第1篇：冀教版三级英语下册教学计划
冀教版三年级英语下册教学计划
以新课程理念指导工作，总结新课程实施过程中形成的经验，深入研究课堂实施过程中出现的新问题、新情况，寻找解决问题的对策，大力推进素质教育，加强理论学习，落实英语学科教学常规，进一步提升我校的英语教学理念、教学水平和教学质量。
二、教材分析：
1、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性;
2、注重学生自学能力和学习策略的培养 ，为学生的进一步学习或终身学习奠定基础;
3、注重中外文化的双向式交流，使学生通过学习，培养未来跨文化交际所需要的能力;
4、注重学生学习兴趣的培养，以不同方式最大限度地激发学生学习的动机;
5、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得基他学科的知识;
6、注重教材的灵活性和可操作性，以满足不同层次的学生的需求;
7、注重资料的配套，为学生提供良好的的英语学习环境，帮助学生拓展自我发展的空间;
班级基本情况：
英语对于小学三年级所有学生来说，都是从同一水平开始学习。教师应从激发学生学习英语的兴趣入手，培养学生学习英语的积极性，使他们建立初步的学习英语的自信心，初步了解中西文文化的差导。
三、教学重点与难点分析：
1、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。
2、注重学生自学能力和学习策略的培养，为学生的进一步学习或终身学习奠定基础。
3、注重中外文化的双向交流，使学生通过学习，培养未来跨文化交际所需要的能力。
4、注重学生学习兴趣的培养，以不同方式最大限度的激发学生的学习动机。
5、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。
6、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。
四、教学目的与要求：
1、激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心。
2、培养学生具有一定的语感和良好的语音、语调、书写基础，以及良好的学习习惯。
3、使他们初步具备用英语进行简单日常交流的能力。 4、培养学生的观察、记忆、思维、想象和创造能力。
5、适当介绍中西方文化，培养学生的爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。
五、教学内容与目标：
1、能听懂、会说12组会话，并能进行简单的交流。
2、能听、说、认读50个单词和听、说、读、写26个字母(包括同学、家庭成员、数字、水果、方位、动物等6个话题)，并能简单地运用。
3、能听、做6个“TPR”活动。
4、能学会2个小制作。
5、能唱8首歌曲。
6、能听、说、唱7首民谣。
7、能完成8个自我评价活动。
8、能听懂6个幽默小故事。
9、能了解6项简单的中西方文化知识。
六、教学措施：
1、认真备课，钻研教材，抓紧课堂教学，做到当堂内容当堂掌握。
2、运用各种不同的肢体语言来辅助教学。
3、在课堂上多开展一些有趣的活动、游戏让学生在活动中学习英语，在生活中学习英语。
4、要求学生在课余时间尽量的运用已经学习的英语进行对话。
6、多看英语画报，多读英语故事，多看英语书籍。
7、多与学生交流，进行口语交际训练。
第2篇：冀教版三级下册英语教学计划
三年级下册英语教学计划
（2011-2012学年第二学期）经过一个学期的学习，学生在听说认读等方面都有了一定的基础。和第一册教材相比，本册教材的所选话题有所拓展，我们将带领学生学习如何用英语称呼家人并介绍他们的喜欢和不喜欢，如何说明物品的归属，学习如何用英语说季节、天气；还要学说一些常见的动物，并用英语描述他们的特征；学习如何邀请朋友一起参加活动，最后还要学习如何表达和询问喜欢什么体育运动，什么食物以及什么玩具等话题。这些题材都是学生熟悉的学习、生活题材，学生会感到熟悉亲切.一、教学目标：我们主要从语言知识、语言能力，情感态度、学习策略和文化意识等五个方面考虑，来确定本册教材的总体教学目标：（一）语言知识目标：复习巩固26个英语字母；学习110个单词。其中要求达到四会(听,说,读,仿写)的单词85个，既教材第46页单词表中所列的全部单词。要求达到三会的单词25个，既教材48页单词表中所列非粗黑体的单词），学习核心句子约（二）语言技能目标：√能根据听到的词语识别或指认图片或实物√能听懂简短的课堂教学指令√能根据指令做事情,如做动作、涂颜色等
43个。√能跟随录音模仿说英语√能说唱本册教材的5首歌曲和5首歌谣√能用英语做简单的游戏√能在录音和图片的帮助下表演本册教材学过的故事或对话√能拼读单词、背写部分单词√能借助图片阅读课文、句子√能熟练掌握26个字母，了解相关的分类知识，并用字母知识解决排序等问题。（三）情感态度目标：有兴趣听英语、说英语、背歌谣、唱歌曲、讲故事、做游戏等；乐于模仿，敢于开口，积极参与，主动请教。（四）学习策略目标：积极与他人合作，共同完成学习任务；主动向老师或同学请教；在学习中集中注意力；积极运用所学英语进行表达和交流。二、具体语言项目的教学目标和建议（一）字母教学上学期我们已经完成了字母教学，当时我们提出的要求是：学生能认读26个字母；学生按顺序背诵26个字母；学生能用手写体仿写26个字母。学生能够仿写模块词汇表中的单词。字母教学的具体目标是：1、能够按照正确的顺序默写母。2、能够区分元音字母和辅音字母。
26个字母。能够随机听写
26个字3、能够按照字母中含有的元音因素对字母进行分类。4、能够利用字母表的相关知识解决简单的生活中的问题。5、知道一些常见的字母缩略词的意思。6、对字母何时需要大写有初步的了解。三、提升素质，提高教学质量1.课前做好备课工作，不但备教材，还认真备学生，做到有的放矢。主动学习新课程标准，结合自己实际情况和学生实际情况展开教学工作.2、让学生学得主动.在课堂中建立帮困小组发挥每个学生的积极性.共同提高数学成绩。3、根据本班学生的年龄特点，鼓励学生大胆说英语，肯定他们的进步，树立学习自信心，培养学生朗读和书写的好习惯。4、利用远程教育资源及多媒体的辅助手段，调动学生的学习积极性，教学英语歌及
chant ，教学小故事，情境创设等，初步尝试课本剧的表演，培养学生浓厚的学习兴趣。
第3篇：冀教版三级语文上册教学计划冀教版三级语文下册
冀教版三年级语文上册教学计划冀教版三年级语文下册
在语文教学中，教师应该注重提高三年级学生的认识水平，扩大知识面，掌握常用的文字和最基本的听说读写的技能技巧。一起来看看的冀教版三年级语文上册教学计划，希望对您有帮助。
1、要提高教学质量此文优秀网斐斐,课件园，关键是上好课。
⑴课前准备：备好课。
①认真钻研教材，对教材的基本思想、基本概念，每句话、每个字都弄清楚，了解教材的结构，重点与难点，掌握知识的逻辑，能运用自如，知道应补充哪些资料，__教好。
②了解学生原有的知识技能的质量，他们的兴趣、需要、方法、习惯，学习新知识可能会有哪些困难，采取相应的预防措施。
③考虑教法，解决如何把已掌握的教材传授给学生，包括如何组织教材、如何安排每节课的活动。
⑵课堂上的情况。组织好课堂教学，关注全体学生，注意信息反馈，调动学生的有意注意，使其保持相对稳定性，同时，激发学生的情感，使他们产生愉悦的心境，创造良好的课堂气氛，课堂语言简洁明了，多给学生展示的空间，课堂提问面向全体学生，注意引发学生学语文的兴趣，课堂上讲练结合，布置好作业，作业少而精，在保证教学质量此文优秀网斐斐,课件园的前提下减轻学生的负担。注重分层教学，因材施教。
2、要提高教学质量此文优秀网斐斐,课件园，还要做好课后辅导工作。
1、后进生转化 对后进生努力做到从友善开始，比如，握握他的手，摸摸他的头，或帮助衣服。从赞美着手，所有的人都渴望得到别人的理解和尊重，所以，和差生交谈时，对他的处境、想法表示深刻的理解和尊重，还有在批评学生之前，先谈谈自己工作的不足。总之让学生体会到师爱无处不在。
2、积极参与听课、评课，虚心向其他老师学习教学方法，组织形式等活跃自己的课堂。博采众长，提高教学水平。
3、培养多种兴趣爱好，到图书馆博览群书，不断扩宽知识面，为教学内容注入新鲜血液。经常领略名师风采。看光盘等找准自己的教学风格。
4、精讲精练，利用多种多样的练习活跃课堂。
5、积极准备公开课和自荐课，给学生1次展示的舞台。
6、培养学生自学能力。
一方面培养学生预习课文，自我解决生字词的能力;另1方面培养学生自我约束，自我管理，自己安排学习的能力。
总之，这学期踏踏实实，认真备课、上课、听课、评课，及时批改作业、讲评作业，做好课后辅导工作，广泛涉猎各种题型，扎实基础知识，形成比较完整的知识结构，严格要求学生，尊重学生，发扬教学民主，使学生学有所得，从而不断提高自己的教学水平和思想觉悟，并顺利完成教育教学任务。
一.指导思想
1.认真学习邓小平理论，认真贯彻党的教育方针，更新教学理念，深化教育教学改革，全面推行素质教育，为培养合格人材而努力。
2.加强政治业务学习，虚心学习外地的先进经验，不断提高业务水平，大胆实践，加强学法指导，努力提高课堂教学质量。 二.教学目的提高学生的认识水平，扩大知识面，掌握常用的文字和最基本的听说读写的技能技巧，使学生具有一定的听说读写能力。在学习知识的同时，对学生进行政治思想教育。发展学生的智力，培养学生良好的学习习惯。
三.教学目标
一识字、写字教学
本册要求学生认210个字，写300个字的识字量。教师应该鼓励学生通过其他渠道自主识字，增加识字量。鼓励同学之间交流识字的方法、经验和感受，启发他人;鼓励互相合作，在合作学习中分享识字的乐趣。
要继续加强写字的指导。除了在课堂教学中注意识字和写字的联系外，还要指导学生在反复的练习中提高写字技巧。要求学生把字写端正，写美观。
二阅读教学 1.精读课文的教学。精读课文是教材的主体，是进行语文学习的主要凭借。在教学中要注意以下几点。
(1)加强词、句练习。词、句练习要贯穿在小学阶段各年级的语文教学过程中。主要的任务是进行理解和积累。要引导学生主动运用、联系上下文等方法准确理解词语，运用联系上下文和生活实际的方法理解含义比较深刻的句子。要指导学生学习抓住课文中的重点词句进行理解，逐渐学会并善于把握文章的重点词句，进而理解课文。在理解的基础上，通过背诵、摘抄等形式，积累课文中的优美词语、精彩句段，积累在课外阅读和生活中获得的新鲜语言材料，同时培养对好词佳句的敏感，养成积累词句的习惯。
(2)要重视朗读的指导和练习。正确、流利有感情地朗读课文是阅读教学的重要任务。要把读书的时间还给学生，充分信任学生能读懂课文，让学生在自主的阅读实践中学习读书。引导学生把自己当作课文中的人物去感受，去体验，去思考。引导学生入境入情地读。读的形式要多样，读的指导和练习要有层次。要善于用指导朗读和学生有感情朗读的方法，培养语感，加强情感和美的熏陶。
(3)逐步培养学生默读的能力。继续加强默读的指导，要求学生不指读，不动嘴唇，不出声音。默读比朗读的速度快，也更利于思考。要培养学生一边默读，一边思考的习惯。要鼓励学生边读边动笔圈点，画出重点，标出疑问。读后要有自己的感受，主动提出疑问。默读课文，一般要对学生提出默读的要求，读完后，要交流感受，质疑问难，组织讨论，加强评价
(4)精读课文的教学，应该是在教师指导下，学生阅读、感悟的过程。要尊重学生自主选择学习内客、学习伙伴、学习方式的权利;要从学生的学习需求出发，以学定教，顺学而导，精心组织教学活动。要充分发挥学生的积极性和主动性，让学生通过自主学习，理解课文思想内容，并在自学实践中逐步提高理解能力。
2.略读课文的教学。
略读课文的教学要注意以下两点：一是从内容上说，理解课文的要求要低于精读课文的教学，一般是"粗知文章大意"，只要抓住重点、难点帮助学生理解即可，词句的理解 __重点。二是从方法上说，教师要放手，让学生运用在精读课文中获得的知识与方法，自己完成课文学习的任务。略读课文教学的大体步骤是：先由学生通读课文发散思维;参照课后提示问题独立阅读、思考，发表阅读感受;再抓住学生感兴趣的一两个重点的、有价值的共性问题(可以是内容方面的，也可以是写法方面的)，引导学生讨论、交流;多元的方式评价学习过程和学习效果。略读课文的教学不要拔高或降低教学要求。
三口语交际教学
1.明确教学要求，培养口语交际能力。教师首先要明确本册教材在口语交际方面的练习要求，根据相应的口语交际内容，有的放矢地进行教学。教师要从启发兴趣、激发交际的欲望入手，使学生明确围绕什么话题进行交流、讨论。
2.口语交际是听说双方的互动过程，教学活动主要应在具体的交际情境中进行。情境的创设，要体现中年级学生年龄的特点，还要有层次性，不能是一个水平上的循环。层次性可以是语言表达上的提高，也可以是表达内容的丰富，还可以是思维水平的提升。
3.引导学生自主进行评价。对口语交际进行评价，能有效地提高口语交际的质量。
内容仅供参考
第4篇：冀教版四年级英语下册教案
冀教版四年级英语下册教案
Leon 28 My Favourite Deert 教学目标
a、知识目标：
重点句型：I have„我有„„
I like„我喜欢„„
I don’t like„我不喜欢„„
b、能力目标：
能够熟练运用句型I have„（我有„„）
I like„（我喜欢„„）
I don’t like„（我不喜欢„„）
c、情感目标：
让学生感受成功的喜悦，激发他们学习英语的热情，使他们具有更积极的情感态度。
教学准备
录音机、录音带，图片。
教学过程
ⅠGreeting T: Hello,everyone!C: Hello!
ⅡNew Conceptes T: Let‟s sing a song!
T: What deerts are there in this song? C:______ T: Yes,you are right.Look here,together.What‟s this?
