第1篇：译林版本牛津英语三年级下册英语复习计划
译林版本牛津英语三年级下册英语复习计划
转眼到了期末复习阶段，经过一学期得学习，孩子们的英语水平上了一个台阶，为了使所学内容得到巩固、强化和发展，学生需要对所学的知识进行系统的归纳、梳理，加深理解掌握，从而使语言运用能力得到进一步的发展，为今后的学习打下良好的基础。
首先，本学期共学习10个单元，其中包括两个复习单元以及26个字母的书写，通过复习，期望学生能达成以下的学习目标：
1.熟练掌握26个字母的书写，必须要让孩子书写规范，为以后的拼写单词扫除障碍。
2．词汇：能准确记住本学期课本要求的四会单词及词组，能听、说，读，理解，鼓励有能力的学生记住尽量多的词汇。
3．对话：能流利朗读、鼓励背诵课文里的story time，并能准确理解对话的情景和主题功能。
4．句型结构：熟练掌握每个单元的主要句型结构，并能在情境中准确运用，并能就句型替换所学单词。在后期可以听写必考句型。（每次听写的时候告诉他们听写哪句再听写）
5.复习时孩子会有浮躁，疲惫的情绪，所以要避免机械式的重复诵读，反而更要增加有效的游戏环节，比如男生女生对抗赛，积分闯关等，练习形式要多种多样，手、脑、口、耳、眼、肢、体并用。静态、动态结合，基本功操练与自由练习结合，单项和综合练习结合。通过大量地实践，使学生具有良好地语音、语调的基础，并能用英语表情达意，开展简单的交流活动，继续保持孩子们对英语学习的浓厚兴趣。特别要注意班级里的学困生，使基础薄弱的孩子能够将基础打扎实，基础已经很好的学生可以有适当拔高。发挥“一帮一”的优势，另外加强家校联合，发动家长参与复习，确保各个阶段的学生通过复习都能够得到提高。
6．精选三套试卷进行考试,考完就批试卷，皮碗就讲试卷。
7.利用好早读每天早晨都要读英语单词和课文.
最后，在复习课本之外要加强听力练习，我计划重复使用《活动手册》，要保持每天训练听力的频度。多听可以让孩子们培养语感，增强语言的运用能力，同时也能检测所学知识的灵活性。
第2篇：太原译林培森：初中英语学习方法
太原译林培森：初中英语学习方法
太原译林培森虽然入驻太原时间不长，但是通过我们太原译林培森所有员工共同努力然后取得的成就是有目共睹的。我们在未来的日子里还将开拓进取，不断进步。太原译林培森衷心希望越来越多的学生可以通过我们的课程提升他们的英语水平。
课前预习虽然是一个老生常谈的话题，但是太原译林培森还是要将这个话题和大家一再重复。也许很多的朋友都知道课前预期该怎么做，但是能够真正做到高效的课前预习的人很少。高效的课前预习可以让我们提前了解将要学习的知识，我们不至于到了上课之前手足无措。这样做的效果是我们可以很快的吸收新知识。
听课时，我们要学会做笔记，一句话，不动笔墨不读书。太原译林培森老师建议大家在上课之前要细心做笔记。每节课的时间是有限的，老师们将的东西都是课堂上的精华，我们不可能将这些知识全部消化吸收，所以我们要记下来，等下课或者以后慢慢回味。
太原译林培森老师说，学习英语的另一个行之有效的方法是课后复习，课堂上的几十分钟往往不能满足我们消化这些知识，所以，我们在课下就要进行大量的练习与巩固。在学习英语的过程中，我们要想取得好成绩，光靠课本上的知识是远远不够的。这就需要我们利用课余时间一步步的涉猎一些课外知识。
太原译林培森的老师建议大家每每考完试后，要学着写考试总结，写考试总结是一个很好的习惯，考试总结可以帮助我们找到自己学习的不足之处。通过这个考试总结我们可以知道自己知识点的薄弱环节。在这些薄弱环节，我们要下功夫，补上这些不足，这样，我们才能在英语学习路上不断前进。
太原译林培森的老师们希望大家可以努力培养自己对英语的兴趣，兴趣是最好的老师。只有学生们培养起自己对英语的兴趣，他们才会有学习英语的动力。而动力满满的学习英语才是最有效的英语学习方法。上面所有的方法都建立在拥有高度的英语学习兴趣之上。我们的译林培森的网站会为大家呈现更多的关于英语学习的知识和信息，希望大家可以关注我们的网站。
第3篇：译林英语Project1 6A 教案
Project 1 A holiday album 【教学目标】
1.能熟练运用Unit1-4交际用语来问答。 2.能巩固Unit1-4的四会单词。
3.能综合运用所学英语表达，并展示交流。 【教学重难点】
1.复习回顾Unit1-4单词。 2.复习巩固Unit1-4交际表达。【教学时间】
三课时 【教学方法】
创设情境、游戏、小组合作 【教具安排】
PPT，教学光盘
第一课时
授课时间： 总第______课时 【教学目标】
1.复习第一至第四单元的主要内容，让同学能够充分掌握运用单词、句型。
2.利用照片或图片制作一本假日出游相册，并根据照片或图片上的信息，运用第一单元至第四单元所学的语言知识与同伴进行问答，分享假日乐趣 【教学重难点】
复习第一至第四单元的主要内容，让同学能够充分掌握运用单词、句型。【教具安排】
PPT，教学光盘 【教学内容】
Project1 ABCD 【教学过程】 Step 1 导入
1)Sing a song Rain , rain, go away 2)复习天气类单词及句型
3）小组活动，分享照片（课前得准备好旅游景点的照片或图片，交流分享，完成步骤B Where did you go for the holiday? I went… What did you do there? I… How was the weather? It was… Did you…? Yes, I did./ No, I didn’t.I..Step2.制作
1.教师指导学生讲准备好的照片或图片贴在学生用书P99，并仿照例子给每幅图片写上标注，标明时间、城市和风景地名称，完成步骤C 2.教师指导学生制作假日相册，并对自己的相册加以美化。Step3 交流 Introduction 根据相册内容，运用所学的语言知识，互相介绍出游经历，完成步骤D。I went… for the….Holiday Step4 展示
贴在教室的墙上或者黑板上，取名：Our footprints 【作业布置】 1.完成假日介绍。2.同学之间互相交流相册。【板书设计】
【教后记】
第二课时
授课时间： 总第______课时 【教学目标】
1.熟练掌握第一至第四单元的主要内容，让同学能够充分掌握运用单词、句型。 2.能完成《补充习题》内容。【教学重难点】
1.能够正确熟练运用所学内容。 2.能完成补充习题内容。【教具安排】
ppt 【教学内容】
复习、完成《补充习题》 【教学过程】 Step1 交流假日相册
Where did you go for the holiday? I went… What did you do there? I… How was the weather? It was…
