个自私的人。We considered you to have done very well.我们认为你已经做得很好了。

④The nationwide chains of fast-food restaurants are suitable for the American eating pattern.遍及全困的快餐连锁店正适合美国人的饮食方式。are suitable for“对„„合适”，又如：

I don，t know what profession would be suitable for me.我不知道什么职业会适合我。

⑤Their standard products are reasonably priced, instantly available and taste the same whether bought in New York City or in Los Angeles.不管是在纽约市还是在洛山矶购买，它们的产品都是定价公平合理、立等可取并且味道完全一样。句中price用作动词，意为“给„„定价”，又如：

The clothes in this shop are priced high.这个商店的衣服定价高。The coat was priced at $100.这件大衣要价一百美元。

whether bought in New York City or in Los Angeles是一个过去分词短语作状语，相当于让步状语从句whether they are bought„。

Whether...or...的意思是“不管是„„还是„„”，引导让步状语。又如： Whether we go there or he comes here，the result will be bad.不管我们去那儿还是他来这儿，结果都不会好。StepⅣ 1 Practice Translate some words and expressions into Chinese.2.Summary and homework.Teaching thinking: students can react to the teacher actively.Blackboard design: Key words和Useful Expressions

consider sb/sth...are suitable for

price Whether...or...总第 课时

授课时间： 年 月 日

Writing Teaching aims: 能运用表示邀请的常用语写一份简短的邀请函 Emotional aims:培养学习英语的乐趣。

Teaching important points: 能运用表示邀请的常用语写一份简短的邀请函 Teaching difficult points: 能运用表示邀请的常用语写一份简短的邀请函 Teaching method: practicing Teaching procedure: StepⅠRevision Review some words and phrases.StepⅡwriting A．复习学过的表示邀请的常用语句，如： Will you come to’„？ Would you like to„？

I would like to invite you to...If you..., I'll be very glad.B．指导写一封短信，要求内容简明扼要，时间和地点清楚。3)参考例文 Tom, How are you? I would like to invite you to my birthday party on Friday evening.Will you be free? The party will be held at 6 p.m.in my home.You may take No.1 Bus and get off the bus at the gate of the Shengli park.I will wait for you there at 5:40.Best wishes.Fang Qun StepⅢSummary homework Teaching thinking: students are poor in writing, and they need to practice more.Blackboard design: An example.Will you come to’„？ Would you like to„？ I would like to invite you to...If you..., I'll be very glad.总第 课时

授课时间： 年 月 日

Grammar Teaching aims: 现在分词和过去分词的用法对比 Emotional aims:培养合作学习精神。

Teaching important points: 现在分词和过去分词的用法对比 Teaching difficult points: 现在分词和过去分词的用法对比。Teaching method: Teaching and practicing Teaching procedure: StepⅠRevision Review some words and phrases.StepⅡ①现在分词和过去分词练习题的解题要点：

A．弄清分词（短语）在句中起什么作用。一般情况下，分词（短语）可作宾（主）语补足语、定语、状语以及表语。

B．找分词（短语）的逻辑主语。一般有以下规律：分词短语作宾（主）补足语，其逻辑主语就是宾（主）语；作定语，逻辑主语是所修饰的先行词；作表语，逻辑主语是句子的主语；作状语，逻辑主语一般是句子的主语。

c．判断分词（短语）与逻辑主语之间是主动关系还是被动关系。是主动关系则用现在分词。是被动关系则有两种可能：用过去分词或用现在分词的被动式。

D．判断分词所表示的动作与主要动词所表示的动作发生的先后顺序：如表示与谓语动作同时进行，则用现在分词；如表示已经完成或在谓语动作之前，则使用现在分词完成式或过去分词。

②分词与逻辑主语问的关系，即主动还是被动关系。

The scientist entered the hall, followed by his assistants.Will the people sitting at the back please move forward? 有些不及物动词的过去分词不表示主、被动关系，而是表示南一种状态进行另一种状态，强调动作的完成。fallen leaves（落叶）risen sun（升起的太阳）boiled water（开水）

③分词与句子谓语动作之问的时间关系,即同时发生或先于发生、还是其他情况。Don't let me catch you cheating in the exam again（同时）Having watered the vegetables, he took a rest.（先于）We have to pay duty on goods imported from abroad.（先于）

④分词作状语时其逻辑主语要与句子的主语一致，尤其是分词作状语位于句首时容易被忽视。如： Waiting for a bus, a brick fell on my head。(误)Waiting for a bus, 1 was hit by a brick on the head.（正）