(教师拿出事先准备好的甜点图片对学生进行提问，来复习以前学过的甜点的单词)S1: It‟s ______.T: Is it a dount? S2:Yes/No,it‟s____
(在学生认识了这些甜品之后让学生听录音，并回答问题)T: What deerts are there in the tape? Please listen!T: Who wants to answer my question? What? S3:_______.S4:_______.S5:_______.S6:_______.(在学生回答完后教师先拿出一些复数甜点，再拿出一些其他物品的复数图片来进行提问，用这个问答练习来复习规则名词的复数形式)T: What are they? S7: They are_____ T: What are they? S8: They are_____ T: Why do we say “they are ”but not say “it is ” ? C:因为这些是复数，所以我们说they are而不说it is。
T: What‟s your favourite deert? S1: I like___.T: What‟s your favourite deert? S2: I like___.(让学生根据图片内容来回答问题。因为这个问答学生都很熟悉了，因此他们回答起来是比较容易的。而教师在这个环节中要做的就是及时发现他们在回答过程中的问题，及时纠正。提醒学生注意单、复数，虽然这不是本节课的重点，但却是容易出错的地方，因此，教师还是应该作为重点来看。)T: Ok, let‟s have a race.There are many cards, please fill in the blank in the group.Then show your fruit.(教师出示需要填空的句子，填的多的并且正确的为获胜组)I like___.(任何一种颜色)I like___s.(任何衣服)I like a ___.(任何衣服)I like___s(任何一种食物)(给学生一段时间填空)T: Which group has finished? Who wants to try?(通过这个游戏看看学生对单词单、复数的掌握情况，并且在总结的时候向同学们展示句中进行单词替换的方法。之后请每个小组的同学读出自己小组的成果)T: Please read it.T: Ok,good!Please ears up!Listen to the tape, and answer my question.① What’s Danny’s favourite deert? ② What deerts do they have?(先放一遍录音让学生听，并试着让学生回答问题。如果不行，可再放一遍，然后订正。)T: Answer my question.S:_________________________.T: Great!Listen to the tape and read after it.Then please make a dialogue in group, then show your fruit.(这个环节是训练学生的说的能力，说是学好英语的重要环节，因此我们要注重培养学生说英语的能力。)Ⅲ Practice
T: Divide the cla into pairs.Please make some sentences with „I like a/an_____and you like a/an____.‟ „I like _____s and you like ____s.‟ and „I like(a/an)_____(s)but you like(a/an)_____(s).‟
Let me see who the first one is.(利用以前学过的词，比如：最喜欢的颜色、衣服、午餐和甜点等造句。比较哪对同学最快、最好。)
Ⅳ Cla closing T: Are you happy ？
C: Yes, we are happy!T: I‟m happy too.Ok,now this cla is over.Please say goodbye to me!C: Goodbye!T: Bye-bye!板书设计
I have„我有„„
I like„我喜欢„„
I don’t like„我不喜欢„„
Leon 23 Are You Ready for a Quiz? 教学目标：
1.知识技能。
（1）完成本课所涉及的小测试。
（2）学生能够读懂故事书中的小故事。
2.能力目标：
通过小测试及故事理解，提高学生的阅读及听力理解能力。
3.情感目标：
提高英语学习的兴趣。
教学重点：掌握小测试中的6个句子，并能灵活运用。
教学难点：听懂并理解故事内容，顺利完成相关练习。
教学工具：录音磁带。
教学步骤：
Cla Opening and Review.(1)Greeting.(2)Chant and sing the song in this unit.(3)Play "spell" to review the main words in this unit.(4)Finish the quiz.a.Use the quiz as the listening exercise.The students finish it on the paper.Play the tape twice.Then check for understanding.b.Ask them to write the answer below each question.Story: Maddy the Monster Listen to the radio and think about these questions Is Maddy big or little? Is she old or young? Is she too big or just right for the claroom? Is she too big or too small for the bus? Where does she live? Discu these questions then read the story.Use the activity book.No 2.Ask the students to listen carefully.Play the tape twice.板书设计：
Leon 23.Are You Ready for a Quiz? Story: Maddy the Monster 1.Is Maddy big or little? 2.Is she old or young? 3.Is she too big or just right for the claroom? 4.Is she too big or too small for the bus? 5.Where does she live?
Leon 21 What Is Your Addre? 教学目标：
知识目标：学生能够掌握（听说读写）和运用四会单词avenue，road，street；掌握并能运用句子What is your addre? My addre is ____.能力目标：了解中西文化差异（在介绍自己的地址方面的区别），通过学习，能运用英语简单介绍自己的住址并能与他人进行沟通与交流，通过这个话题的学习和语言训练，能灵活运用在日常口语交际中。
情感目标：为学生提供真实的语言环境，鼓励学生大胆地说，培养学生自我表达和与他人沟通的能力；养成良好的学习习惯，注意英语中“街道”的大小写区别。
教学重难点：
教学重点：能听懂和运用四会单词avenue、road、street（并且注意在描述具体地址时要大写首字母）；句子What is your addre? My addre is ____.教学难点：在这节课中如何用英语介绍自己的地址并能用英语询问他人的住址情况，并且在表达的过程中做到句子流畅、发音标准，表达得清楚准确。
教具学具：
Map, word card, radio and tape.教学过程：
（一）Warming up and review:
T: Hello, boys and girls.I am happy today, so I want to play a game.(look at a map 30 seconds,try to remember “Where is the shop/restaurant/„?”，review these words: below, above, acro from, beside.)
（二）New concepts: Step 1:
Draw a house and an apartment on this map.T: I live in an apartment.Where do you live? S: I live in a house/an apartment.Show “road, avenue, street” on this map, put “255 Road/Xin Cheng Street/Dong Xinyuan Avenue/… on the map, read and find “What is my addre?”Show the sentences “My addre is __.I live on ____ Road/Avenue/Street”.Pactise with your partner, open the book and only listen.Step 2: Show another map.Try to use these sentences to make dialogues: Where is ____? What is your/her/his addre? Is the ____ far from/near ____?
（三）Ending: Do activity book.板书设计：
Leon 21 What Is Your Addre? Where do you live?
I live in ____.What is your addre? My addre is ____.Leon 20 Where Do You Live? 教学目标：
1.知识目标：掌握本课重点概念: Where do you live? I live in a/an house, apartment.2.能力目标：使学生能够熟练地运用“Where do you live?” “I live in a/an
”。
3.情感目标：感知英语的实用性，增强学习英语的兴趣。
教学重难点：
重点：重要概念 house, apartment。
难点：学生能够熟练地运用“Where do you live?”“I live in a/an
”。
教学准备：
1.house, apartment的图片
2.录音机及磁带
3.单词卡片
教学过程：
1.Greeting 2.复习
Review “near, far”which students mastered in Level Demonstrate the concepts with volunteers.3.教授重要概念:
Demonstrate “Where do you live? I live in a/an
.”with puppets.Draw a house and an apartment building on the blackboard.Let one puppet “live” in the “house” and the other puppet “live” in the “apartment”.Do a dialogue with the puppets based on “Where do you live? I live in a/an
”.Remind the students about “a” and “an”: a house,an apartment.4.Practice:Divide the cla into small groups.Then ask and answer.They can say:
S1:Where do you live? S2:I live in a/an
.S1:Is it near/far from school? S2:Yes/No,…… 5.Read after the tape.6.做 7.作业:
a.完成剩余部分.b.对话练习.板书设计:
Leon 20 Where Do You Live? Where do you live? I live in a house.I live in an apartment.Leon 27 My Favourite Food 教学目标
a、知识目标：
重点单词：breakfast早饭 lunch午饭 supper晚饭
重点句型：What’ s your favourite food ? 你喜欢什么食物？
I like „ 我喜欢„„
I don’t like „ 我不喜欢„„
b、能力目标： 能够了解一些东西方的食物，并能熟练运用句型“What’ s your favourite food ?”（你喜欢什么食物？）
I like „（我喜欢„„）
I don’t like „（我不喜欢„„）
c、情感目标：
通过有效的语言活动，帮助学生逐步掌握所学的语言知识与技能，使学生产生成就感，并自信地参与语言活动，从而使其初学英语的好奇和对活动的喜好转化为持久稳定的学习兴趣。
教学准备
录音机、录音带，图片。
教学过程
ⅠGreeting.T: Hello,everyone!C: Hello!
ⅡNew Conceptes T: There are many games for you!Do you like to play? C: Yes!T: Ok, let‟s play: Go Fish!
(这个游戏是用来复习第二册中学生所掌握的一日三餐、一天中的三个时间段的单词。利用这个简单的游戏，调动起学生的积极性。)T: OK, very good!When do you have breakfast / lunch / supper ? C: We have breakfast / lunch / supper in the morning / afternoon / evening.(在这一环节中如果学生不能理解的比较彻底，教师可以适当的加大练习的力度。)T: Now, please look here.What are they?(出示书中第一部分的图片，让学生看图回答问题，教师在这个过程中注意学生的单、复数的运用：fruit的单、复数说法是一样的)T: Please listen to the tape and read after it.(这个环节不仅让学生练习听，还要训练学生说的能力。)T: Great!Play “Favourite” white colour and clothing.We studied clothes last leon.Do you remember ? C: Yes.We remember.T: Let‟s go!
(这个游戏是用来复习Favourite的，同时也为本课要学习的重点内容做铺垫。在学生回忆起Favourite的用法是教师在这时要不失时机的说)T: What‟ s your favourite food ?
(学生会说出自己喜欢的食物，此时教师利用学生说的这些食物来引导学生做游戏，目的是引出本课重点。)C: I like sandwich / milk / fish ……
T: Please draw picture of your favourite food.(让学生画出自己喜欢的食物的图片为后边的学习打基础)(在学生画好后教师用他们的图片进行重点教学)T: I like sandwich and milk.(教师指着图片对学生说，这样可以使学生更容易的理解其意思。同时教师要注意用自己的肢体语言使学生明白like的意思。)T: What‟ s your favourite food ? S1: I like hot dogs and pizza.T: I like hot dogs and pizza,too.S2: I like vegetables.T: I like vegetables,too.S3: I like fruit and chicken.T:: I like fruit and chicken,too.S4: I like …...T: What‟s meaning this word „and‟ ? S5: 和
(通过反复的练习让学生明白的意思，这样使学生的记忆更深刻)T: What is meaning „too‟? C: 也
T: 它放在了什么样的句子中呢？
C: 它放在了肯定句中
T:(教师再次拿起图片)I like sandwich and milk,but I don‟t like fish.(教师边说边用肢体语言演示，让学生明白老师所要表达的意思。如果学生还不能理解，教师可以用不同的食物再演示一遍)T: I like pizza and hamburgers,but I don‟t like soup.What‟s meaning this word „but‟ ? C: 但是
T: What about you ? S6: I like French fries and dumpings,but I don‟t like noodles.T: I don‟t like noodles,either.T: What about you ? S7: I like soup and chicken,but I don‟t like vegetables.T: I don‟t like vegetables,either.T: What about you ? S8: I like sandwich and hamburgers,but I don‟t like sandwich.T: I don‟t like sandwich,either.T: What is meaning „either‟? C: 也
T: 它放在了什么样的句子中呢？
C: 它放在了否定句中
T: Ok, now please listen to the tape, and answer my question.What does Danny like for lunch? What does Jenny like for lunch?(要学生把正确的答案写下来，练习他们写的能力)Listen!(教师放录音，第一遍放学生认真听，第二遍让学生回答问题，然后第三遍订正并朗读。在这个环节中不但训练了学生的听力，还训练了学生听音回答问题的能力，同时，也不能丢了让学生练习读的机会)S9: Danny likes…and…but he doesn‟t like… S10:Jenny likes…and…but she doesn‟t like… Ⅲ Practice T: Do you want to know what the others favourite food? Please make a dialogue in group, then show your fruit.(让学生在小组内编对话，以次来练习学生说英语的能里。)T: I‟m tired!Are you tired? C: We are tired!T: Ok, let‟s have a rest.Play the “Smile , Ftown” game!
(让学生在轻松的氛围中学到知识，并以轻松愉快的心情结束本节课的学习。)Ⅳ Cla closing T: Are you happy ？
C: Yes, we are happy!T: I‟m happy too.Ok,now this cla is over.Please say goodbye to me!C: Goodbye!T: Bye-bye!板书设计
What’ s your favourite food ? 你喜欢什么食物？
I like „ 我喜欢„„
I don’t like „ 我不喜欢„„
Leon 26 My Favourite Clothes Teaching Aims: Key words: same different Sentence structure: I like...Teaching Aids: tape , tape recorder, markers, clothing pictures.Teaching steps：
Ⅰ.Warming-up and revision Draw and colour Teacher gives orders and students draw pictures.Orders like this: Draw a skirt and colour it blue.Draw a pair of shoes and colour them black.Draw a pair of socks and colour them yellow.Draw a T-shirt and colour it red, etc.Ask and answer Teacher: What‟s your favourite colour?(encourage them to answer in three different ways.After answering, this student can go on asking other students this question)Ⅱ.New concepts Teacher:(show students these clothing pictures and say)I like a skirt.My favourite
cloth is a skirt Divide students into 3 or 4 groups.Each group has 5 or 8 students.Give students 3 or 5 minutes to discu their favourite clothes.Then, write down the results and find out.Skirts are my favourite clothes.(write down these sentences on the blackboark)What‟s your favourite cloth? how many of them like the same clothes and how many of them like the different ones? Teacher: I have a red skirt.My sister has a red skirt, too.These two skirts are the same.I have a white T-shirt.My sister has a blue one.These two T-shirts are different.Do you know the meaning of same and different? Listen and answer Play the audio tape of the text.Before listening, show students some questiones.For instance: What‟s Jenny‟s favourite cloth?
Do Jenny and Danny like the same clothes? What‟s Danny‟s favourite cloth?
After listening, encourage students to discu those questions and find out difficult points in the text.Then, try to solve these questions by them selves.Ⅲ.Cla closing
Home work: Interview at least 3 clamates about their favourite colour and clothes.Ⅵ.Writing on the blackboard Leon 26 My Favourite Clothes What‟s your favourite cloth? I like …
My favourite cloth is …
„ is/are my favourite cloth/clothes
Leon 25 My Favorite Colours Teaching Aims: Key Words: pink orange white black brown green blue Sentence Structure: Is this a…? Yes/No.Key Points: What is your favourite colour? I like…
My favourite colour is… „ is my favourite colour Teaching Aids:
Tape, tape recorder, pigments.Teaching steps: Ⅰ.Warming-up 1.Hello boys and girls.Today we will talk about colours.How many colours do you know?(Stimulate students to find out some colours that they have learned)Say and Point Teacher: Point something red.Students: Point to something red in the claroom.(invite one volunteer to come to the front and give the orders)Ⅱ.New Concepts Teacher: My favourite colour is blue.What is your favourite colour? Students: My favourite colour is … I like…
„ is my favourite colour(Show them different ways to response the question)Activity Give students 3 minutes to make up dialogues according to the example above.(teacher walks around students to check their work and offers help as long as poible)Mix colours
Teacher: Just now, we talked about many kinds of colours.But today I only take five colours with me.They are red, yellow, blue, white and black.(show students the pigments and encourage them to say them in English).We can try to mix any two of them and receive new colours.(give students ten minutes to create new colours with the five colours.After the activity, invite some of them to expre how to make green, pink, orange, purple etc.)Result: Red and blue make purple.Red and yellow make orange.Blue and yellow make green.Red and white make pink.Listen to the tape
Part two : Favourite colours.Before listening to the tape, show students some questions.For instance: What is Danny‟s favourite colour? Do Jenny and Danny like the same colour? Draw and colour T: Please draw a red apple.(teacher draws a red apple on the blackboard.)Is this a red apple? Ss: Yes.T: Draw a green tree.(teacher draw a green tree on the blackboard)Is this a green tree? Ss: Yes.T: Draw two blue chairs.(teacher draw two purple chairs on the blackboard)Are they blue chairs? Ss: No.T: Draw…
(use this way to practice the sentence structure: Is this…?)Open the textbook and read try to read part one.5 minutes later, check their reading.Ⅲ.Cla closing.Homework: Draw a picture and try to use all your favourite colours.Ⅳ.Writing on the blackboard Leon 25 My Fvourite Colours What is your favourite colour?
Is this a …? Yes.I like…/ My favourite colour is…
No.„ is my favourite colour.Leon 23 Are You Ready for a Quiz? 教学目标：
1.知识技能。
（1）完成本课所涉及的小测试。
（2）学生能够读懂故事书中的小故事。2.能力目标：
通过小测试及故事理解，提高学生的阅读及听力理解能力。
3.情感目标：
提高英语学习的兴趣。
教学重点：掌握小测试中的6个句子，并能灵活运用。
教学难点：听懂并理解故事内容，顺利完成相关练习。
教学工具：录音磁带。
教学步骤：
Cla Opening and Review.(1)Greeting.(2)Chant and sing the song in this unit.(3)Play "spell" to review the main words in this unit.(4)Finish the quiz.a.Use the quiz as the listening exercise.The students finish it on the paper.Play the tape twice.Then check for understanding.b.Ask them to write the answer below each question.Story: Maddy the Monster Listen to the radio and think about these questions Is Maddy big or little? Is she old or young? Is she too big or just right for the claroom? Is she too big or too small for the bus? Where does she live? Discu these questions then read the story.Use the activity book.No 2.Ask the students to listen carefully.Play the tape twice.板书设计：
Leon 23.Are You Ready for a Quiz? Story: Maddy the Monster 1.Is Maddy big or little? 2.Is she old or young? 3.Is she too big or just right for the claroom? 4.Is she too big or too small for the bus? 5.Where does she live?