Did you…? Yes, I did./ No, I didn’t.I..学生用第三人称复述 Step2 Workbook A.Listen and circle B.Listen and number 先要求学生看图，想想每幅图中的活动对应的英文表达，然后再播放录音。C.Listen and choose 先浏览所给问题和答案选项，注意两个答案选项的区别，再放录音。D.Order and choose 指导学生先将圆圈中无序的字母组成单词写在横线上，然后读下面的句子。E.Read and order 先认读单词，确定它们之间的逻辑关系，再写出句子，写完后再读一读，检查句子是否通顺。F.Think , write and say G.Read and judge H.Read, order and write 【作业布置】
完成《课课练》上的习题 【板书设计】
【教后记】
第三课时
授课时间： 总第______课时 【教学目标】
1.学生能熟练掌握并且会听、会说、会读和会拼写本单元的四会单词及词组。 2.学生能熟练掌握一般过去时动词的变化规则。3.完成《课课练》练习题。4.培养学生自主学习能力。【教学重难点】
1.正确熟练完成相关练习题。 2.培养学生自主学习能力。【教具安排】
《课课练》练习【教学内容】
复习Unit 1 所有内容以及完成《课课练》相关练习【教学过程】
Step 1 Listen and check 完成本单元对应板块的听力部分。
Step 2 对本单元相应环节作业进行错题讲解。
要求学生做纠正。
适当笔记记录错题。
Step 3 Review
对本单元重难点进行复习巩固。【作业布置】
1.整理本单元的错题并进行复习。
2.完成一些课后练习。 【板书设计】
【教后记】
第4篇：译林版小学六年级英语上册教案
译林版小学六年级英语上册教案
译林版小学六年级英语上册教案篇1：最新苏教译林版英语六年级上册全册教案第一学期全套教学设计
Unit 1 The King’s new clothes(The 1st period)
【教学目标】
（一）知识目标
（1）学习故事中的单词rich, clever, foolish, soft, light, wear（2）通过不同阅读方法和策略，理解故事的内容。
（3）初步培养学生复述故事的能力。
（二）能力目标
（1）在阅读过程中，培养学生快速阅读，查找答案的能力和做批注的习惯。
（2）通过小组讨论，同桌交流，汇报展示等方式，引导学生共同学习，培养合作习惯。
（3）通过一系列读的活动，让学生逐步了解故事内容，顺利完成相应的任务，并尝试复述故事。
（三）情感目标
（1）通过趣味阅读增强学习的兴趣。
（2）学会表达对事物的客观评价。
【教学重点】
（1）故事内容的理解。（2）阅读策略的学习。
（3）根据对原故事的理解，能完成相应的练习。
（4）学生在了解故事的基础上，复述故事。
【教学难点】
（1）故事中大量动词过去式的理解、运用和发音。
（2）学生在了解故事的基础上，复述故事。
【教学准备】
图片，录音机等。
【课前先学】
1.Learn the new words and phrases by yourselves.long long ago 很久以前 king 国王
one day 某一天magic clothes 魔法衣
clever people 聪明人foolish people 愚蠢的人 through 穿过 shout 大喊point at 指向wear 穿着
【教学过程】 Step 1.Preparation 1.Teach “king”.Teacher draws a picture about the king.Step 2.Presentation & Practice Listen and read—to learn “beautiful”, “clothes” T: What does the king like?(播放动画)引导Ss: He likes new clothes.(teach “magic clothes”)2.Talk about the background T: Do you know the story? Who can tell me the name of the story? Chinese is OK.(The King’s New Clothes)T: The story is written by Andersen in 1837.In the story, the king’s clothes are new.But the story is very, very old.Let’s go back to 1837 and meet the rich king.(PPT: 时光穿梭，音乐)2.Paragraph 1and 2 1)Look and learn T: I’m the king.I am very rich.I like new clothes very much!(PPT: mirror)Mirror, mirror, are my clothes beautiful? Mirror: I don’t think so!to S1/S2: Can you make clothes for me? T: Who can make new clothes for me?(teach “make ? for ?”学生跟读)板书
2)Read like a king(板书)3）Read and underline T: Who can make new clothes for him? T: But they can.Why? Please read and underline.(学生自读)Ss read and underline.引导Ss: Clever people can see the clothes.Foolish people can’t see them.3.Paragraph 3 PPT: 音效：织布机