Seeing from the top of the hill, the city looks even more beautiful.（误）Seen from the top of the hill, the city looks even more beautiful.（正）分词作状语其逻辑主语如果不是句子的主语，就应将其逻辑主语放在分词（短语）的前边，构成独立主格结构。

Weather permitting，we are going out for a picnic tomorrow.天气许可的话，明天我们打算去野餐。

⑤过去分词表示被动，现在分词的被动式也表示被动，两者有区别。过去分词表示被动，人多数情况下含有“已经„„”的意思；现在分词的被动式有一般式(being done)，表示“正在被”。

We visited the new library built（定语）three months ago.They have just paid a visit to the hotel being built（定语）in the center of the city.Told/Having been told（状语）many times, he still didn't remember them all.StepⅢ 1 Practice Complete each of the following sentences with the correct form of the verb given in the brackets.2.Summary and homework.(page31)Teaching thinking: students are hard to master grammar, and they need to practice more after class.Blackboard design: Some sentences

第四篇：Unit3 weather教案

Unit 3 Weather Step1 Warming up 1.Let’s chant 2.Ask and answer T: What’s the weather like today? Ss: …..T: Is it cold? Ss :….T: ….Step2 Presentation and practice 1.Let’s talk

1)Show a picture about the temperature of a day in different time.T: What can you see on this picture? Ss: …..T: Yes, it’s a picture about a day’s temperature, who can tell me how to describe the temperature? Ss: ….T: We can use this word to describe it.一边说一边在ppt上出示单词degree及音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。

2)Show a picture of the Statue of Liberty.T: Who can tell me what’s this? Ss: …

T: Yes, it’s the Statue of Liberty, where is it?

Ss:…

T: Right, it is in New York.一边说一边在ppt上出示单词New York及音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。3）Let’s talk对话内容解析

（1）提出问题：Where is Mark? & Where is Chen Jie? 带着问题，听一遍录音。

（2）就刚刚的问题，让学生做出回答，以了解学生对对话的理解程度。

（3）逐句解释对话的意思。

a.打电话时用This is ….而不是I’m …(问对方是谁的时候，用Who’s that?)

Fx : Amy: Hello!This is Amy.Who’s that?

Mark: This is Mark….b.how about

出示音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。告知意思：…

怎么样，…情况如何。

（4）degrees 当数字超过一时，degree要加 “s”。

3）T: When Chen Jie said that it’s 26 degrees.Why did Mark say that’s cold?

S: …

T: 那是因为表示温度的方法有两种，一种是华氏度，一种是摄氏度，一般在我们的生活中，我们都会用摄氏度来表示气温。现在我们来看下华氏度和摄氏度有什么区别。（一边说一边播放ppt，显示华氏度和摄氏度的换算公式及对比的图）4）跟录音，读课文。2.Let’s play(P28)

(1)单词

a.cold and windy windy 出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

b.hot and sunny sunny出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

c.cloudy出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

d.clod and snowy snowy出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

e.rainy出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

（2）地名

T: 很多地名我们可以直接拼出拼音就对了，但是要注意的是，地名的首字母必须要大些，不然就是错的。

Harbin出示音标，引导学生自己拼出读音，再教读纠正读音，跟读，再拼读。

（3）看图编对话

(出示单词 cold and snowy Kunming , 显示太阳的天气图标及20℃表示昆明的实时天气)

Fx:

S1: It’s cold and snowy in Kunming.S2: No, it’s warm in Kunming now 3.Let’s play(P27)1)教读认读表示各城市地名的单词

a.New York b.Sydney 出示音标，引导学生自己拼出读音，再纠正读音，跟读。c.London 出示音标，引导学生自己拼出读音，再纠正读音，跟读。d.Toronto 出示音标，引导学生自己拼出读音，再纠正读音，跟读。e.Beijing 2）地名的首字母都要大写。

3）看图编对话。

Fx---What’s the weather like in Beijing?

---It’s cold and rainy.Step1 Warming up 1.Let chant 2.Good memory: review the words 3.Ask and answer

T: What’s the weather like today?