Leon 18 Are You Short or Tall? 教学目标：
掌握本课句型“How tall are you? I’m ____metres tall”和“How tall is ___ ? ____ is taller/shorter”。
教学重点：
掌握How tall are you? I’m ____metres tall.教学难点：
身高的表达方法，形容词比较级。教学准备：
录音机、课件。
教学过程：
（一）问候
T: Hello.How old are you? Ss：„„
Sing a song: How old are you?
（二）新课教授
T: Hello.How old are you? S:____.T: How tall are you?(The teacher take out a ruler.)Oh.You‟re 1.3 metres tall.(Write the sentences on the blackboard.)“Point”, say it, please.Show some numbers: 5.1, 7.6, 3.9, 22.8, 8.56, 64.319, 0.8.Show a ruler.: 0.8metres 0.8m 1m Show some animals.What animal is it? It‟s very tall.How tall is it? It‟s 4.5 metres tall.Show some pictures.T: How tall is it(panda)? S1: It‟s 1.6 metres tall.S2:How tall is it(giraffe)? S3:It‟s 3.1 metres tall.T: Oh, the giraffe is taller.Say it, please.Gue.How tall is the horse/rabbit/sheep…? S: It‟s ____ metres tall.The ____ is taller.Groups work : Make a chart and then tell the cla.What‟s your name? How old are you? How tall are you?
Writing on the blackboard：
How tall are you? I‟m ____ metres tall.How tall is he/she/Danny? _____._____ is taller/shorter.（三）练习: Fill in the blanks.How ____ are you? I‟m 1.2 metres tall.How tall ___ Kim? _____ is 1.3 metres tall.Tom is 1.1m tall.Jim is 1.4m tall._____ is taller and ____ is shorter.板书设计：
Leon 18 Are You Short or Tall? How tall are you? I am
metres tall.How old are you? I am
.Tall taller short shorter
第5篇：冀教版六年级英语下册教案
Leon 1.Ping-pong and Basketball 教学目标：
1． 知识目标：能四会单词sport，ping-pong，badminton，basketball，soccer，T-shirt，shorts，runners；能灵活使用句子What’s your favourite sport? My favoutite sport is ____./ I like ____ best.What do you wear? I wear ____ ,____ and____ to play ____.2． 能力目标：能运用所学的英语词汇和句式解决体育运动中所遇到的问题。3． 情感目标：培养学生热爱运动的思想品质，提高对运动项目的认识。教学重、难点：
要求四会的单词和要求掌握的句式。教具、学具准备：
1． 单词卡片，要求四会单词的实物，课后习题卡（每人一份）。2． 录音机或课件。教学过程：
Cla Opening and Review 1.Let’s gue.If you want to make supper/take a bath/watch TV/read books/buy things/play ping-pong.Where do you go? I go to the kitchen/the bathroom/the livingroom/the library/the store/the gym.有必要的话，拿出这些词的卡片，进行复习一下。
(设计意图：这个环节的设置既复习了一些动词性词组，又引出了今天课文中提到的地点体育馆和商店。)2.利用单词卡片What’s your favourite clothes? My favourite clothes is ____.也可以直接提问学生：Today is warm/cool,what are you wearing? What’s your favourite clothes?(设计意图：这个环节的设置用来复习服装的词汇，同时复习What’s your favourite ____?这个句式，用这些词汇和句式引出新的服装词汇和新句式。)New Concepts 1． 利用复习二中的句式引出What’s your favourite sport?学习单词sport，出示单词卡片，联系朗读，拼读。
并让学生模仿回答My favourite sport is ping-pong/badminton.2． 学生熟悉句式后，再利用实物和单词卡片学习单词 basketball，soccer.3． 带入句式进行练习。可以是连接式练习，也可以小组练习。
4． 告诉学生回答这个问题还可以使用一个更简单的句式I like ____ best.5． 两人一组做问答练习。
6． 让学生根据已有知识说出踢足球，打篮球都用play.(设计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出新句式，教师加以指导就可以了，通过练习巩固新知。)7． If you want to play basketball, what do you wear?学习服装词汇I wear shorts，T-shirt.并引出runners,出示单词卡片，拼读单词，并让学生练习用这些词说一个句子。8． 两人一组练习这组句式。
9． 听录音两遍，注意any和some,either 和too的读音和用法。10.完成课后习题并两人一组自编对话。11.利用实物汇报演出。
（设计意图：学习第二部分内容时,要把either 和too的用法提一下, any和some的用法留到第二课去解决。编对话的内容可根据完成习题的内容进行，并利用实物表演出来，运用于实际生活中。）Cla Cloing
Activity book Homework
Draw your favourite sport and write your favourite sport.板书设计：
Leon 1.Ping-pong and Basketball What’s your favourite sport? My favoutite sport is ____.I like ____ best.What do you wear?
I wear ____ ,____ and____ to play ____.课后习题：
一． 填单词并连线：
b__dm__nt__n
篮球
T-sh__ __t
运动鞋 p__ng-p__ng
羽毛球
sh__ __ts
T恤衫 s__cc__ __
乒乓球
r__nn__ __s
短裤 b__sk__tb__ll
足球 二． 填空：
1．What’s your favourite sport? My favoutite sport is ____.I like ____ best.2．What do you wear?
I wear ____ ,____ and____ to play ____.课后反思：
Leon2.At the Sports Store 教学目标：
1.知识目标：能四会单词need,any,or；理解any，some的用法；能灵活使用句子We need some ping-pong balls.Do you have any balls? Do you like this T-shirt or that T-shirt? I like this one.Do you like these runners or those runners? I want these runners.2.能力目标：能利用所学的词汇和句子到商店买东西，提高综合语言运用能力,解决实际生活中的问题。
3.情感目标：让学生学会独立买东西，学会看价钱和计算价格。 教学重、难点：要求四会的单词和要求掌握的句式。教具、学具准备：
1.
单词卡片,运动服装,乒乓球,纸币，课后习题卡（每人一张）。2.录音机或课件。教学过程：
Cla Opening and Review
1． 分给学生不同的球，让学生自己说出I like to play ____.My favourite sport is ____./ I like ____ best.2． T: What’s this/that? S: It’s a T-shirt? T: Do you like this T-shirt or that T-shirt? S: I like this one.T: What are these/those? S: They are runners.T: Do you like these runners or those runners? S: I like/want these runners.(设计意图：利用已有知识引出新知识，减小教学的难度，or在以前的教学中已多次用到，学生都已掌握，不必再多费时间，加深学生对this，that，these，those用法的印象为下面的学习做铺垫。)New Concepts 1.If I want to play ping-pong，we need some ping-pong balls.Say “need”,please.让学生利用 need 造句。
2.
Do you have any balls? Say “any”,please.讲清some和any的用法，都跟可数名词的复数或不可数名词，如：some/any shorts；some/any soup；some用在肯定句中，any用在否定和问句中，举例说明。3.完成课后习题。4.听录音两至三遍。同时讲解美元和元的区别。如：one dollar，two dollars；one yuan，two yuan.练习一下如何问多少钱How much is it? How much are they? 5.布置商店的环境，让学生根据课文编短剧，三、四人一组。 6.汇报演出。
（设计意图：本课是对话形式的课文教学，主要是环境的设置，要让学生在实际的生活环境中学习本文，首先要解决课文中的重难点，也就是新单词和一些主要句式，理清脉络。突破了重难点，理清了脉络，学生在表演对话时就没有很大的困难了。）Cla Cloing Activity book Homework 亲自到体育用品商店买一次东西并运用所学语言。板书设计：
Leon2.At the Sports Store We need some ping-pong balls.Do you have any balls? 课后习题： 一． 改错：
these book
this runners
some ball those pencil
that T-shirts
any soups 二． 选词填空：
1． Do you like ______T-shirt or ______T-shirt? 2． Do you like ______shorts or ______shorts? 3． We need ______ ping-pong balls.Do you have ______ balls?(any, some, these, those, this, that)课后反思：
Leon 3.At the Gym 教学目标：
1．知识目标：能四会单词light,heavy,throw,catch,hit；能灵活使用句子The basketball is heavy.The ping-pong ball is light.I’m throwing/catching the basketball.I’m hitting the ping-pong ball.2．能力目标：能利用所学的词汇和句子表演本课对话并运用于打篮球和乒乓球的活动中。
3.情感目标：培养学生对两种球类运动的喜爱之情。 教学重、难点：要求四会的单词和要求掌握的句式。教具、学具准备：
1.
单词卡片,石头,羽毛等轻重对比的物体,篮球,篮筐,乒乓球,乒乓球拍,球网，有条件可带学生去操场上这节课，课后习题卡（每人一张）。2.录音机或课件。教学过程：
Cla Opening and Review
1.
T:Hello, cla!What’s your favourite sports? S:My favourite sport is ____.2.
T:I want to learn basketball/ping-pong ball.Can you teach me? S:Yes.(设计意图：开头直接提出老师想学打篮球和乒乓球，让学生做小老师教，激发了学生的学习兴趣，增强了学生的自信心。)New Concepts 1．
教师右手拿篮球并说The basketball is heavy.左手拿乒乓球并说The ping-pong ball is light.让学生模仿练习。
2．利用准备的实物练习heavy 和light.3．
教师告诉学生篮筐是net,拿着篮球投篮，边投边说I’m throwing the basketball.Say “throw,throwing”,please.学生模仿练习。
4．教师没投中就说This is too hard.The basketball is too heavy.学生模仿练习。5．
教师拿着乒乓球投篮，一下就投中了就说This is too easy.The ping-pong ball is light.学生模仿练习。
6．然后把篮球传给别的学生并说I’m throwing the basketball.He’s catching the basketball.Say “catch,catching”,please.学生模仿练习。
7．教师又拿起乒乓球拍并告诉学生This is a paddle.I’m hitting the ping-pong ball.Say “paddle,hit,hitting”,please.学生模仿练习。8．
听录音两至三遍，完成课后习题。9．
学生分组编对话。10.汇报演出。
(设计意图：这节课的教学可在教室布置环境也可以到操场去上，让学生真正体会篮球和乒乓球运动，激发学习兴趣。在句子中学习单词，做到词不离句，最后过度到对话练习，形成篇章，对学生的综合语言运用能力有了很大的提升。)Cla Cloing Activity book Homework 课下打篮球和乒乓球并把所学语言运用进去。板书设计：
Leon 3.At the Gym The basketball is heavy.The ping-pong ball is light.I’m throwing/catching the basketball.I’m hitting the ping-pong ball.课后习题：
一． 根据要求写单词：
写出现在分词形式
写出反义词 hit---
heavy---
throw---
hard---catch---
this---learn---
these---teach---二． 填空：
1．I want to ____ basketball.Can you ____ me? 2.The basketball is ____.The ping-pong ball is ____.3.
I’m ____ing the basketball.He’s ____ing the basketball.4.I’m ____ting the ping-pong ball.课后反思：
Leon4 Where did you go? 教学目标：知识目标：1.bought, taught and thought 2.the story 3.a song 能力目标：1.past tense 2.where did you do? 3.What did you do？
情感目标：When you play things, you must get good corporation with your players.教学重点、难点：1.I am throwing the basketball.2.hitting and throwing 教具、学具：some balls and story a tape and pictures 教学过程：
一.Cla opening and review
Review “ past tense” and “ future tense” verbs with a game.Write three columns of words on the blackboard and ask for volunteers to match them correctly.As each student makes a match, he or she says “Yesterday I___de.Today I___.Tomorrow I am going to__.Introduce Add “buy” “teach” and “think” to your “today” column.Ask the students to give you the future tense for each verb and write them under your “tomorrow” column.Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to gue how they match with the present-tense verbs.Point out the similarities in spelling “bought” “taught” “thought” Use the student book
Pause after Number 1 in the student book.Review the story so far.Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book.Who are they talking to?
Note the word “player” in the leon.A “players” plays something, such as a sport.Practice
Play “What’s wrong?” to practice the new past tense verbs, and other tenses and verbs.Play “spelling Bee” to practice spelling any vocabulary in this unit.Tech “Oh, what did you do?” in Number 3 of the student book.Use the activity book
Number 2 in the activity book is a listening exercise.The students listen to each sentence on the audiotape and change it into the past—tense.Here’s how the audiotape goes: 板书：
Leon4 Where did you go? bought taught thought Where did you do? What did you do？习题：
l
写出buy teach think 的过去式。l
用Where did you do?练习说话。l
用What did you do？练习说话。课后反思：
Leon5 A basketball game
教学目标：知识目标：1.player and team, game 2．win and lost
能力目标：1.Demonstrate “win” and “lose” after the game is done 2.play a game of “spelling Bee”
情感目标：When you get lose, you don’t lose your heart.Try it again and again.You will win at last.教学重点、难点：1.words about the game 2.win and lose
教具、学具：A big picture of this leon and a tape 教学过程：
Cla opening and review
Play “Charades” to review occupations the students mastered in Levels 1, 2 and 7: teacher, clerk, cashier, waitre and bus driver.After the students have gueed these occupations, add “doctor” and “police officer”.The students mastered these words orally in Level 1, but they haven’t seen them for a long time.Whisper the translation for these occupations to the students acting them out, and help the cla gue the occupations with lots of prompts and encouragement.You can, for example, draw blanks on the blackboard and slowly write in the letters as you sound out more and more of each occupation.Introduce
Demonstrate “player” “team” “game” with six volunteers and a game of “spelling bee” divide the volunteers into two teams of three.Give player a sheet of coloured paper to hold, the same colour for each team.Demonstrate “win” and “lose” after the game is done.Point to the teams and as you say “You win/lose”
Use the student book Pause after Number 1 in the student book.Review the story so far.Li Ming and Jenny have been learning about sports.Look at the pictures in the student book.What are they doing now?
Note some of the idiom in this leon: Bob plays basketball “for fun” Jenny and Li Ming “jump up and down” Li Ming asks Jenny “What’s the score?” What do the students think these phrases mean? Practice Divide the cla into small groups.In each group.Some students pretend that they want to learn a game that the other students know how to learn a game that you play in cla.Do the activity book Cla closing 板书：
Leon5 A basketball game player team game win
lost习题：
l
用win和lost练习说话。l
连线：player
队
team
游戏
game
运动员 课后反思：
Leon 6 Who won? 教学目标：
1、正确理解、区分win—won, lose—lost
2、练习并准确应答What did you do？
教学重、难点：
1、学会探究学习时态的方法，理解过去时与现在时的不同用法；
2、能够理解和运用What did you do? 教具、学具：磁带、单词卡片。教学过程：
一、探究性学习准备
（1）
师生问候打招呼，并进行口语对话。
（2）
用What’s wrong?游戏来复习已学过动词的过去时、现在时和将来时结构。（设计思路：以学生喜爱的游戏方式进行复习，使这课一开始大家就有个好兴致。）
二、探究性学习的展开
Teaching key concepts 教师开门见山询问：What did you do yesterday?学生回答完毕，紧追问What did Jenny and Li Ming do this evening?让学生回忆上节课学习的内容并谈论一下比赛实况。让学生听录音，回答问题。探究问题一
1.