T: What kind of clothes are they? Look!(拿出新衣)T: What does the king think of the new clothes? T: Can he see the clothes?(No!)Does he like the new clothes? Why? But he says “Oh, yes.They are soft and light.” Because he thinks clever people can see the clothes.Foolish people can’t see them.How to read it well? Listen and imitate.(转载自：www.xiexiebang.com 教 师联盟 网:译林版小学六年级英语上册教案)T: You are the king.4.Paragraph 4 1)Learn the text T: What do the people think of the clothes?(出示人群和男孩的图片)Let’s read!(出示图片4文字)T:(拿出人群的图片)What do they think?（They are beautiful!）T: Do all the people think they are beautiful?(No)Then who?(The boy.)What does he say?(出示图片5，文字)（引导学生朗读文本）Here’s a new word.(teach “wearing”, pear, bear, wear, wearing)Ha!Ha!The king isn’t wearing any clothes.2)Mini Theatre T: Now let’s go to the Mini Theatre and act the period.一位学生扮演
国王巡演，引导其他学生朗读图4 的文字。Step 3.Production 1.Talk about the characters 2.Read the story.1)Read and repeat T: What a lovely king!Boys and girls, you learn so well!It’s time to read after the tape!Try to learn the pronunciation and the intonation.2)Read by themselves T: Read by yourselves.3.Act the story T: You can read very well.And you know them well now.Why don’t we act the story!Rules: Four students a group.If you read well, you can get one star.If you can read without the books, you can get two stars.And if you can do the gestures, you can get three stars.(Ss practice and act)4.1)Who do you want to be? T: 引导学生总结Welcome back!Today we learned the story The King’s New Clothes.If you were in the story, who do you want to be?(音效：时光穿梭)T: Remember!Clever people can see the clothes.Foolish people can’t see them!Can you see them?(No./ Yes.)T: Remember!Be honest!Be yourself!作业设计：
1.Design an ending for the story.The king is back home,? 2.Read more English stories from the bookshops and the Internet.板书设计：
教学反思：
Unit 1 The King’s new clothes(The 2nd period)
【教学目标】
（一）知识目标
1．进一步理解，掌握过去式的句子结构，运用过去时态来表达句型。
2．在理解故事的基础上，结合fun time中的句型，会正确表达并能声情并茂的表演这个故事。
（二）能力目标
1．知道什么是过去式，掌握过去式的构成，会正确使用过去式进行英语表达。2.通过小组合作学习，拓展故事内容。
（三）情感目标
1．能够在表演过程中体验到英语故事的乐趣，喜爱英语故事。2．让学生体验故事表演的快乐过程中，明白为人要诚实，待人要真诚。
【教学重点】
1．通过语法板块，正确掌握过去式这个重要时态。
2.学会有步骤、有感情的讲英语故事，并能自然，声情并茂的表演。
【教学难点】
通过对课文中句型的分析，掌握过去式。
【教学准备】
动词过去式表格，图片
【课前先学】
1.思考有哪些表示过去时间的词语
2.书本上动词的过去式你发现了什么规律？你还知道哪些简单的动词过去式，与大家分享。
【教学过程】 Step 1.Preparation 1.Free talk.2.Check the preparation of the sentences.Step 2.Presentation & Practice 1.T: Who can repeat picture 1？ S: I.can try.板书：Long long ago，there was a king.One day，two men visited the king.T:Look carefully，can you find the sentences grammar？ S:Yes.is（过去式）was visit（过去式）visited T:Why do they use was/visited？ S:Long long ago /one day 2.T: Repeat the other pictures and find the grammar in your groups 3.学生自己观察，再小组讨论，尝试总结过去式。
①be动词am/is-was，are-were ②一般动词+ed ③以e结尾的动词+d 4.随堂小测试
5.T:Now，you have learn the text.Let’s have fun time 出示图片和句型I like new clothes.Who can make?for me？ Ask one to try Work in groups and act Step 3.Production 1.Prepare for repeat fun time in groups 2.try to continue the story
作业设计：
1.Remember the part of grammar words past 2.Independent about the king’s new clothes this story 板书设计：
教学反思：