Ss: …..T: Is it cold? Ss :….T: ….Step2 Presentation and practice 1.Let’s learn 1)认识各地名

a.Moscow出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读。(俄罗斯首都)b.Singapore出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读。2）认读各天气

3）a.world出示音标，引导学生自己拼出读音，再纠正读音，跟读，再拼读。

b.听录音

c.疏通短文意思

a)world weather 世界天气

b)world map 世界地图 4）角色表演 “I’m the weather reporter.” 请四位学生起来，分别播报剩下四个地方的天气。

Fx: Here’s the world weather.Today it’s warm and cloudy in Singapore.2.Read and write T: When we are travelling to a place and wanting to tell our friends our family, or just want to tell someone about your latest situation, or want to bless someone and so on, you can write a postcard to him.Now let’s have a look that what’s John’s dad write in the postcard to John.1)听录音，思考 “where is John？ Where is John’s dad?” 2)逐句解释意思，教读单词here, swim, fly, love.a.here出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.(there 在那里，那里)

b.Swim 出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.c.fly 出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.d.love出示音标，引导学生自己拼出读音，纠正读音，跟读，再拼读.3)Read and answer 4)跟录音，读短文 3.明星片的格式

出示一张明信片

T: 一般明星片都分为左右两列，左上角写收信人的邮编，右上角贴邮票。左下角为正文，可以是对他人的祝福，表示对他人的想念，可以是自己的近况等等。右下角第一两行为收信人的地址，如果地址不长，就写第一行就行，第三行为收信人的姓名，一般明信片不需要写寄信人的地址及姓名。4.Look and write 1)

首字母要大写。2)大写字母都是占一二两格

3)小写字母有辫就站一二格，有尾就站二三格，无尾无辫中间站，f 和j 站三格。（j 占到三格的，但是只有f 是顶天立地的，上下三格都顶到。）

第五篇：6A unit3教案

译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

Unit 3 Holiday fun(The first period)【教学内容】

Unit 3 Holiday fun(Story time)【教学目标】 1.知识目标: ① 能听懂、会说、会读和会拼写单词: holiday, National Day, call, Bund, Tian’an men Square, Palace Museum, Summer Palace, ②能听懂、会说、会读和会拼写句型：What did you / he do for the holiday? I / He …Did you / he …?Yes, I / he did./ No, I / he didn’t 2.能力目标:通过课文重点语言知识点的学习，提高对语篇的阅读能力，进一步提高学生听、说、读、写综合语言运用能力。能自然流畅地给课文内容配音和表演。【教学重难点】

1.正确掌握，灵活运用was, did构成的一般过去时句型表达于真实情景中。2.能理解，正确朗读，表演story time和cartoon time中的故事。并能自编类似情景。

教学准备:图片、课件、电脑等 【教学过程】 Step 1: warming up 1.Free talk: where did you go last …? say sth about it.2.Show some different places of pictures.Do you want to visit these beautiful places? S: …配乐滚动播放这些景观的图片，组织学生欣赏。Step 2: Presentation 1.T：Do you know the places of interest ? Can you choose one tell us? Tip: Look.This is _______.It’s in________.It’s _____________.I went there _____years ago./ I saw it on TV/ the Internet.（出示新词汇的图片）S: ….T: 指名作介绍的学生当小老师领读新词汇。

2.T: Our good friend, Liu Tao went to Shang Hai a short time ago.You can ask him to know more.What do you want to ask ? 引导学生问出相关的问题？(Tip:.When/Where/what…do)When did you go to Shang Hai? 3.S: 自读P.26课文，找到所有问题的答案，并读一读,了解含义。学习新词汇：holiday, National Day.T : How was Liu Tao’s holiday? 译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

S : It’s ________.(wonderful/great fun)T : Liu Tao had a good time.He didn’t stay at home at that time.So he didn’t answer the phone.Who called him? S :Mike.4.T :根据课文中的相关内容，表演（Liu Tao也打电话给Mike的）情景。5.T : Why do you think so ? 组织学生倾听课文中有关叙述Mike过国庆假期的内容。完成问答。

Did Mike go to shanghai, too ? No, he didn’t.He____________ Did Mike pick any oranges ? Yes, he did.Did Mike water trees? No, he didn’t.Did Mike go fishing ? Yes, he did.He _________.T: Finally, where was the fish? S: …

T: 引导学生学习eat 的过去式ate.引导学生小结一般过去时一般疑问句的问法和回答。S：跟录音朗读课文中的相关内容。Step3: Practice 1.完整的欣赏课文内容视频，模仿人物的语音语调。尝试配音。2.Read the text in different roles in groups.Step4: Consolidation 1.完成书P.28 Think and write和Ask and answer.2.请你作为校报记者，采访Liu Tao和Mike的好朋友。3.Judge and tick.(Ticking time)Step5: Homework: 1.听录音，熟读并尝试背诵Story time部分课文。