Did Bob’s team play a game? 2.Who won? 3.Who lost?
4.
What snacks did they buy?
学生小组合作，根据教师提供的录音内容，回答问题。探究问题二
认真听录音，复述Bob’s basketball game
小结：通过提示词Yesterday—Bob’s team played—good game--played hard—won—lost—yelled--bought帮助学生复述故事。
最后，请学生小组内进行比赛，巩固记忆动词的过去式。
三、探究练习训练
利用动词卡片向学生展示yesterdaytodaytomorrow不同时间的区别，对What did you do? What are you doing? What are you going to do?三组句子进行词汇替换。
小组内就关于从某地回到家中，向父母讲述去过哪里、做过什么等内容组织对话。
四、探究学习补充
活动手册有时间在课上做，没时间可说明要求，作为家庭作业。（设计思路：活动手册是很重要的一个内容，可利用它检查学生对所学知识的掌握情况）板书设计：
Yesterday—Bob’s team played—good game--played hard—won—lost—yelled--bought习题
一、仿照例句写句子
Eg.Yesterday we worked.Today we work.Tomorrow we are going to work.1、Yesterday we______.Today we win.Tomorrow we are going to________.2、Yesterday we _________.Today we __________.Tomorrow we are going to buy something.3、Yesterday we lost.Today we________.Tomorrow we _______________.二、找出下列答句所对应的问句 1.（）I am playing basketball.2.（）I am going to jump.3.（）I bought runners.4.（）I walk to school.A.What did you do yesterday? B.What are you going to do tomorrow? C.What are you doing now? D.What do you do from Monday to Friday？ 课后反思：
Leon7: Are you ready for a quiz ?
一、教学目标
1、知识目标
带领学生复习本单元的重点内容： ①重点词汇： any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team catch, throw, hit, need, win, lose ②重点句型：
—What did you do?—I/We ____.③过去时的应用。
2、能力目标
要求学生能够灵活运用所学知识谈论与运动相关的话题。
3、情感目标
使学生明白体育运动的好处和重要性，鼓励学生积极参加体育运动。
二、教学重点、难点：
1、教学重点
英语故事
2、教学难点 any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team catch, throw, hit, need, win, lose—What did you do?—I/We ____.过去时的应用。
三、教具准备：磁带、英语故事书
四、教学过程
一、Cla opening and review Play a game “What’s miing?”
（规则：把词汇卡片竖放在教室前面，告诉学生看1分钟的卡片后闭上眼睛,然后教师移开一张卡片。让学生睁开眼睛，设法指出教师移走了哪张卡片。提问每个学生让其说出移走的卡片的名称，直到猜对正确答案为止。让学生重新看到那张移走的卡片，并把它放回原处。那名猜对正确答案的学生可以在移走另一张卡片，让大家接着猜。）
二、1.
讨论leon 7: 的这几幅图片。（这几幅图片和问题都是本单元的重点知识，让学生讨论根据图片来描述不仅锻炼了孩子的口语表达能力，同时也复习了前面的知识。）2.听课文录音。
因为听力对于学生来说也很重要，安排这样一个练习，不仅强化了学生的知识，同时听力也得到了锻炼。
三、New concept1.利用《活动手册》、《故事书》和录音带带领学生复习。
1、讨论故事
a、oes anyone know any characters in this story？ b、Does anyone rember what the Diffos like to do ？ c、What does David do differently in this story ？ d、Is his friend happy or mad ？（本故事共分了三个情节，fly a kite , play egg ping-pong , play melon basketball.在讨论的时候也把这个故事分成三个部分来进行）
2、听录音
1）
先整体听一边。2）
在分成三部分来听。
3、练习
第一部分练习
填空。
One day , Dvied Difo was()with his fiend jeff.they were()kites.it was a hot day.there was no().the diffos()flew()in the wind.第二部分练习
判断
1.
They donot need eggs.2.
Jff taught Dvied to play egg ping-pong.3.
Can David hit the ping-pong balls ? No, he cannot.4.Jeff is not a good player.5.
David teaches Jeff to play egg ping-pong.Cla closing。Student book：Leon 7Homework：《Activity Book》
五、板书设计
Leon 7：Are you ready for a quiz ?
a.Does anyone know any characters in this story？ b.Does anyone rember what the Diffos like to do？ c.What does David do differently in this story ？
六、练习题
（一）选择题：
1 What sport do you like best ? I like to
best.a , play the badminton
b , play badminton
c, play the guitar
d, play the ping-pong 2 would like to learn to play ping-pong ?
a ,yes ,I do
b, no , I donot c ,yes , I would.d , yes , I can
3.Jenny and Li Ming________ something at the store yesterday morning.A.bought
B.thought
C.buy
（二）写出相对应的过去式：
play
have
go
teach
hit
hurt
want
think
buy
课后反思：
Leon8 Again, please.一、教学目标： 1.知识目标 ①重点词汇： any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team catch, throw, hit, need, win, lose ②重点句型：
—What did you do?—I/We ____.③过去时的应用。2.能力目标
要求学生能够灵活运用所学知识谈论与运动相关的话题。
3.情感态度，价值观：使学生明白体育运动的好处和重要性，鼓励学生积极参加体育运动。运用游戏激发学生学习英语的兴趣，小组、同桌合作学习，形成师生互动、生生互动培养学生合作精神，并对其他学生所说的话给予适当的回应，让每个孩子感知英语的特有的魅力，通过努力，体验成功！
二、教学重、难点： any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team catch, throw, hit, need, win, lose—What did you do?—I/We ____.过去时的应用。
三、教具准备
课件、六年级配套光盘、单词卡
四、教学过程：
Step1 Warming-up and revision 1．学生互相问候，建立氛围。
2．利用节奏轻快的Chant复习几类sports，为下面的授课营造良好的气氛。3.展示课件大标题，让同学们谈论“Your favourite sport.” 找几名自告奋勇的学生谈论。
4.看幻灯片中的表格，小组合作完成。
在这一环节中，学生间介绍自己通过调查得出的结果，把单词揉合于句型中，进行语言交流，使整个教学源于生活，又用于生活，让学生学得有趣，学得有用，体验成功。Step2 Practise
1.Play a game “What’s miing?”
（规则：把词汇卡片竖放在教室前面，告诉学生看1分钟的卡片后闭上眼睛,然后教师移开一张卡片。让学生睁开眼睛，设法指出教师移走了哪张卡片。提问每个学生让其说出移走的卡片的名称，直到猜对正确答案为止。让学生重新看到那张移走的卡片，并把它放回原处。那名猜对正确答案的学生可以在移走另一张卡片，让大家接着猜。）2.Practice
规则：教师出示几个一般现在时的句子，学生把它们变成一般过去时。3.Text
Step3 Cla closing Let’s chant.五、板书：
Leon8:Again , Please!sport
六、练习题
快乐过去式你来填
buy __________teach _________ think ___________ win __________ lose ___________ play ___________
watch ___________
写反义词。
win ________ lost ___________ light ___________
catch _________ 选择填空。
（）1.Ping-pong is my favourite sport.I like ping-pong________.A.better
B.best
C.good
（）2.This ball is_______, I can throw it easily.A.light
B.heavy
C.hard
（）3.Jenny and Li Ming________ something at the store yesterday morning.A.bought
B.thought
C.buy
（）4.Do you like this T-shirt________ that T-shirt?
A.and
B.as
C.or
（）5.I buy a________ of runners and a hat________ Kim.A.pairs……for
B.pair……to
C.pair……for（）6.You must hit the ball________ the paddle.A.with
B.in
C.at（）7.Do you have any_________ ?
A.shoes
B.coat
C.jacket
（）8.Jenny and Li Ming arrive _________ the gym at 7:00.A.in
B.on
C.at
（）9.Danny thought he _________ hit the ball, but he hurt his hand.A.can
B.could
C.can’t
（）10.What snacks did you buy?
I bought a_________ and pop.A.snack
B.hot dog
C.rice 按要求完成句子。（8分）
1.has, team, a, many, players(连词成句)
2.What did you do yesterday?(回答问题)
3.I fly kites in the park.(变一般将来时)
4。What is Jenny doing now?(用打篮球回答)
七、课后反思：
Leon 9 Always eat breakfast!
一、教学目标：
（一）知识： 1.巩固内容：
always, sometimes, usually, never等表示频度的词汇。2.掌握四会词汇和句型： ①healthy, strong, weak, week ②—How often do you ____?—____ times a ____.（二）能力：
学生能用所学词汇句型说出有关健康的句子。
（三）情感：
帮助学生明白早餐的重要性，培养学生关注健康、关心他人的品质。
二、教学重点、难点： 重点：四会词汇和句型
难点：—How often do you ____?—____ times a ____.句型的理解和运用。
三、教具、学具： 图片、录音机、四、教学过程：
Cla Opening and Review
Greeting.Play a game: Never, Never Key Concepts ①healthy, strong, weak, week ②—How often do you ____?—____ times a ____.Introduce
Use puppets to role-play “healthy”, “strong”,” weak”and “sick”.P1:(Sad, coughing.)I feel sick.Sick.Say it, please, cla.C: Sick.P2:(Happy, energetic.)I don’t feel sick.I feel healthy!Healthy.Say it, please.C: Healthy.P1: I am weak.Look!(Try to carry a chair, but can’t.)This chair is too heavy.I am weak.Weak.Say it, please.C: Weak.P2: Not me.I am strong.(To Puppet 1.)May I help you with that chair?(Carry it.)There!The chair is heavy, but I am strong.Strong.Say it, please.C: Strong.Show the pictures and introduce these words.Write “healthy”, “strong”,” weak”and “sick”on the blackboard.Ask the students try to translate them.Drill
Ask the students to say who is strong/ healthy/ weak/ sick.Student book No.1 Introduce
T: Everyone wants to be strong and healthy.Do you? Let’s learn what to do.First, always eat breakfast.Because it’s good for you!Do you always eat breakfast? Let’s look.Here is a chart.This is a week.There are seven days in a week.What are they?(Say Monday, Tuesday……)T: When did you eat breakfast last week?
Sunday Monday Tuesday Wednesday Thursday Friday Saturday Student 1
Student 2
„„
Introduce How often did you eat breakfast last week? Once/ Twice/ Three times/…… a week.Student book and audiotape
Play the audiotape and answer the questions:
How often did Danny/ Kim/ Li Ming eat breakfast last week? Practice
T: We can say other things.For example: How often do you play ping-pong? Ask the students to say some sentences.Ask the students to make up appropriate sentences about how often and make up a chart.Ask the students to introduce their charts.Activity book.Cla closing.五、板书设计
Leon 9: Always eat breakfast!
图片
Strong and healthy
图片
Weak and sick
—How often do you ____?—____ times a ____.(Once a week;
Twice a week.)
六、练习： (一)填空：
1.I always eat breakfast.I am ______ and _______.2.Liu Hong never eats breakfast.She is _______ and ______.(二)写句子：
Write three sentences with How often ________ ?
七、课后反思：
Leon 10 Always Brush Your Teeth!
一、教学目标 A.知识目标
1．Review and use the keywords : before and after.2．
Students can read ,listen , say and write the vocabulary: teeth ,brush your teeth ,face ,wash your face , comb(your hair).3.Important sentence :What do you do before / after ____? B.能力目标
1、学生能够正确运用短语brush„teeth , wash„face ,comb„hair ,并知道人称的变化。2.能够掌握before ,after 的用法。C.情感目标
通过学习，学生能对本课内容产生兴趣，主动参与教学活动，认真理解短文内容，并养成讲究卫生的好习惯。
二、重难点
after , before , teeth ,face , brush , comb
三、教学准备
Objects(toothbrush , comb …)word-cards , clock
四、学具准备
paper , clock , marker
五、教学过程
(一)Cla Opening and Review
1.Greeting :Good morning ,cla!How are you ?How’s the weather today ? 2.Review ：Look at some pictures and actions ,ask several questions How often do you ____?
What do you do ___? 设计意图：在游戏中复习已经学过的单词，避免枯燥乏味的单纯记忆，让学生自己主动的记忆。
3.Sing a song :In the Bathroom.(Review the names about body)(二)New concepts Step 1: Introduce : Show the cards to remember “teeth , face ”
T: Do actions to introduce “brush your teeth ” and “comb your hair”
设计意图：用实际动作演练介绍单词，学生既爱学，又学的快，理解的容易。T: Look , it’s 6:30 , I often brush my teeth.Then , I wash my face.T: What do you do ?
What are you doing ? Step 2 : Play a game : Gue
Review the phrases such as “eat breakfast , get up , wash …hands , wash …face , brush …teeth , comb …hair ”
Step3 : Demonstrate: Draw three clocks to show : 6:45
7:00
7:15 7:00
I want to eat breakfast at 7：00.6:45
Before I eat breakfast , I brush my teeth.7:15
After I eat breakfast , I go to school.设计意图：通过出示图片，创设情境，让学生在意义的、生动有趣的情景中接触所学的新内容。
T : Let’s repeat ,before and after.Can you say some sentences with these two words ? Practice in groups.Show
设计意图：通过小组中的互相练说，克服学生一个人怕说错的思想，在集思广义中说出自己能想到的句子，同时不限定于一个句型，培养学生的发散思维。在小组练习中，提高了学生发言的积极性，说的机会也增多了，加上教师或基础好的学生的及时指导，学生的表达能力也会有所提高。
Play the audiotape and read the dialogue , check up understanding.Show the exercises : Listen and order()Jenny wakes up.()Jenny brushes her teeth.()Jenny eats breakfast.()Jenny washes her face and hands.()Jenny combs her hair.()Jenny goes to school.设计意图： 在听的过程中为孩子预留了任务，符合英语课标中提倡的任务型教学，并且能引导学生注意听得重点内容，为他的学习提供了方向。(三)Cla closing
Activity Book : No 2 Listen.Answer the questions.Exercise
写出下列单词的反义词
1、weak----
2.sick---
3.this---
4.that---5.near---
6.quiet---
7.fast---
8.before--- 回答问题
1．How often do you go to school ? 2．
How often do you wash your face ?
3、What do you do before you eat breakfast ?