Unit 1 The King’s new clothes(The 3rd period)
【教学目标】
（一）知识目标
（1）掌握字母组合ar在单词中的发音，能拓展单词和句子。
（2）通过不同阅读方法和策略，理解Fun time中故事的内容。
（3）了解美国牛仔和苏格兰的短裙的相关文化知识。
（二）能力目标
（1）在阅读过程中，培养学生快速阅读，查找答案的能力的习惯。
（2）通过小组讨论，同桌交流，汇报展示等方式，引导学生共同学习，培养合作习惯。
（3）通过一系列读的活动，让学生逐步了解故事内容，顺利完成相应的任务，并尝试复述故事。
（三）情感目标
（1）通过异域文化的了解增强学习英语的兴趣。【教学重点】
通过朗读，体会字母组合ar的发音规律和小诗的韵脚。
了解中外文化的异同，帮助学生拓展视野，加深对中华民族优秀传统文化的认识和热爱。
通过趣味卡通故事，帮助学生强化语言知识，训练语言技能，着重培养学生的阅读理解能力。
【教学难点】
（1）ar字母组合的发音规律。
（2）学生在了解故事的基础上，复述故事。
【教学准备】
图片，录音机等。
【课前先学】
整理你能记得的ar字母组合的单词
标注Fun time中不认识的单词，并通过查字典写音标和中文，能初步朗读。
foxeachmountainsay sentence hard next have to 【教学过程】 Step 1.Preparation 1.Free talk: 译林版小学六年级英语上册教案篇2：2014年秋学期译林版六年级上册教案 1 3
5 译林版小学六年级英语上册教案篇3：译林牛津版六年级上册英语教案
六年级同步 第三周 Teaching Plan Unit 2 What a day!Analysis of Material: Unit2 mainly includes six parts: story time(important part), grammar time(important part and difficult time), fun time, sound time, cartoon time and checkout time.In the story time, there are some important words, phrases and expreion that need to learn by heart.The grammar part is the important and difficult part of unit1.It is about past tense and it needs Ss to master the usage of past tense well.学生在校学习进度分析：通过了解全班11个同学，一半以上的学生完成了story time, grammar time, fun time 和sound time，也就是已经学完第二单元的重难点部分，所以这节课的主要任务就是引导学生进行趣味复习和练习题操练，目的是巩固第二单元的重难点。
Teaching Contents: 1.Check the homework and have a dictation;2.List, teach and add some important phrases and expreion to Ss in the story part, and consolidate them by doing exercises;3.Review and learn the grammar-past tense and list some new words with their past tense;4.Guide Ss to learn to make short sentences.Teaching Aims: 1.To supervise Ss’ studying after cla by checking their homework timely;2.The learning of phrases and expreion is to master some certain usage and to guide Ss to make more sentences;3.Past tense is one of the most important grammars in the English study.Therefore, the learning of past tense is to guide Ss to make right sentences.Teach Ss to master the usage of past tense by doing exercises;4.Guiding Ss to make short sentences one by one can practice Ss’ own thought and creation.Important Points and Difficult Points: 1.Master the new words, phrases and expreion;2.Master the usage of past tense.Students Analysis: 本节课学生在采取趣味抢答游戏复习单词、短语等环节积极性很高，注意力集中。练习题的完成也是速度和质量并行。但是语法环节仍然存在着不熟悉的动词的过去时，这需要加大课下练习和操练力度。Teaching Steps: Step 1: Check the Homework before Cla T: First let’s have a dictation and I’ll check them.Now, let’s begin.(In this part, teacher read the English words, and Ss write them down in the paper.Then, teacher check them.)Purpose: Checking Ss’ homework timely can help Ss to remember what they have learnt and supervise their studying after cla.Step 2: Story Time and Phrases Presentation(important point)T: After Words Part, let’s come to the Story Time.Now, I’ll ask some Ss to recite the text.Who wants to try first? Ss: ……