2.用英语向你的父母介绍一下你的朋友Liu Tao或Mike的国庆假期经历。【板书设计】

Unit 3 Holiday fun 【教后札记】

________________________________________________________________________________________________________________________________________________________________________________________________________________

译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

Unit 3 Holiday fun

(The second period)【教学内容】

U3 Grammar time/ fun time 【教学目标】 1.知识目标：

（1）能听说读写并灵活运用Story time中的新词汇，新句型讨论假期经历。（2）了解英国学生的放假情况。体会中西方在放假上的文化差异。2.情感目标

通过本课时的学习，激发学生对美好景物的向往，感受愉快假期活动的乐趣。【教学重难点】

1.★①能掌握本课时中出现的动词过去式形式。2.★②能熟练运用was/did展开话题询问和回答。

3.③能正确掌握，灵活运用一般过去时的否定句用法一般疑问句问法及其回答 【教学准备】

图片、课件、头饰等 【教学过程】 Step 1 Revision 1.Review the text S1: What did Liu Tao do? S:… S2: Where did MikeLiu Tao do? S:… S3: How was Mike’s Liu Tao’s holiday? S:… T: Why did Mike call Liu Tao …? S: Because….Ask some students: Did you …? S: Yes, I did.No, I didn’t.2.Writing on the blackboard What did … do? IHeShe… Where did …go? IHeShe… How was …? It was great fun.Why did Mike call Liu Tao …? S: Because

Did you …? Yes, I did.No, I didn’t.3.Read these sentences Step 2 Presentation 1.Grammar(1)总结过去时态的特殊疑问句、一般疑问句的结构 先请学生小组讨论，自行总结。教师后总结。(2)How to answer these questions? Turn to P29 ,read by yourselves.(3)Learn the new past tense.Play the game: Quick respond.译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

(4)Practice the questions and answers.Work in four and say it one by one.Step 3 Fun time T: Look at the girl.She is Li Li.She and her family visited Beijing on National Day Holiday(国庆节假日).They saw many interesting things.She took many nice photo and showed them to her good friend Tao Tao.Teach: National Day Holiday(国庆节假日)T: TaoTao wants to ask Li Li , but how to ask? Can you help him? Ss: Yes.1：出示图片和句型(1).Discuss in group(2).Ask and answer.Step 4 Consolidation 1.请你来当小记者，采访身边的小伙伴在国庆节期间都去哪？做了什么？…(1).四人一小组讨论。

(2).选出一位当小记者采访其它组。(3).小组中的其余三人做好被采访的准备。Homework 1.熟读Grammar time 中的句型。2.看Fun time 中的图片，完成对话。

3.采访身边的亲朋好友们在国庆节去了哪些地？做了那些事？……

【板书设计】

Unit3 Holiday fun What did … do? IHeShe… Where did …go? IHeShe… How was …? It was great fun.Why did Mike call Liu Tao …? S: Because

Did you …? Yes, I did.No, I didn’t.【教后札记】

________________________________________________________________________________________________________________________________________________________________________________________________________________ 译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

Unit 3 Holiday fun

(The third period)

【教学内容】

Sound time/ Culture time Cartoon time 【教学目标】

1.能理解,听懂，发音准确，语调适当的读好歌谣（Sound time）。2.能听说读写并灵活运用Story time中的新词汇，新句型讨论假期经历。3.了解英国学生的放假情况。体会中西方在放假上的文化差异。【教学重难点】

1.★①能掌握本课时中出现的动词过去式形式。2.★②能熟练运用was/did展开话题询问和回答。

3.③能正确掌握，灵活运用一般过去时的否定句用法一般疑问句问法及其回答 【教学准备】 图片、课件、电脑等 【教学过程】

Step 1: Free talk and revision 1.T: Hi, boys and girls.Do you like holidays? Our friends: Liu Tao and Mike like holidays, too.Do you know where did they go for the National Day holiday? And what did they do during the holiday? Ss:回忆课文内容，完成填空。

On the National Day holiday, Liu Tao and Mike ___________(not)stay at home.Liu Tao ______(go)to _________and ________(visit)__________.Mike______(go)to _________.He ________(pick)__________and _________(go)fishing.He ________(catch)a big fish and ________(call)Liu Tao.He ________(want)to give the fish to Liu Tao.But Liu Tao _______(not)at home.Mike _______(eat)the fish.They_______(be)very happy.2.T: 板书填空部分的动词原形和过去式，引导学生读一读，记一记。发现did 和was/were的用法。