4、What do you do after you eat supper ? 写出下列短语
1．洗脸
2、刷牙
3、梳头
4、吃早饭 课后反思：
Leon 11：This Is Good for You
一、教学目标：
1、知识技能：（1）学生能够听、说、读、写单词：bones, muscles ,skin 并能用英语进行表达。
（2）
学生能复习掌握并实际做对话：What`s your favourite fruit？ My favourite fruit is。
（3）
学生能够联系旧知结合新知掌握课文中的重点单词和句子。
2、过程与方法：通过师生、生生间的问答练习、游戏等活动，使学生在轻松、活跃的课堂中获得知识。
3、情感态度：通过学习本单元的前三篇课文，学生知道什么是对身体健康有好处的，培养学生养成良好的卫生习惯。
二、教学重点：
（1）学生能掌握四会单词：bones, muscles ,skin。
（2）
并且能够运用句型 What`s your favourite fruit？ My favourite fruit is
。做对话。
三、教学难点：
学生能够理解运用身体健康的句子。
四、教具准备：
实物水果、食物卡片、CAI课件等。
五、教学过程：
教
学
设
计 设 计 意 图（1）Cla Opening and Review a．Greeting :
Good morning ,everyone!„„.b． Review words ：apple , banana , grapes , orange , melon , strawberry with real objects and make dialogue : What`s your favourite fruit？ My favourite fruit is
。c.game : do the activity
eg.Wash face ,wash hand ,comb hair ,get up ,eat breakfast ……（2）New concepts a．Demonstrate : bones, muscles ,skin with some pictures on the computer.Ask the Ss to pay more attention to “s”.Lead the Ss to read these new words several times.b.Introduce the sentences of part 1 on the computer too.Play the audiotape part 1 as the Ss follow.Then ask the Ss to discribe the pictures.c.Practice : listen to the radio and fill in the blank : ★
These are
.For strong, you need to eat foods that are good for you。
★
This is a
.For strong, you need exercise.★
This is
.Healthy
is clean
.d ．game : Show some pictures of food and let the Ss to divide them : which one is good for you or bad for you.And this food good for you is good food.just like : fish ,fruit ,meat ……
e.Discuion : Ask Ss to make a discu of what good for your health is.Then show the sentence :A healthy body has healthy bones ,muscles and skin.Blackboard design：
Leon 11：This Is Good for You bones
muscles
skin What`s your favourite fruit？ My favourite fruit is
。Exercise ：
1 ．写出下列短语：
洗脸
刷牙
梳头
吃早饭 2 ．写单词：
These are
.（骨头）This is
.（皮肤）
This is a
.For strong, you need exercise.（肌肉）A healthy body has healthy
and
.3.回答问题：
What`s your favourite fruit？
用游戏作为教学开头，活跃课堂气氛。复习了以前学过的单词，为后半部分教学做好铺垫。
用CAI课件上的图片和身体的肢体去表达骨骼、肌肉、皮肤等单词的含义。
使教学内容更简单、更直观，学生更容易理解和接受。活跃了学生的脑思维，将身体部位和英语单词有机结合起来，学生学起来比较感兴趣。
听音做事是英语课堂教学中一种很有效的途径，也是练习听力的一种有效的方法，做到了听和写的结合。
利用游戏使学生认识到什么食物是对身体有好处的，什么食物是对身体有害的。给学生创造一个快乐的学习环境。
小组合作并讨论，在复习旧知的基础上总结巩固新知。课后反思：
Leon12: Eat Your Vegetables!Teaching content Student book 8 Unit2 Leon12: Eat Your Vegetables!
Grade Grade Six Teaching time 40 minutes Teaching objectives 1.使学生能听、说、读和写词汇： cabbage, onions, month。2.使学生能够描述自己日常的饮食。3.能完成有关饮食的调查表。Teaching material analyses Teaching focal points
1、使学生能听、说、读和写词汇： cabbage, onions, month。
2、使学生能够描述自己日常的饮食。
Teaching difficulty points
1、能完成有关饮食的调查表。
2、能够在日常生活中，恰当的使用How often„?句型。Teaching aids tape recorder and tape, vegetables, CAI.Teaching steps
Warming-up and revision:
一、Greeting.
二、利用词汇卡片复习：beverage、meat、fruit。 New concepts:
一、学习cabbage、peas、onions.1、利用谜语学习peas。They are small.They are green.They live in the house.What are they?
2、使用实物学习cabbage、onions。
⑴
Put the cabbage in the box.Let student touch and gue.What is it? ⑵
The students talk about the cabbage.For example: What colour is it? Heave or light? Do you like cabbage? ⑶
Put the onion in the box.Let student touch and gue.What is it? ⑷
The students talk about the onion.二、练习对话。
1、T：How often do you eat peas? S: Once a week.T: How often do you eat cabbage? S: …
2、小组练习对话。
3、听录音并完成下表。（不看书）How often does Danny eat
day week month year donuts?
cabbage?
peas?
onions?
4、订正上表，并让学生描述内容。
三、小组练习，用调查表的形式调查一位同学的饮食习惯。a)
小组调查并填表。b)
展示各组表格。
c)
描述并评论同学饮食是否健康。
四、出示健康饮食表。
a)
出示一张小学生健康饮食表。b)
谈论饮食表。
c)
对照饮食表说说自己饮食有哪些不好的习惯？
五、Homework。
制作一张适合自己的健康饮食表。
六、Cla closing.板书：
Leon 12 : Eat Your Vegetables!How often does Danny eat
day week month year donuts?
cabbage?
peas?
onions?
Exercises :
一、Choose the right answers to the questions.1.
What colour is cabbage ?
()2.When do you wake up everyday ?
()3.Do you like peas ?
()4.How often does Danny eat donuts ?
()5.What do you do before supper ?
()A.I wake up at 7:00 in the morning.B.Danny eats donuts about twice a day.C.It’s green.D.I often do my homework.E.Yes , I do.二、Write the words in the correct order.1.do , how , eat , often , you , onions
_________________________________
2.like , would , some , you , cabbage
_________________________________
1.eat , I , month , a , about , peas , twice 课后反思：
Leon 13 ：Exercise 教学目标：
1、Students can read，write，say and aurally understand the vocabulary：minutes，hours，exercise
2、教授歌谣“Everyone, Everyone, Reach up High”
使学生能跟着节拍边做动作边说歌词。
3、通过本课教学，使学生了解健康的生活方式应加强体育锻炼。 教学重、难点：
1、掌握本课四会单词: minutes, hours, exercise 是重点。
2、如何在实际中灵活运用 How much/How many/How often 是难点。教具、学具：
一个带有分针的钟表、录音机、课文录音带。教学过程：
一、Cla Opening and Review：
1、Play“
What Time Is It” to review how to say times.2、Play“Simon Says” to review actions and phrases such as：ride a bike, walk, run, jump,play ping-pong等。
二、Key Concepts：
1、Introduce：
(1)Demonstrate“minute, hour”with a big clock.(2)Demonstrate“exercise” with five volunteers.Ask each volunteer(in a whisper)to perform an action(use the actions recommended for “Simon Says” above.)Ask the cla to gue what he or she is doing.Then ask all the volunteers to perform their actions at the same time and lead a dialogue：
T: Look!They are exercising!(Point to each volunteer)Riding a bike is exercise.Playing ping-pong is exercise.Walking is exercise.What else is exercise?(Point to the next volunteer.)__ing is...C: …exercise.T: Right!(Point to the final volunteer.)And __ing is …
C: …exercise.T: Very good!
2、Use the Student Book and Audiotape:(1)《教科书》第一部分 T：Exercise helps make your body healthy and strong.出示问题：What is exercise? How much exercise do you need? 学生边看书边听课文录音，同桌讨论后回答。回答第一题引出动名词短语作主语这一知识点，板书：Riding a bike/Walking to school/Running/Playing ping-pong is exercise.回答第二题时引出How much 与 How many 的区别，并利用钟表演示使学生能回答: How many minutes are there in an hour?/How many minutes make an hour?(2)《教科书》第二部分 出示问题：How many minutes dose Danny exercise? How often dose Danny exercise? How many minutes dose Danny walk to school? 听课文录音小组讨论后
得出结论：Danny needs to get more exercise.采取多种方式操练：同桌对话、小记者采访的形式询问同学们的锻炼情况，在活动中复习并巩固句式的运用，深刻领悟锻炼的重要性。
3、Practice: Teach “Everyone, Everyone, Reach up High” in Number 3 of the student book.(1)Play the audiotape, the students follow words and pictures in their books.(2)Teach line by line, students to repeat.(3)Finally play the audiotape again, students chant along and do the actions.(4)各组选派一名台前表演。
三、Cla Closing:
Homework:(1)画出一些动作或尽量用动作表演出来来练说:___ing is exercise.(2)课余将所学chant 带动作表演给家人或朋友。
(3)Make a chart : 了解身边人的锻炼情况。
板书 ：
Leon 13
Exercise
Sixty minutes make an hour!
Riding a bike
Walking to school
is exercise
Running
Playing ping-pong习题：
一、Fill in the blanks.1、_____ helps make your body healthy and strong.2、Sixty m_____make an h____.二、根据答句补全问句：
1、_________exercise do you need a day?
I need about twenty minutes of exercise a day.2、__________minutes do you need to walk to school?
I need about five minutes to walk to school
3、___________do you play ping-pong?
I play ping-pong three times a week.课后反思：
Leon 14 Work Hard 教学设计
教学目标：
1.知识方面：能听、说、读、写和正确运用high、low和homework等单词。 2.能力方面：能够在日常生活中灵活运用所学的词汇和句型。How often do you
_______ times a
.How many minutes do you _____ ____? About ____ minutes.3.情感态度，价值观：通过分组练习、游戏培养学生合作互助精神、通过本课主题培养学生健康的生活观念。教学重难点：
1.使学生听写词汇 homework、high、low、等单词 2.使学生能灵活、运用并练习句型。
How
often
do you ___ ___?
About ____minutes.教学过程：
Step1 Warming-up and revision
一、Greeting.
二、Chant.（内容）Everyone，everyone.reach up high，high、high、high.everyone, everyone.bend low, low、low、low.Step2 New Concepts
一、出示单词卡high、low把high贴在黑板的高处low贴在低处。让学生在手里随意拿一样东西，听教师的口令练习high、low.然后同桌练习。
二、观看幻灯，出示李明写作业的图片，放在屏幕的上方。提问：Is
it
low?
What is he doing?引出homework,进一步提问家庭作业还有那些形式。陆续出示所有图片，问What do they do ?
Do they work hard ?引出work hard 让学生说出自己最喜欢的事。问学生How
How many minutes do you___?
三、1.Play
a
game 将全班学生分成几个组，教师设置三个场景分别为学校、体育场、家中。要求学生用本单元所学的知识来编对话。最后用Work hard
at(in)____.来概括。然后学生来教室前表演。2.（一）、教师鼓舞学生说：Let's
work hard!Does kim work hard ?出示问题，让学生带着问题听磁带，然后做出回答。
（二）、Play
a
game
把全班分成若干小组，每组选出一名调查员，利用教师提前制作好的表格进行调查，评选出健康之星。Step3
Cla
closing
Homework 画出一幅有关Work
hard的图画，并写出几句话加以说明。四 布置作业
板书设计:
Leon 14 Work Hard How
often
do you ___ ___?
homework About ____minutes.high
Low 课后反思：
Leon : 15 Are You Ready For a Quiz ?
一、教学目标
1.使学生能够理解并运用本单元所学的词汇及句子。 2．理解故事内容，完成活动手册。
3．运用所学内容在实际情境中进行会话练习
二、教学重、难点
1.
教学重点：掌握本单元的词汇，理解故事内容。2.教学难点：
用“How often do you ____? ___times a_____.进行情境会话练习。
三、教具准备
Tape recorder and tape pictures CAI
四、教学过程
一、Greeting
[教师用 Hello ,How do you feel now ? Are you happy?等表达与学生问候，让师生在轻松的交流中走进本课]
一．
Warming-up
用Chant :“Everyone ,Everyone ,reach up high”作为热身的环节，既复习了以前所学内容，又将学生带到课堂上来，调动了学生的积极性。二．
Review
1.
利用卡片，用问答的方式帮助学生复习本单元需要掌握的单词，也可以让一名学生扮演小老师来提问。
[在复习词汇的同时，也满足了孩子们的表现欲，让复习课不在枯燥] 2．用本单元学过的反义词，自编 Chant
strong strong strong and weak
high
high
high and low
before before after and before
[利用 chant 熟记本单元的反义词，学生可以更快捷的记忆所学内容，同时也增加了他们的学习兴趣]
三、Story Story :
“A Healthy Monster’ Prepare to read :
T: Do you remember Maddy the Monster ? Who is her friend?
Discu the pictures.What do the students think is happening in the story? Read the story
Play the audiotape ,then check up the understanding.Discu the story
Do you like this story? Why or why not?
[利用小问题引起学生对故事的兴趣；在阅读故事中，尽量发挥学生的作用，让学生说一说他们读懂了什么，必要时教师给予帮助。让学生体验自己会读、会理解故事的过程。] Use the activity book
[最后，利用活动手册来检验学生对故事的理解情况。]
四、Cla closing 板书设计
Leon 15: Are You Ready For a Quiz ?
strong strong strong and weak
high
high
high and low before before after and before
选择正确答案的序号填空。
1．I always dry the dishes ______ super.A.after B.before C.at
2.______minutes do you watch TV everyday ? A.How much B.How many C.How often 3.Is this heavy _____ light? It is heavy.A.and B.or C.do
4.Danny _____breakfast five times last week.A.eat
B.ate
C.eated
练习：
在故事中找出第二单元的重点词汇，勾画出来。课后反思：
Leon 16 :Again，Please！
一、教学目标
1、知识目标：复习本单元的重点单词：介词：after before 名词：bones cabbage day exercise face homework hours minutes months muscles onions peas skin teeth weeks动词：brush comb 形容词：healthy high low strong weak
2、能力目标：通过情景创设，让学生能够理解并会书写这些单词，并在情景中运用单词，培养自主学习的能力，获得与同学交流的方法。
3、情感目标：通过本单元的学习，让学生知道如何强健身体？并学会在生活中如何与他人合作。
二、教学重难点：
能听懂、会说、会读和会写本单元四会单词并能根据本单元的内容完成小作文训练：How do you do make your body strong and healthy？
三、教学准备：
本单元中使用的图片如：肌肉、骨骼、牙齿及各种蔬菜
四、教学过程
一、Cla opening and review
1、师生问候：
How are you today?
I’m fine thanks and you ?
I’m fine too.二、Review：
1、根据以下问题来复习本单元中的单词 Do you want to be strong and healthy？
How do you make your body strong and healthy？
学完本单元学生基本上能总结出以下几点；教师紧接着板书学生能够说出的内容：Always eat breakfast！Always brush your teeth！Always eat vegetables！Exercise！Work hard！说出这些以后并让学生再详细说出每一项如何去做？这样就能把本单元中要复习的单词展示出来了，并写在黑板上。
2、根据上面内容复习本单元中的句型：How often------？
这个练习可根据图表来复习：就拿Eat breakfast来说，教师可问班××上某一个学生，让他说出一周中他都是哪天吃早饭？然后填表。How often did you eat breakfast last week？
Name Sunday Monday Tuesday Wednesday Thursday Friday Saturday ××
√
×× √ √ √ √ √ √
填完此表后教师可根据学生的情况进行问答练习。回答时注意一次用“Once”，两次用“ Twice ”，三次及三次以上用“----times”。可根据时间安排其它组练习。
3、根据黑板上的板书练习说话；How do you make your body strong and healthy？ 分组进行练习。几分钟后小组表演。
三、Cla closing 作业：把说的小短文写出来。
四、板书设计 Leon 16 :Again，Please！
Name Sunday Monday Tuesday Wednesday Thursday Friday Saturday ××
√
×× √ √ √ √ √ √
五、练习题
1、写出下列单词的反义词：
Strong---
weak---
before---
high---
2、选择正确的单词填空：（）How often do you eat breakfast？-------A．Once
B Three time
C Four times Sixty minutes make-------hour！A．a
B．an
C．/
3、写作（至少4句）
How to make your body strong and healthy？
课后反思：
Leon 17 Summer is coming!Teaching objectives：
4.
使学生能听、说、读和写词汇：leaves ,gra ,flowers ,sandals 5.使学生能够用英文描述每个季节的特征并说出自己喜爱的季节。Teaching focal points：
使学生能听、说、读和写词汇：leaves ,gra ,flowers ,sandals Teaching difficulty points：
使学生能够用英文描述每个季节的特征并说出自己喜爱的季节。Teaching aims：
tape recorder and tape, CAI Teaching steps： 一.师生互动
1.游戏：Simon Says.复习动作短语：swim, skip, play sports , fly a kite, look at flowers
2.绘画：复习tree , leaves , flowers, gra, clouds.（先让学生画4棵树，然后分别在不同的树上画上四季的特征，即新叶，黄叶，白雪等，完成后让学生在树旁写上四季的名称。）
3.看图说话（引导学生自学第一部分内容）
二.自由对话：What's your favourite season?