T: Then, try to find all the verbs and write down their past tense.Let me see who can find the most.(Ss begin to find verbs and write down their past tense.And at the same time, the teacher walks through the Ss and check their answers.Then, show the answers in the PPT.)T: Ok.How many verbs do you find? Ss: Nine.T: Well done!Let’s learn them together.is-was;go-went;become-became;fly-flew;bring-brought;are-were;can-could;rain-rained.Now, I’ll give you five minutes to read and remember them.Ss: ……
T: Let’s play a link game（连连看游戏）now.Look at the PPT.Ss: Yes.(Then, the teacher practices the verb’s past tense by a link game.)T: Then, let’s review the important phrases and expreion in the text.1.询问天气：How’ the weather today? = What’s the weather like today? 回答：It is sunny/cloudy/windy/rainy.由一般现在时改为一般过去时：
询问天气：How’ the weather yesterday? = What’s the weather like yesterday? 回答：It was sunny/cloudy/windy/rainy.2.by+交通工具：by bike/bus/car 3.该吃早饭/午饭/晚饭了。：It’s time for breakfast/lunch/super.吃早饭/午饭/晚饭: have/eat breakfast/lunch/super 4……
(In this proce, the teacher will guide students to review them by asking questions or letting Ss make the sentences.)T: Then open your exercise book and page 9 and 10 to do the exercises Four and Six.(Ss begin to do exercises.Teacher checks the answer one by one and explain some important ones.)Purpose: To make Ss master more important phrases and help them to do exercises.Step 3: Grammar Review(important and difficult point)T: Past tense is an important grammar point.So let’s review past tense once again.First, open your book and page 18 and 19.Find all the verbs and write down their past tense.Let me see who can find the most.(Ss begin to find verbs and write down their past tense.And at the same time, the teacher walks through the Ss and check their answers.Then, show the answers in the PPT.)T: Ok.How many verbs do you find? Ss: Eight.T: Well done!Let’s learn them together.do-did;is-was;see-saw;fly-flew;bring-brought;become-became;can-could;go-went;take-took.Now, I’ll give you five minutes to read and remember them.Ss: ……
T: Let’s play a turntable game（大转盘游戏）now.Look at the PPT.Look at the English word and give me its past tense.Are you ready? Ss: Yes.(Then, the teacher practices the verb’s past tense by a Bingo game.)T: Well done!Now, look at the PPT and let’s make sentences together.The children ______(看)a kite show that day.Write the answer in your paper.Ss: saw.T: Good!Then, Let’s page 11 and 12 in the exercises book and do some exercises about past tense.Ss: …
(Ss begin to do exercises.Teacher checks the answer one by one and explain some important ones.)Purpose: In order to improve Ss’ understanding and usage of past tense by practicing again and again and doing more exercises.Step 4: Fun Time(First, the teacher shows some pictures in the PPT.)T: Hello, everybody.Look at the PPT.Now, we play a funny game.First, everybody chooses any number and make sentences by yourself.Understand? Ss: Yes.Ss1: I choose No.2.T: Ok.So, you can begin your sentence.Ss1: It was sunny.She flew a kite in the park.T: Well done!Who wants to be the second one? Ss2: … Ss3:….…… Ss11:…