Step 2.Listen and say(Sound time)1.Show the aims of teaching(Ticking time)2.T: Mike went to a farm.He had a good time.Do you want to play with him? 播放Sound time录音，让学生注意倾听语音，语调并跟读。

播放背景音乐，指名学生扮演Mike,领着大家读一读。

3.T：Did you have a great fun holiday? Our classmates has been to many interesting places.You can ask them and understand.Boys and girls ,please share your wonderful travel experiences with us.What can we ask? 5 译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

S: 复习新句型并在黑板上默写。

4.T: 提问一名学生，了解该生的旅游经历。并根据学生的叙述提问： Did you ….? 作为范例，组织学生利用新学词汇，句型相互询问旅游经历。S: 分组汇报一名成员的旅游经历。

T：组织学生将自己或他人的旅游经历写下来，汇报交流。

①Look, This

is

_________.I

went

there ____________(when).I____________（what…do）It’s_________(how)I hope you can go there, too!

②My friend __________ had a great fun holiday.He went to _______.He _________and ________.He was very_______.5.T: We all like holidays.We have two main school holidays: the summer holiday and the winter holiday.Do you know what holiday is in the UK? Let’s look at the culture time.相机介绍Easter，Easter holiday.Step 3: Consolidation 1.给与学生三组人名，三组动词过去式短语，三组时间。让学生猜测Did Wang Bing…? 操练一般过去时一般疑问句的问法及其回答。2.Judge and tick.(Ticking time)Step 4: Homework 1.记忆P.29的动词过去式和重点句型问答。2.熟读Sound time 3.完成书p.34 Check time填空。【板书设计】

Unit 3 Holiday fun What/where did you do/go for the holiday? I __________________.How was your holiday? It’s___________ Did you __________ ? Yes, I did./ No, I didn’t.【教后札记】

________________________________________________________________________________________________________ ____________________________________________________ 译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

Unit 3 Holiday fun

(The fourth period)【教学内容】

U3 Checkout time /Ticking time 【教学目标】

1.复习，巩固本单元设计四会词汇和句型。

2.进一步复习、小结Unit 1-3中出现过的的动词过去式, 并会读，会用。3.能正确掌握，灵活运用一般过去时的否定句用法，一般疑问句和特殊疑问句问法及其回答。【教学重难点】

1.★①能掌握本课时中出现的动词过去式形式。2.★②能熟练运用was/did展开话题询问和回答。

3.③能正确掌握，灵活运用一般过去时的否定句用法一般疑问句问法及其回答 【教学准备】 图片、课件、电脑等 【教学过程】 Step1: Revision 1.Free talk.2.写出下列动词的过去式：

am----laugh----is-----like------are-----live------become-----look-----bring-----point-----can------shout-----fly-------show-----go------walk-----see------pick-------take------visit-------catch-----play------do-------turn----eat-------rain-----get-------say------have------get-------wear-----tell-------组织学生读一读，发现规律（第一竖排是不规则的动词过去式。第二竖排是规则的动词过去式）并记一记。

译林版英语六年级6A

Unit3 Holiday fun

设计者：孙娟

Step2: Presentation 1.组织学生用上面的动词过去式造句并板书。

2.组织学生尝试将黑板上的句子全部改为否定句，并小结改法，总结一般过去式句型的否定句结构。

3.组织学生尝试将黑板上的句子全部改为一般疑问句，并小结改法，总结一般过去式句型的一般疑问句句结构。

4.板书问题，小结一般过去式划线提问的改法，总结特殊疑问句的结构。5.指名交流上节课布置的短文:My holiday。6.组织学生就短文相互之间小组问答： Where did you go ? What did you do/see ? How was the … show ? Step3: Summary 1.理解，记忆一般过去时的否定句，一般疑问句和特殊疑问句及其回答的结构。2.Judge and tick.(Ticking time)Step4: Homework 1.背诵动词的过去式。

2.理解，背诵【达标检测】中的语法小结。【板书设计】

Unit 3 Holiday fun 一般过去时的基本句型结构是

I/he/she/it + _________ + 非动词的其他内容。You /复数主语+ _________ + 非动词的其他内容。任意主语 + _________ + 含有动词的其他内容。

【教后札记】

________________________________________________________________________________________________________ ____________________________________________________ ____________________________________________________