引导学生用My favourite season is...或I like....best.回答。在多次练习的基础上，拓展对话内容，谈谈喜欢这个季节的理由。（引导学生用上课文中的句子：I like to ,I like flowers.....）
三、自学课文
1.提出问题：What's Jenny and Li Ming's favourite season? Why ?
2.学生自学，小组合作，找出答案。
3.小组赛读（分层次竞赛，小组内分工读单词或句子，并进行相应的加分）Blackboard show:
Leon 17 Summer is coming!leaves
gra
flowers
sandals Exercises: 一 补全单词：
l_ _ves
gr_
fl_ _ers
s_nd_ls 二 根据句意补全句子：
1 In summer , I like ____swim.2 Sometimes ,I play sports ____ my friends.3 I like ___look____the flowers.4 I lie ___the gra and look at the clouds.课后反思：
Leon 18 Let's Go Swimming!Teaching objectives：
1.使学生能听、说、读和写词汇：swim ,swimsuit ,swimming pool 2.教育学生要养成热爱运动的好习惯
3.学生会用英语表达有关游泳的一些简单常识 Teaching focal points：
使学生能听、说、读和写词汇：swim ,swimsuit ,swimming pool Teaching difficulty points：
学生会用英语表达有关游泳的一些简单常识 Teaching aims：
tape recorder and tape, CAI Teaching steps：
一.游戏“你做我猜”复习swim ,duck ,fish ,river ,sandals ,lake等在课堂中将要用到的单词。
二.播放课件，学习第一部分
1，提出问题：What's Jenny doing?引导学生回答：She's swimming.T: Can you swim?
s: I can swim./I can't swim.T:(show cards)Can chicken swim?
What else can swim?
2, 学习swimsuit
a,猜卡片游戏复习衣物类单词。引出swimsuit.b,提问：What do you wear to swim?
What else ?
3,学习swimming pool
Do you want to swim? OK, let's go to the swimming pool? 引出swimming pool.Do you know , where is the swimming pool? 引导学生回答哪些地方有游泳池。
引导学生运用句型：Let's go to the swimming pool to swim！邀请好朋友去游泳
Where else can you swim?化用句型：Let's go to the lake/river to swim.三、学习短文
提出问题：Do you like swimming? Does Danny like to swim? Can Danny swim?
小组合作学习课文。
分层选择学习：
A.能流利朗读课文
B.能流利朗读文中对话
C。能读出大部分单词
回答问题：1.Can Jenny swim?
2.What does Danny wear to swim?
3.What does Jenny wear to swim?
4.Can Danny swim? Why? Blackboard show:
Leon 18 Let's Go Swimming!
Swim
swimsuit
swimming pool Exercises:
一 将下列动词转换成名词：
例 skip skipping rope
swim __________
play _________ run________ 二 回答问题：
1 Can you swim?
2 What do you wear to swim?
3 Where can you swim? 课后反思：
Here’s some gra.Now I am lying on the gra.Now I can see the sky!Practice
Divide the cla into small groups.Ask each group to make up a dialogue about lying on the gra and looking at clouds in the sky.Please read about making up dialogues in “Teaching Techniques”
Play “Go Fish” or “Memory Card” with the students’ flashcards for the following words: cloud, sky, flowers, leaves, gra, snow, ice, rain, sun and wind.Use the activity book
Number 2 in the activity book is a listening exercise on the audiotape as follows:
Leon19:Let’s go to the park Teaching objectives： 1.It looks like ____.2.cloud , sky 3.lie.Danny goes to the park, we should clear about its meaning.It’s fun and happy, if you have time you can go out to play after you have finished your words.The nature is clear and vivid, clean air, green trees and leaves, white clouds, beautiful flowers.We can go out share it.Teaching focal points：
1.
how to use “look like” 2．lie Teaching difficulty points： 1． how to use “look like” 2． lie
Teaching aims： A tape A big picture of the dialogue Teaching steps：
Cla opening and review
Review “flowers” “leaves” “gra” with a drill.Choose a drill from “Teaching Techniques” Introduce Demonstrate “cloud” and “sky” with your poster, or by pointing out the window of your claroom.Draw quick pictures of clouds on the blackboard.Make the clouds look like something.Say phrases such as: Use a puppet to introduce the word “lie” For example, draw quick pictures of a bed and some gra on the blackboard.Make the puppet “lie” on these as you say phrases for it such as: I am tired.I want to sleep.Where can I sleep? Here’s a bed.I am going to lie on the bed.Now I am lying on the bed.I don’t want to sleep here!Listen, draw the shapes and write the words.a triangle b.line c.circle d.square
Blackboard show:
Leon19:Let’s go to the park
lie on
cloud
sky
It looks like _________.Exercises:
一 补全单词并写出汉语意思：
cl_ _d()sk_()
c_ _ cle()
gr_()二 写出下列动词过去式的原形：
ran()lay()liked()did()made()went()was()thought(三 补全句子：
1 What does the kite look like? __ ___ ____ a bird.2 What does the cloud look like? __ ___ ____ an airplane.3 Iam going to ____ ____ the gra.4 I want to ____ _____ at the sky.课后反思：
Leon 20 Tomorrow We Will Work and Play
一、教学目标：
知识目标：will, skip, fly, very, park...能力目标：学会在将来时态中使用 “will” 情感目标：培养学生保护花草树木的思想感情)
二、教学重难点：“will”在将来时态中的使用
三、教具学具：单词卡片，表示处所的图画和动作单词，课件等
四、教学过程：
1、Greeting：
2、用表示处所的图片和相应的动作单词卡片练习句型Let＇s go to the _____（场所）to ____（动词）_____（名词）。
Eg: Let’s go to the bathroom to wash our hands.Let’s go to the living room to watch TV.Let’s go to the gym to play ping-pong.Let’s go to the park to fly kite.3、做游戏“Memory Card”来复习动词的三种时态：
挑选10个左右动词，分别写出他们的三种时态。教师把单词卡片分成 “过去，现在，将来”三种时态放在黑板前，首先让学生记忆单词一分钟，然后让他们挑出相应单词三种形式组合在一起，并贴在黑板相应的位置上。看那组记得准。
4、介绍will是be going to的另一种表达方法，然后在黑板上将来时态的部分加出第四栏，给出一个will的例子，学生试着填充其他动词的这一部分。
5、小组活动：
将学生分成若干小组，告诉学生我们明天要去公园，请小组合作制作一项计划，围绕 “What will you do in the park?”展开讨论，并把商议结果以对话的形式汇报。
6、听录音，回答问题：
Question: A.what will LiMing, Jenny and Danny do?
B.What will Danny do in the park?
7、Reading following the tape.8、练习： A: 仿写句子：
Eg: pencil
Tomorrow I will write a story.1.book
__________________________ 2.kite
__________________________ 3.skipping rope
__________________________ 4.park
__________________________ 5.gra
__________________________ B:用所给词适当形式填空：
1.Yesterday I _______(go)to the park with my parents.2.LiMing always _______(go)to school by bus.3.Tomorrow I ________(go)to library to read a book.4.I ______(go)to beijing next holiday.5.Last holiday I _______(help)my mother with housework.五、Blackboard：
Leon 20 Tomorrow We Will Work and Play Yesterday Today Tomorrow Ate Eat going to eat Will eat
六、课后反思：
Leon21: Summer Holiday
一、教学目标 知识目标
1.复习本单元与海滩相关的词汇。
2.围绕What will you do tomorrow ?利用I will___.句型展开话题。能力目标
①
通过复习熟练掌握运用到I will_____.句型。②
引导学生描述自己暑假将要做的事。
③
能够熟练掌握两种一般将来时的表达方法。
二、教学重、难点 重点： ocean, beach, sand
难点： Learn and use these words.Verbs form about change.Teaching steps:
Warming-up and revision:
一、Greeting.T: Hello,everyone!Ss: Hi.二、Review
1、复习动词的过去式和将来时
yesterday
today
tomorrow
go
watch
play
2、师生、生生问答
T: What do you like to do in the summer? S: I like to swim.S: I like to play badminton.S: …
T: What did you do last year? S: I went to Chengde.S: I went to the park.S:(师替学生答)I went to a lake to swim in the lake and played on the beach.(出示beach 卡片引出新单词)New concepts:
一、学习新单词。
1、教师出示ocean, beach, sand三个新单词（让学生自己试读教师指导）。
2、让学生试着自己由词组成短语、由词短语组成句子(给出一些适当的词)。ocean，beach，sand on the beach，I like playing on the beach.I will play on the beach this summer.In the ocean I like playing in the ocean.I will swim in the ocean this summer.Play with sand I like playing with sand.I will play with sand this summer.回答问题(师问本班学生)：
What will you do this summer? I will …
二、练习话题
1、小组讨论：What will you do this summer?
2、小组汇报：
S: I will go to Hai nan.I like playing on the beach.I like playing with sand.I will play in the ocean I like that place.That is nice.S: I want to play with my friends.That is fun.三、跟读课文，回答问题。Questions: 1, Where did Jenny go last summer? 2, What did Jenny do last summer? 3, What will Li Ming do this summer?
四、学生做一个旅行计划表。
Who? Where? When? How do you go? What will you do?
五、谈论你自己的旅行。
六、作业。活动手册
3、4题 本课练习
一、根据中文信息，选择正确的选项, 完成单词。（）1，s_ _mer
A.an
B.am
C.um
D.un（）2，air_ _ane
A.al
B.pl
C.ch
D.ph（）3，_ _ip
A.cr
B.dr
C.tr
D.ty（）4，mi_ _
A.ee
B.rr
C.tt
D.（）5，c_ _sin
A.ou
B.oa
C.oe
D.oo
二、用所给词的正确形式填空。
My family like to _______(go)on trips for our holiday.Last summer we _______(go)to Beidaihe for our holiday.We ______(stay)on the beach most of the time.(大部分时间)There we ________(make)thins with the sand.I _______(can not)swim.So my father _______(teach)me to shenyang for our winter holiday.My aunt and uncle ________(live)there.So we _______(visit)them.Also we ____(go)skiing and skating.三、连词成句。
1、like, beach, playing, I, the, on
2、will, and, aunt, I, uncle, visit, my
3、in, play, summer, to, sports, like, I, the
4、Danny, too, I, mi, and, will, you
5、ill, again, happy, feel, we, see, to, China
课后反思：
Leon22:What will you do at the beach? 教学目标:
1.知识目标:本课复习与海滩相关的词汇内容。e.g.ocean, beach, sand, lie on the beach, swim in the ocean„„
2.
能力目标：能够准确流利地描述自己的海滩经历，恰当地运用相关语句。
３情感目标：培养学生热爱大自然的情感以及保护环境的意识。
教学重点：关于海滩的一些词汇。e.g.ocean, beach, sand等。
教学难点：正确应用句式表达自己的经历和感受。教具准备：pictures, water, radio.教学方法：启发式，谈话式。
教学过程 备注
一．
Cla opening and greeting.二．
Warm-up.T:What do you like to do? Ss:I like to fly a kite.I like to sing a song.I like to draw a picture.…… 三．New concepts.T: Look, please!This is me at a beach.What am I doing? Sa:You’are wearing swimsuit.T:What am I going to do? Sb:You are going to swim.T:Where can I swim in? Sc:You can swim in the ocean.T:Yes.You’re clever.Now listen to me to introduce this picture again.This is me at the beach.Beaches have sand.I can make a sand animal.I can lie on the beach.I am wearing swimsuit.I am going to swim in the ocean.Did you go to the ocean? Ss:Yes/No.T: What did you do there?(提给那些去过海边的学生)Ss:…..T: If you are going to the ocean on this summer holiday, what will you do there?(此问题提给那些没去过海边的学生)Ss:…...T: Ok now I have two glaes of water, one is our drink water, the other one is ocean water.Who can tell us which one is the ocean water? Ss: Teacher, me!Let me try!(叫一名学生到前边来,他用品尝的方法告诉我们答案.)Sd: 咸的这杯是海水.T: Yes, clever!We know the ocean water is salty.“Salty” means “咸”.四.Listen and read.五.Try to retell.What will Jenny do at the beach? Ss: She will lie on the beach.She will wear shorts and sandals.She will make a sand animal.She will put on her swimsuit.She will swim in the ocean…… 六.Learn to sing a song.1.Play the song.2.Explain the meaning.3.Learn to sing.七.Cla closing.八.Homework: Write a short paage about your ocean trip.九.板书设计:
Leon22:What will you do at the beach? beach
sand
ocean ↓
↓
↓
lie on the beach make sand animals swim in the ocean 由学生感兴趣的问题导入，激发他们的学习欲望。
展示教师自己的生活照片，拉近与学生的距离，更直观生动地呈现本课的新授内容。教师启发引导学生回答问题，在此过程中强化训练了学生的口语表达能力。教师的看图描述给学生做了很好的示范，不仅锻炼了学生的听力还培养了他们叙述事情的逻辑思维和组织能力。
对学生能力的提升,让他们自己去想去说,训练他们的句式结构的组织及表达的综合能力。
这是本课的一个小游戏，能激发学生的兴趣和探究欲望，并考查了学生的一些生活常识。
复述是体现学生对已知内容的理解、运用和表达。
学唱歌曲能培养学生的韵律感,也能舒缓紧张的学习情绪,更能帮助学生识记更多的语句。
Exercises:
1.
补全单词：
b_ _ch
s_ _d
oc_ _n 2.英汉互译：
lie on the beach（）swim in the ocean（）穿短裤和凉鞋（）穿游泳衣（）3． 小练笔：What will you do at the beach? 课后反思：
Leon 23: Are You Ready for a Quiz?
一、教学目标：
知识目标：学习故事“Baby Becky’s Summer”
能力目标：能听懂故事内容并回答简单的问题，较好完成课本上的测试。情感目标：培养学生发现问题，自己解决问题的能力。
二、教学重、难点：通过本单元的学习，能过运用所学知识去解决问题。
三、教具、学具准备：录音机、磁带、故事书
四、教学过程：
1、Cla Opening and Review ①Sing “Summer’s Coming”
②Review: Do some exercises on student book
Listen carefully!Swim for the right answer.Fly for the wrong answer.⑴What do you wear to go swimming? ⑵What does this cloud look like? ⑶What are they doing? ⑷Where will Jenny go for the summer holiday? ⑸What is on the tree? What is under the tree?
2、Story ①Prepare to read Look at the pictures on the story book.Questions: What’s her name? Can she fly a kite? Can she skip? Does Baby Becky cry in this story? ②Read
Listen to the audiotape and read.③Discu the story
Divide the students into small groups(
Questions: When is next summer? Can Baby Becky fly a kite in this story? When will she fly a kite? Can she skip? When will she skip? Does Baby Becky like next summer better than this summer? Do you like this story? Why or why not?
T: Do you have any other questions?(让学生提出更多的问题，大家共同解决，培养学生发现问题，自己解决问题的能力。)
3、Activity Book: N2
4、Cla Closing
五、板书：
Leon 23: Are You Ready for a Quiz? Baby Becky’s Summer
put on her swimsuit Baby Becky
fly a kite
next summer
skip
六、课后反思：
Leon 24: Again,Please!教学目标：1，复习巩固本单元所学词语，句子。2，进行简单测试。
3，使学生具有成就感，学习信心增强。
教学重难点：从词语入手，逐步培养学生的综合语言运用能力。
教具：投影片（书中的几幅图和提示词语）无条件的话可用小黑板出示几组词语 学具：活动手册和彩笔 教学过程：
一.Cla opening and review 1.听上节课故事，做Secret Word 游戏，将重点词语板书。
Beach sand swimsuit sandals swim swimming pool ocean park flowers leaves gra look like will lie clouds sky fly skip
2.