Purpose: In order to motivate Ss’s interest in learning English.Step 4: Sound and Song Time T: Look at the PPT and tell me how to spell this word.Ss: ear.T: Next one? Ss: hear.….T: Yeah, very good.Now, let’s have a relax and listen to a song and sing after the radio together.(The teacher plays the song of “Rain, rain go away”.)Purpose: In order to increase the Ss’ interest by listening to English song.Step 6: Summary 1.Check the homework;2.Review the important phrases and expreion;3.Review the usage of past tense;4.Review the pronunciation of ear;5.Listen to an English song and have a relax.Homework: 1.Write down the new words for two times and learn them by heart;2.Do the exercises of Grammar Part in the exercises book.Teaching Reflection: 本节中，主要以复习第二单元的重难点（包括单词、短语、一般过去时的用法）为主。在复习的过程中，由于学生是第二遍学习，可能会产生对已学知识的轻微的厌倦心理，所以这就要求老师在组织复习的过程中，要能最大程度地调动学生的积极性和参与度，而经实践证明，课堂上的趣味游戏能够最大程度，最长时间的调动学生学习的热情；此外，模块性的做练习题也是巩固知识的有效方法，所
第5篇：译林小学英语三上 Unit 1 Hello教案
Unit 1 Hello!第一课时
教学内容：Unit 1 Hello!教学目标：
能听懂、会说、会用 Hi/Hello Good morning.Good afternoon.和别人打招呼。 熟悉主要的人物
能根据不同的情境与人打招呼。教学重难点：
正确掌握几个日常交际用语的语音语调，要求读音准确、语调自然。
能根据不同的情境，用所学的交际用语与别人打招呼。教学准备：人物卡片 教学设计： Step 1: Greetings 1.教师与学生问好，介绍自己是他们的英语老师
T: Good morning, boys and girls.I’m your English teacher this term.I’m Mr（展示单词Mr ,学生操练.同时教学Mi）
2.学会称呼不同姓氏的人，如王小姐，Mi Wang.张先生 Mr zhang 3.T 介绍一些英语课堂用语
Eg.Cla begins.Stand up.Cla is over.Step2: presentation. 呈现story time 图片 和学生讨论图片内容
Picture1&2: ① Who are they? ② What are doing? ③How do people you greet people in the morning?（教授Good morning.Hi）
Picture3:①Where are they? ②Who are they? ③ How do they greet each other?（学习hello）
Picture4:① How does Mi Li greet her students? ②What does the word “cla”mean?③How do you greet people in the afternoon? 引导学生说Good evening. 听录音并跟读 总结不同的问好方式 In the morning: Good morning In the afternoon: Good afternoon In the evening: Good evening Step3: practice. Fun time: T plays the game with students to practice different ways of greetings. 用图片引导学生说人物名字
根据不通的钟表时间问学生如何与别人打招呼 Step4: conclusion. 总结并引导学生知道：it’s polite to greet people using proper language. homework: 读写字母 板书设计： Unit 1 Hello Hi/Hello Good morning/afternoon/evening
第二课时
教学内容：Unit 1 Hello!教学目标：
1.能听懂、会说、会用 Hi/Hello Good morning.Good afternoon.和别人打招呼。2.会读写字母A,B,C,D 3.能根据不同的情境与人打招呼。教学重难点：
1.正确掌握几个日常交际用语的语音语调，要求读音准确、语调自然。
2.能根据不同的情境，用所学的交际用语与别人打招呼。 教学准备：字母卡片 教学设计： Step 1: Free talk 1.复习交际用语 T: 如何打招呼 S: Hi/Hello（同桌互相问好）2.Look and say T shows different clocks and ask students how to greet people at the time.Step2: presentation. 回顾上节课认识的几个人物并介绍卡通朋友：Sam & Bobby T: Yesterday, we knew some new friends.Today, we will know another two friends, a cat and a mouse.（向学生展示两个动物的图片，介绍它们的名字）
让学生自己看书上的四幅图片，猜想发生了什么事？并让学生尝试说说 听录音
引导学生问问题：① who are they? ② what are doing? ③ how do the mouse greet the cat?（教授句型I’m…） 以猫的口吻，用句型I’m…向学生打招呼 T: hi ,I’m sam.T =cat s=mouse T: hi, I’m sam.S: hi.I’m bobby.（自我介绍的时候用句型I’m…）Step3: practice. T: Bobby and Sam are very happy.They are going to have a competition: Read and write the letter A,B,C and D.（将学生分为两组，读写字母）Step4: conclusion. 总结一节课所学内容 homework: 读写字母 板书设计： Unit 1 Hello Hi/Hello Good morning/afternoon/evening
第三课时
教学内容：Unit 1 Hello!Song time & Checkout time &Ticking time 教学目标：
1.能听懂、会说、会用 Hi/Hello Good morning.Good afternoon.和别人打招呼。2.会读写字母A,B,C,D 3.能根据不同的情境与人打招呼。教学重难点：
1.能用句型I’m …作自我介绍
2.能根据不同的情境，用所学的交际用语与别人打招呼。 教学准备：卡片 教学设计： Step 1: Free talk 1.Review Story time and Cartoon time T: 如何打招呼
S: Hi/Hello（同桌互相问好）T: 如何介绍自己？ S: I’m …
T shows different clocks and ask students how to greet people at the time.(Good morning/ afternoon/ evening)Step2: Presentation. 引导学生总结本单元所学，并让学生给自己作个评价 引导学生提问并回答下列问题 What do you learn in Story time? Do you like the story? What letters can you read? Can you write the letters A.B, C, D? Checkout time: students listen and respond Ticking time: T: how many stars can you get? 引导学生用句型：I can say…
I can say and write…作自我评价 Step3: Song time listen to the tape try to sing the song after the tape. t sings the song with students.Step4: conclusion. 回顾一单元所学内容 homework: 背诵Story time 读熟Cartoon time 板书设计： Unit 1 Hello Hi/Hello Good morning/afternoon/evening
第6篇：(译林版)四年级英语上册教案 Unit6
Unit 6 At a snack bar
一、教学内容
译林版四上Unit 6 At a snack bar(Story time)
二、教学目标
1.能听懂、会说、会读单词snack bar, a cup of coffee, a gla of juice, a gla of milk, a hamburger, noodles, a sandwich.2.能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? Anything else?
3.能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。
4.学会合理安排饮食。
三、教学重点
1.能听懂、会说、会读单词snack bar, a cup of coffee, a gla of juice, a gla of milk, a hamburger, noodles, a sandwich.2.能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? Anything else?
3.能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。
四、教学难点
1.能初步区分a gla of和a cup of 的区别
2.能灵活运用本课所学的词汇和日常用语进行点餐。
五、教学准备
图字卡，实物道具（茶杯和玻璃杯），实物图片，练习纸
六、教学过程
Step 1 Greeting &Warming up
1.Greeting
T: Hello, boys and girls.S: Hello, Mi Gu.T: Nice to see you.S: Nice to see you, too.2.Sing a song 《What would you like?》
T: Well done!You sing beautifully!I have some questions for you.Q1: What food can you hear in the song? 出示单词food
S: Dumplings, noodles, rice, hamburgers, hot dogs, French Fries, bread, pies.T: Good!And where can we buy them?
S: At a supermarket/snack bar…
T: Yes, maybe at a snack bar.(出示快餐店, 并通过出示相同发音的单词，教读snack 和bar)
Today we’ll learn Unit 6 At a snack bar揭题
Step 2 Presentation
1、Play a game
T: We can buy many food and drinks at the snack bar.出示单词drinks
Let’s see what they are!