看图和提示词语，说一段话来描述图片，也可只给提示词语来说话。beach cloud ocean sand sandals
swim swimming pool swimsuit sandals
park flowers leaves gra lie sky clouds skip fly look like 3.回答问题：
How’s the weather in summer? What about plants in summer?
What clothes will you wear in summer? What sports do you like to do in summer?
What will you do this summer? Will you go on a trip? Will you play some sports? Will you go swimming?...二.Test(Activity book)
1.
Find the words and write them.2.Write the correct words.3.
Listen，Write and draw what you hear.a.I lie on the gra.b.The flowers under the tree are red.c.The leaves on the tree are green.d.The cloud in the sky looks like a donut.e.A boy is skipping.f.A girl is wearing a swimsuit and sandals.g.She is flying a kite.三.Cla closing
1．Homework：根据提示，写一段关于今年夏天的短文。
Weather, clothes, sports, plants…
Will you go on a trip? Will you play some sports? Will you go swimming?.What will you do this summer?
2.
Sing a song：Summer’s coming 板书：Leon 24: Again,Please!
1.beach cloud ocean sand sandals
swim swimming pool swimsuit sandals
park flowers leaves gra lie sky clouds skip fly look like
2.What will you do this summer? 练习：
一．听句子，根据描述写出正确答案。
1.
It is in the sky.It’s white.Sometimes it looks like an airplane or a donut.2.It’s very big and blue.You can swim in it.There is a beach, too.3.
They have many colours.They are beautiful.Many girls like them very much.Usually they bloom in spring.4.
A fish can’t do it, but a bird can.5.In summer, they’re green.In fall, they’re yellow, they are on the tree.二．选择正确答案。1.What is jenny doing?
()2.Will you go to the park?()3.Waht are you going to do?()4.How’s the tree in winter?()5.What are they doing?
()
A.watching flowers.B.They loose their leaves.C.No, I will lie on the sand.D.She is flying a kite.E.I will run very fast.课后反思：
Leon 25 Buying Gift 教学目标：
1、知识与技能： （1）、学生可以读、写、说出并且听懂下列词汇：形容词：every名词：flag标准问句：How many______? ______.（2）、学生可以说出并且听懂下列标准问句：How far is it? ___ kilometres.How much is it ? It is ___ dollars.2、过程与方法：在教学中运用游戏、歌谣、情景表演等多种形式，增强学习的趣味性，培养学生课前预习的能力及语言交际能力。
3、情感态度与价值观：关注学生的情感，营造宽松、民主、和谐的氛围，用多种形式的教学手段和丰富多彩的教学活动吸引学生参与其中，继续激发和保持学生对英语的持久兴趣，促进学生的口语交际能力。 教学重点：
1、形容词：every
名词：flag.2、标准问句：How many______? ______.教学难点：
用How many______? ______.进行口语交际。教具：录音机
单词卡片
学生用的小卡片 教学过程：
一、回忆故事，引入课题。李明到加拿大上学，现在他要回国了。
He want to buy some souvenirs of Canada.复习句子结构： “Let’s go to the shop to buy ___.” 将这个句子写在黑板上，用卡片进行替换练习。最后出示加拿大国旗flag，向学生介绍：This is a souvenirs of Canada.二、通过对话，介绍重要概念every，flag，句子How many„„ Ask five boys and five girls to come to the front of the cla.Give each girl a flag.Lead a dialogue such as: Teacher: Look!How many people are there? Cla : Ten!Teacher: How many girls are there? Cla : Five!
Teacher : Right!(point to each girl, one at a time)Look!Dose she have a flag? Cla: Yes.Teacher:Good!
(point to each boy , one at a time)Dose he have a flag? Cla: No!
Teacher: Right!Every girl has a flag.She has a flag and She has a flag and She has a flag ……Every girl has a flag.Say it ,please.Cla: Every girl has a flag.Teacher:(Give a flag to each boy.)Now every boy has a flag.Say it ,please.Cla: Every boy has a flag.Teacher:How many flags are there? Cla:Ten!These flags are my gifts.What gifts dose Li Ming buy?
How many gifts dose Li Ming need? 让学生先猜猜看，然后听录音。
三、听录音，理解课文内容，回答问题。
1.先听课文第一部分并回答：a.Why will Li Ming buy gifts?b.How far is it to the store ? 2.听课文第二部分并回答：a.How many gifts dose Li Ming need? b.What gifts does he buy ?3.课前为每一位同学准备一张卡片如下： a book
1 dollar
a flag
10 dollors
a T-shirt
50 dollar
再听一遍第二部分，然后连线。在小组讨论结果时，让学生用How much_____?提问并做答。
4、当学生做完之后，教师指着1 dollar 说：This is cheap.The flag is cheap.指着50 dollars 说:This is expensive.The book is expensive.四、结束课堂教学，布置作业。
李明为家人选了合适的礼物，还要给Jenny一个surprise，什么是surprise？小组讨论，怎样给一Jenny个惊喜。请你们每个小组编一个对话，能用上How many ____? How much ______? How far____? 板书：
Leon 25 Buying Gift
How far is it?
___kilometres.How much is it ?
It is ___ dollars.练习：
1、看表格填空，并照样子写句子：
A B C D E
How many 7 pencils 3 umbrellas 10 apples 6 flags 6 T-shirts How much 1 dollar
for one 15 dollars for one 2 dollars for one 4 dollars
for one 10 dollars for one
A.How many pencils do you need? I need ________.B.How many _______ do you need? I need _________.C._____ ______ ______ do you need? I need ____________.D.___ ____ _____ do you need? I need _____________.E.____ _____ ____ do you need? I need ____________.二、根据上表，买东西。
A.How much is a pencil? It is _____ ______.1×7=__________.B.How much is an u________? _____________.15×3=________.C._____ _____ is a_______?_______________.2×10=___________.D.______ ______ ___ a ________? _________4×6=__________.E.______ _____ ___ a ______?___________.10×6=________.课后反思：
Leon 26
Looking at Picture 教学目标：
1、学生能正确说、读、写、用forget、remember
2、学生能用下列句子进行会话：
Do you remember this? Yes, it is a
.(No, I forget.)教学重点：
1、学生能正确说、读、写、用forget、remember
2、学生能熟练运用下列句子进行会话：
Do you remember this? Yes, it is a
.(No, I forget.)教学难点：学生能用下列句子进行会话：
Do you remember this? Yes, it is a
.(No, I forget.)教
具：词卡、录音机 课
时：1课时 教学过程：
一、问侯：
二、唱歌：
三、操练：复习25课单词
四、教授forget、remember
1、示范：
教师装作忘记然后又想起某物体的英语名称，如：装作忘记怎样说bag 和 book，教师用手势和面部表情让学生看明白意思，指关物体进行下列对话： 师：What is this? I forget how to say it in English.I forget.Say it, please, cla.生：I forget.师：Oh, I remember.It’s a bag.I remember.Say it, please,cla.生：I remember.然后，师再指另一件物品，师：I forget what this is.What’s this? Do you remember? 生：It’s a book.师：Oh, yes, you remember.Now I remember, too.2、跟读课文录音：
3、练习：用游戏“Go Fish”的变化形式做游戏。在游戏中，一生向另一生展示一张卡片并问：Do you remember this? 如对方有这张卡片，便回答：Yes, it is a
.如对方没有这张卡片，则回答No, I forget.4、角色扮演：
5、《活动手册》 No.1
6、游戏：
五、结束本课教学： 作业：
1、熟练本课对话
2、做《活动手册》 板书：
Leon 26
Looking at Picture remember
forget Do you remember this? Yes, it is a
.(No, I forget.)Exercises:
一、Match the word and write Chinese in the blanks:
for
member
（）um
brella
（）re
get
（）
二、Write the correct words:----What is this?
----I
(忘记)how to say it
English.(用英语)----Do your
(记得)？----It’s a book.----Oh, yes, I
(记得).----It’s a book.课后反思：
Leon27 I Remember
教学目标：Review regular and irregular past-tense verbs.教学重难点：Ask the students to remember regular and irregular past-tense verbs.They can say sentences with them.教学过程：
一、Review
Play “Santa” to review vocabulary from unit 4 of level 7.二、Key Concepts
1、Practice verb tenses with a chart.Write “yesterday”，“today”，“tomorrow”
acro the top of the blackboard.Ask the students to call out words from the leon in the student book.Write these under “yesterday”.Then write “buy”，“think”, “teach”, “go”, “see” and “eat” under “today”.Ask the students to call out the corresponding words in the leon for me to write under “yesterday”.Then ask for volunteers to complete the chart.2、Divide the cla into pairs.Each student draws a picture of something that happened during Li Ming’s visit to Canada.They label as much of their pictures as they can in English.They then take turns describing their pictures to their partners.3、Teach “Red river Valley” in Number2 of the student book.三、Activity book
四、Homework Writing on the blackboard: Leon27 I Remember
Yesterday
today
tomorrow
Cleaned
clean
Washed
wash
Talked
talk
Wanted
want
Laughed
laugh 课后反思：
Leon28 A party of Li Ming 教学目标：Teach the students some words: “early” “late” “begin” and “after”.They can say sentences with them.教学重难点：介绍一组反义词early和late, 让学生融入到李明的party中，通过情境让学生了解surprise这个词。教学过程：
一、Review Play “Before” and “After” to review “before” and “after”.二、Key Concepts early, late, begin party, surprise
1、Demonstrate “early”, “late” and “begin” together.Draw a big clock on the blackboard that shows the time.Facing the clock, write “before” on the left and “after” on the right.Draw a clock under “before” that shows a few minutes before cla time and a clock under “after” that shows a few minutes after.2、T: We are learning English now.This is English
cla.When does English cla begin? S: At _______.T: Right!Look!Here’s ________.3、Demonstrate “party” with the large vocabulary card.4、Role-play to demonstrate “surprise”.Ask a volunteer to leave the claroom.Hide a surprise in the volunteer’s desk.Then ask the volunteer to return to the room.T: I put something in your desk.Dose ____ know what’s in his/her desk, cla? S: No.T: _____ doesn’t know what I put in her desk.It’s a surprise!S: Surprise.T: Yes!There’s a surprise in your desk.Can you find it? S: Yes!
T: What is it? S: A flag.三、Practise
Divide the cla into small groups.Ask each group to make up a dialogue about organizing a surprise party for a friend.四、Activity book
五、Homework Writing on the blackboard: Leon28 A party of Li Ming before--------after
early-------late
begin
课后反思：
Leon 29: Surprise!
一、教学目标： 知识目标：
1.Four skills: cake, cookies, sugar, someone, ice cream 2.Three skills: flour, oil, salt, bowl
3.学生能听懂并会运用句型How long is
.能力目标：通过课本剧表演，培养学生在真实情境中运用语言的能力。
情感目标：通过本课的学习，培养学生热爱生活，关心他人，产生积极的情感体验。
二、教学重、难点： 1．掌握新授单词。
2．掌握制作饼干所需要的原材料。3．学习课文后进行课本剧的表演。.三、教具学具：电话，鸡蛋，面粉，油，盐，糖，碗，多媒体课件。
四、教学过程：
(一)、Cla Opening and Review 1.Greetings:
T: Hello, boys and girls.How are you? S: Fine, thank you.And you?
T: I’m fine, too.What day is today? What’s the date today? How’s the weather?
2.Students answer these questions together.3.Sing an English song.4.Act out dialogues.T: Do you like a party? S: Yes.T: Li Ming has lived in Canada for ten months.Let’s have a party for him.I think we can invite some friends for the party.Who do you want to invite? Please call them.(教师出示一部电话提示学生编一个电话会话)Show their telephone conversations.(由于是复习旧知识，学生们可提前准备好道具，教师要提醒学生正确使用“打电话”用语。如：Who’s that speaking? This is „Is that„speaking? Yes, it is.等。)(二)、Key Concepts 1.Presentation.T: Today is Li Ming’s party.Yesterday I bought some things for the party.What are they?（出示课件，学生边看边回答。）
S: Watermelon, pop, pizza, apples, banana…
T: But I think we need some more things.What do we need? S: We need„（学生也许会给出很多不同的答案，如“蛋糕，饼干，牛奶，水果等”）
T:（出示课件：一块蛋糕，一些饼干）Yes, we need a cake, some cookies.（出示实物“cookies”）They are cookies,and this is a cookie.（教师区别单复数，并将图片出示给学生）
Students read and spell the new words T: Can you make a cake? What do we need to make a cake?（学生也许会给出不同的答案如：鸡蛋，牛奶等，教师可拿出准备好的物品帮助他们回答）
T : We must have these things to make cookies..What are they? You can taste it and gue.(学生通过品尝得出结论，是油，盐，糖，面粉。但要学生注意面粉和花的发音一样，做cookies需要面粉而不是花)Then teach and read these new words.T+S: We need flour, oil, salt, sugar to make cookies.2.Listen and Say T: Now, Li Ming’s friends Jenny, Danny make some cookies.But, when they begin making cookies, there’s someone at the door.Who’s that?(教师走到门口敲门，用身势语解释there’s someone at the door.的意思。)They make some cookies, what does every cookie have? Kim bought a gift for the party.What did she buy?（教师一边提问，一边出示幻灯，打出问题，）Please listen to the tape and answer the questions.（放录音，学生听后回答问题。此环节培养学生在短时间内捕捉英语信息的能力以及锻炼他们的听说能力。）
Then show the picture of “ice-cream”, read and spell.3.Read and say Play the tape again, students listen and repeat.Then read the text together.（朗读课文时可采取多种形式：先自由读---分角色读---齐读。）
4.Act.T: Boys and girls, Li Ming is leaving soon.Let’s have a party for him.How do you prepare the party and how to have the party for him, now I give you some sentences, you can accord to the sentences and the text, make a dialogue with your friends.（教师根据课本提炼出主要句型出示给学生：1.What do you need for the party? 2.How do you make cookies? 3.Who comes to the party? 4.How do you have the party?学生根据句型及课文，编排一个课本剧。教师提示学生要联系生活实际，想想如何开聚会。）Students show their play.(三)、Cla Closing Sing a song.T: Let’s sing a song for Li Ming.Let’s wish he and his friends “Auld Lang Syne”.Play the tape, students listen to the music and sing the song.五：板书：
Leon 29: Surprise!cake
make sugar
su + gar
cookies
cook + ie + s someone
some + one ice cream
ice + cream 六：课后反思：
Leon30 Good-bye!