T: When you see the pictures or the words, say the words loudly.But if you see the food presents, say “Yummy, Yummy” loudly.T:(出示ppt，展示食物和饮料图片单词)
S: a cake/a hot dog/Yummy!/an ice-cream/a pie/Yummy!/noodles/juice/milk/Yummy/a sweet/a hamburger/Yummy/an egg/coffee/Yummy/a sandwich
【设计意图】通过游戏让学生熟悉食物和饮料的名称，并渗透新授单词其中，让学生预热生单词。
2、Gue and learn the new words(遮图片，剪影，首字母，听声音)
T: Good job!Now, we’ve got some presents.There’re some food and drinks in them.Gue!Look at Picture1.S: It’s a cup of coffee.(生选择，师点击礼品盒)
T: Great!(板书，贴图，带读 a cup of coffee)并询问Would you like a cup of coffee?
S: It’s a gla of milk.(生选择，师点击礼品盒)
T: Good！(板书a gla of milk，贴图，带读a gla of milk)
用实物区别a cup of &a gla ofT: How to say this?教授a gla of juice
S: It’s a hamburger!
T: Bingo!Can you spell it?(板书a hamburger，贴图，带读a hamburger并询问would you like a hamburger? What about you?)
S: It’s a sandwich.T: Well done!(板书a sandwich，贴图，带读a sandwich)
T: How about Picture 3.Listen!（录吃面条声音）
S:(引导)They’re noodles.T: Clever!(板书noodles，贴图，带读noodles, Tips: 注意可数名词和不可数名词。
举例：a hamburger, some rice, some noodles 询问新句型 What would you like?)
S: I’d like …(出示I’d like…)
【设计意图】通过猜单词，让学生熟悉单词，并在新旧句型使用中进一步掌握词汇和句型。
3.Work in pairs
T: What would you like?(看着黑板进行师生对话练习)
S: I’d like …
T: What about you ?
S:…
T: Anything else?
S: …
T: Now, we have some food and drinks here, talk about them in pairs.S: …(生展示)
【设计意图】通过对话练习，巩固词汇和句型。
Step 3 Story time
1.Watch and answer.T: You did a good job!And our friends are at the snack bar, too.Who are they?
Let’s watch and answer!
S: Helen, Mike and Mr Green.T: Yes!And we can also see a waitre here.2.Listen and tick.T: Look, there are many food and drinks here.They are…
What would they like? Let’s listen and tick.T: What would Mike like?（引导）He would like …
What would Helen like?She would like…(听力验证)
What would Dad like?He would like…
3.Listen and read
T: Read the three sentences: I’d like a hamburger and a gla of milk.I’d like a sandwich and a cup of coffee.A hamburger,noodles and a gla of milk, please.Tips:几个相同种类的词语并列出现时，除最后一项外，其余都读成升调。
4.Read the text
跟读（注意模仿语音语调）——分角色朗读
T: OK.Now we have read the story together.Now open your books, turn to Page 38, and read the story in roles, four students a group.【设计意图】通过不同形式的朗读，让学生熟练掌握课文，为下一步表演奠定基础。
5.Try to fill
Mike, Helen and their father_____ at the snack bar.They would ______ some food and
drinks.Mike would like a gla of _______ and a _________.Helen would like some______.Mr Brown would like a _______ and a cup of ________.核对答案，齐说
Step 4 Show time
1.Go to the snack bar.a.T: You did a good job.Now, let’s go to the snack bar, OK? Look!Here is the menu.If you are a waitre or a waiter, how can you say?(带着学生看黑板复习问句)
Some of you can answer like this: I’d like… A/Some…, please.b.T: Who wants to work with me?(教师示范)
c.Work in 3
d.Show it.请小组上台表演，带上角色帽子
2.Advice
T: Look at these food and drinks.Milk is healthy, but hamburger is a kind of junk food.How about eggs…?(将食物分类)
Attention here: We should “Eat well, eat healthy.”合理饮食，健康饮食！
Step5: Homework
1.Read and imitate the story.听录音，朗读并模仿对话。
2.Invite your friends to enjoy the food at the weekends.Try to use the sentences we learnt today.周末邀请你的小伙伴一起分享食物，试着用今天所学的句型交流哦。
3.Write down the food you can name, try to divide them in different ways.写下你学过的食物类单词，试试用不同的方法来给它们的分类吧。
板书设计：
Unit 6 At the snack bar
—What would you like?
—I’d like…
Food: a hamburgera sandwicha hot dog(图片)some noodlesa piean ice cream Drinks: a cup of coffee(图片)a gla of milka gla of juice—What about you?/ Anything else?—A/ Some…, please.—Here you are.—Thank you.