一、教学目标：
知识目标：学生能听懂并会运用句型How long is-----?-----
能力目标：在活动中培养学生积极参与的精神和与他人团结协作的精神。情感目标：培养学生学英语的态度，并通过活动调动学生学习英语的积极性
通过学习语言，培养珍视友谊、关爱他人的情感。
二、教学重、难点：学生能听懂并会运用句型How long is-----?-----三教具准备：钟表，红色的龙，录音机
四、教学过程：
一、Cla Opening 1.Greeting.(T: Hello!Ss.S: Hello!T.T: How’s the weather today? S: It’s sunny.2．Review
用“How many?”提问下列单词：minutes,hours,days,weeks,months,years。（1）
向学生展示一只大钟表并且提示学生 a minutes与an hour的概念（2）
引导学生进行对话
T: How many minutes in an hour? S: Sixty.T:(在minutes 与hours之间话一个箭头，旁边写上数字60)How many hours in a day?(以此类推)
二、New Concepts 1.Introduce 1.(Show a big clock)T: When does the English cla begin ? S: At 10:10.2.Practice T: How long is English cla?(做出数时针的动作)。S: Forty minutes.2.(出示许多地点名称，并在两地之间标出距离和行程的长短)Ask Ss to make a drill, 3.Free Talk such as : How far is it from Canada to Bei jing.? It’s------kilometers.How long is it?------minutes hours.Ask for volunteers to present.(播放书中第二部分歌曲，告诉学生李明将要离开加拿大，并让他们讨论下面的问题)When they are at the airport what will they talk about ? 4.Use the Ss Book and Audiotape
Play the audiotape as the student follow it and find out “What’re the surprises for Li Ming and Jenny” ? 5.Role-Play 让学生分角色朗诵课文。6。Sing the Song Ask Ss to sing this song after the tape.7.Homework Ask Ss to write a postcard for Li Ming or Jenny.三、Cla Closing
四、课后小练笔
1、选择填空。
1）A: _______is it from school to the library ? B: Two hours.A.How
B.how much
C.how long
D: How often 2)A: _______is it from school to your home ? B: Three kilometers.A.How
B.how much
C.how long
D: How often 3).A: ______ are they ? B: Five dollars.A.How
B.how much
C.how long
D: How often 4).A: ______do you go to school ? B :by bike.A.How
B.how much
C.how long
D: How often 课后反思：
Leon31：
Are You Ready for a Quiz？
一、教学目标：
通过故事的教学，使学生对本单元的单词、词汇掌握得更扎实。
通过多种方法和手段，为学生营造语言环境，使学生在模拟真实的情景中进行交际，增加信息量激发学生学习英语的兴趣，提高学生听、说、读、写及知识自学的综合能力。
能在活动中互相合作，体验合作的愉快，发展合作精神，培养自己的创造力与想象力。
二、重点与难点：
重点：时态、本单元的词汇
难点：时态的灵活应用。
三、教、学具
录音机 课本 活动手册
四、教学过程：
(一)Cla opening and review 1.Greeting.2.Sing a song
通过这一步骤既可让学生有一个适应教师语言（包括语音、语速等）的过程，消除紧张气氛，又可为进一步扩展学习个人信息交流作好复习铺垫。为了激发学生的学习兴趣，引起注意，拉近师生距离，首先以歌曲的形式导入正课。(二)Revision
1.T: Who can remember: What did Jenny Danny and the others do before Li Ming go home? Ss：学生根据本单元的学习，回答老师提出的问题 T: What did Li Ming do？
Ss：学生根据本单元的学习，回答老师提出的问题
(在学生的回答中引出第31课小册中的问题，以旧引新，过渡自然。)2.T: Now let’s do a quiz.T: Play the audiotape.Smile for the right answer.Frown for the wrong answer.Don’t worry.It’s not hard!
Ss：Listen and do.1)What does Jenny have in her hand? A flag.2)Can you name these foods? Cake, ice cream and sugar.3)How many cookies have letters? Every cookie has letters!I’m hungry now!4)Li Ming’s party begins at 4:00.Is Steven early or late? He’s late!5)How much are the socks? Fifteen dollars.鼓励学生积极参与、大胆表达，使学生在宽松、愉快的氛围中学习，在活动中有成功的体验。培养学生的自信心，让学生在参与活动中学会学习、学会合作。(三)Story
（为了调动学生的积极性，利用Work in pairs, ,in group等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。让学生进行分组自由对话。这一步既是展示本节课的语言学习成果，也是一个口语方面的反馈矫正机会与过程。）
1)
Prepare to read:
Here are some questions I can use to prepare the students for the story.Use as much English as poible, but allow the discuion to take place in Chinese where neceary.a.What is Danny making? b.What does his cake look like? c.What do the cookies look like? d.What is in Li Ming’s box? 2)
Read and discu.Let’s do questions and answer.Let’s talk in groups.(Here are some questions I can use to reinforce the main idea of the story.)a.What did Danny put in his cake for a surprise? b.What did Danny forget to put in his cake？ c.Was that a surprise? d.What did Mr.Wood’s cla send to Li Ming? e.What did Li Ming find in his cake? f.Do you like this story? Why or why not? 3)Answer the questions.pair/ group work是培养学生的合作意识，增加交际氛围，引导学生结合语境，促进学生的实践能力，为学生提供自主学习和相互交流的机会以及充分表现的空间。在活动中注意创设各种合作学习的活动，促进学生相互学习，互相帮助，体验集体荣誉感和成就感，发展合作精神。4）Fill in the blanks.Danny wakes up _______in the morning.His cla is going to have a ________.Danny is going to make a s______ c______.He b________s working on his cake.______do you make a cake? Does Danny _______? No, he ________s!He puts flours, eggs, oil, milk and salt in the cake, but he forgets the ________.Danny carries his cake to school.He walks slowly and he is _____for school.Mr.Wood brings __________ for the party.Jenny brings _________._________cookie looks like _____in the cla.Danny’s cake looks like Canada’s_______.5）Do No.2.分层次设计问题：使学生的学习有坡度，从而能够学的轻松，在学生熟练掌握本课重点,使学生的交际向前发展。学生通过思考、讨论、交流的合作的方式，学习和使用英语，完成学习任务。
（四）Cla closing
Homework:李明收到蛋糕后想要做什么或说什么写下来。试着做一个蛋糕。
五、板书
Leon31：
Are You Ready for a Quiz？ a.What is Danny making? b.What does his cake look like? c.What do the cookies look like? d.What is in Li Ming’s box?
e.What did Danny put in his cake for a surprise? f.What did Danny forget to put in his cake？ g.Was that a surprise? h.What did Mr.Wood’s cla send to Li Ming? i.What did Li Ming find in his cake? j.Do you like this story? Why or why not?
六、练习
一、补全单词并连线
s__ __ pr_se
早地 c__ __ kies
有人 __ __ rly
冰淇淋 s__me__ne
饼干
__ce cr__ __m
意外的惊喜
二、按要求改写句子.
1.
Rice is my favourite food.（改为同一句）I_________ rice _____________.2.
He has breakfast at 6:00 every morning.（改为过去时）He ________ breakfast at 6:00 yesterday morning.3.
They walk to school five days a week.（改为现在进行时）They ___________ to school now.三、写出下列单词的相应形式
put（过去时）______________ happy（反义词）_______________ sheep（复数形式）_________forget（反义词）______________ 课后反思：
Leon32: Again , Please!
This is the revision of this unit.So there are two parts in this leon.One part is the revision , the other part is the test.[教学目标]
1．能听懂、会说、会读、会写下列单词和句子。
early every late party flag surprise cake cookies ice cream sugar someone begin forget remember
2.能正确理解、运用下列重点句型，并能运用下列句子开展实践性的活动。 How many_________? ______________.How far is it? ________ kilometres.How long is _______? __________.How much is it? ________ dollars.[教学重点]
单词、句子的正确书写及其在语言环境中的正确运用。[教学难点]
重点句型在语言环境中的灵活运用。
[教学准备]卡片 录音机 课本 活动手册等 [教学过程]
(一)Cla opening and review 1.Greeting.2.Free talk.通过这一步骤既可让学生有一个适应教师语言（包括语音、语速等）的过程，消除紧张气氛，又可为进一步扩展学习个人信息交流作好复习铺垫。(二)Revision 1.T: Who can tell me : What will Li Ming do after he got the cake?（有的说写信、打电话等）Ss: He will „„（复习将来时）
T: How far is from Shijiazhuang to Canada? Ss:……
T: How many sentences do you remember beginning with “how”? Ss: ……
T:汇总学生的回答并板书：How(much many far long old tall often„)___________? 使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。让学生进一步展示本单元的语言学习成果，也是一个知识系统化的过程。）
T: Last leon I asked you to make a cake.How many minutes do you need to make a cake? Ss: ……
T: We learned to make the cake from the story :Danny’s Surprise Cake.Who can tell me how to do?（复习过去时）
Ss: „„（学生边回答，边让他把自己需要的材料写在黑板上）
T: Did you forget the sugar? Don’t forget the sugar.Remember it.Did your cake has a flag? What did your cake look like? Did your cake look like someone? Is it surprise? …… Ss: „„（学生边回答，边让他把本单元所要掌握的单词写在黑板上）
T: You were happy when you made the cake.I think you have a wonderful time from your childhood.Please tell your friends about it and write it.2.T: Now let’s do a quiz.1)Listen.Write what you hear.a.Let’s have a surprise a surprise party for Li Ming.b.When does the party begin? c.Do you remember what we ate the restaurant? d.What’s your name? I forget.e.Cake, cookies and ice cream are very good!f.The cake looks like Canada’s flag.g.She will be late.h.Please come early in the morning.i.Every coolie looks like someone in the cla.j.How many eggs do you need? 2)Draw clocks and answer the questions.3)Listen.Write the words.Then make a sentence.a.cookies b.how c.need d.many e.you f.will g.cake h.I i.sugar j.like k.in
l.my
（三）Cla closing
Homework:.Please tell your friends about a wonderful time from your childhood and write it.板书：
Leon32: Again , Please!
How(much many far long old tall often…)___________?
flag surprise cake cookies ice cream sugar someone early every late party begin forget remember 练习
一、选择
1._________is the trip? It’s eleven hours to Tianjin.A.How long B.How often C.How much D.How many 2.__________ do you play basketball?---Once a week.A.How long B.How often C.How much D.How many 3.________ are these shoes?---Fifty dollars.A.How long B.How often C.How much D.How many 4.__________ books do you have?---I have four books in my hand.A.What
B.Where
C.How much D.How many
三、写出下列单词的正确形式 go
see
teach
flew
bought
Will go
Will swim
Will teach 课后反思：
第6篇：吹糖人教学设计冀教版三级下册教案
吹糖人
教材分析：
这是一篇描写童年生活的文章，充满着浓浓的乡情与友情。题目是吹糖人，但实际上讲的是糖人给孩子们带来的快乐和享受。文章通过描写孩子们对糖人的企盼，对吹糖人师傅手艺的惊奇，对糖人的分享，童真、童趣跃然纸上。学生对吹糖人了解的并不多，这一经验基础也给理解文中孩子们对吹糖人的好奇、迫切的盼望吹糖人，带来一定的难度，通过课件的演示弥补孩子们在认识吹糖人的经验空白，为接下来深入的品读课文打下基础。课文儿童化的语言，浅显的内容，为学生正确理解课文，领会课文的思想感情，培养学生的语感奠定了基础。
教学目标：
知识目标：认识本课“瞪、羡”等8个生字，会正确书写“巧、稀、捏”等13个生字。
能力目标：理解课文内容，体会吹糖人给孩子们的生活带来的惊喜与快乐的享受。提高学生随文理解词意的能力，同时提高学生的阅读能力。
情感目标：让孩子了解乡村童年生活的乐趣，学会品味生活中平凡的乐趣与美。教学重点：
能正确、流利、有感情的朗读课文，体会人物的心理活动。
教学难点：
理解课文内容，体会吹糖人给孩子们的生活带来的惊喜与快乐的享受。通过学习课文学会品味生活中平凡的乐趣与美。
教学方法：
指导学生边读边想象，调动起学生的生活积累，引起情感的共鸣。
教学时数：
2课时
教学准备：
教师：多媒体 课件 学生：回忆记忆中难忘的事 设计意图：
本节课的设计意图就是利用多媒体弥补学生生活经验之中模糊不清的表象认识，通过感知、品读体会、讨论提升展示教材的内涵部分，在理解课文的基础上，充分发挥学生的想象力，使学生的创新思维迸出火花。通过环境或学习对象的再现，激发孩子在平凡生活中发现乐趣、感受生活中的美好与和谐。
教学过程：
一、视频播放“吹糖人的过程”激发学生的学习兴趣、导入新课。
师：每个人在童年的记忆中都有一些抹不掉的记忆，随着我们慢慢的长大有的会渐渐模糊，不过总有一些令我们时常会想起，说一说哪些事经常会让你想起?为什么？有一群年龄与我们差不多的孩子，每次听到锣声就会精神抖擞，像一阵风似的跑出来，你知道为什么吗？
总结:这些孩子都想马上看到他们喜爱的吹糖人。让我们一起去看一看这吹糖人为什么这么惹人喜爱呢？
（播放吹糖人视频）
（媒体设计意图：吹糖人这种民间文化在我们这个地区的孩子见得不多，凭空的来理解吹糖人对当时那些孩子的强烈吸引力有些困难。凭借多媒体课件来弥补孩子们在生活中经验的空白，既能激发孩子们对吹糖人的兴趣，又能激发学习课文的热情，为以下文章的学习铺垫了必要的生活经验基础。刺激学生的感官，让学生身临其境，激起学生对吹糖人的感情共鸣，从而达到“课伊始，情亦生”，为学习的深入搭建了感情的平台。）
引出课题。
二、初读课文，整体感知。
1.同桌读课文，读准字音，读通容易读错句子。（课件出示生词认读）
2.快速默读思考：课文分为几个自然段？主要围绕什么来写的？课文主要讲了什么事? (出示课件口答填空)（媒体设计意图：40分钟的课堂是有限的，教师应珍惜每分每秒的时间引导学生有效学习。此环节几处多媒体课件的应用紧扣课文中心内容，随文识字，从文章题目入手，设计几个问题，帮助学生初步了解课文讲述的故事。）3.教师根据学生回答及时评价。
4.师：刚才我们在录像中领略了糖人师傅吹糖人的过程，让我们再走近糖人摊把糖人看个清楚。
（课件播放糖人图片）
（媒体设计意图：把课文插图搬上大屏幕，让学生仔细观察，使之展开丰富想象，通过反复朗读交流来获得深切的体验和感受，从而能有序地说一段话，并从中感悟到孩子们对吹糖人的兴趣。）三、细读课文，深入体验。
1.师：糖人没来盼糖人，糖人来了看糖人。那孩子们在盼望师傅到来时是什么样的状况呢？下面就让我们一同走进课文的第一自然段。
①指名朗读第一自然段，学生思考：乡下孩子究竟是怎样一种心情呢？你从这个自然段的哪句话，哪个词语看出来的，并谈一谈自己的感受。
②重点抓住“立刻飞起”、“脚板下生风”、“围”、“睁大眼睛”、“眼珠儿随着……滴溜溜地转”、“惊奇”等词语，引导学生体会乡下孩子追看糖人时的急迫和热切。在此基础上进行感情朗读，读出欢快、愉悦、急迫、热切和惊喜的心情。
师：糖人师傅在我们的期盼中终于来了，孩子们急切想见到的糖人给你留下了什么印象？
集体交流。
（出示第一自然段，随机划出重点词语；然后练习补充句子。）
2.默读第2至4自然段后同组交流，糖人究竟给乡下孩子带来了哪些快乐？找依据，说理由，解情感，读课文。
3.集体汇报：
（出示重点句段，随机划出重点词语。）
（媒体设计意图：通过文字幻灯片来理解重点词句，利用幻灯片在讲解时，让重点词改变成醒目的颜色，使学生很容易就理解了句子的意思。为学生的自学理解搭建了阶梯，从而更易感悟、理解文章的内容。）
①第二自然段：
a“一会儿……一会儿……一会儿……一会儿……这些生灵。”——说明糖人师傅的作品种类繁多，技艺纯熟，令人称奇。
老师可以和学生共同展示收集来的“糖人”资料，然后再让学生补充可能还会有哪些“小生灵”呢？用 “一会……一会……”的句式练习说话。
b“伸长脖子”、“瞪圆眼睛”“恨不得撬开”——写出了孩子们对吹糖人过程的好奇。此时，可以插入“吹糖人”的视频资料，加深认识。C“羡慕”——说明每个人都想拥有一个自己钟爱的糖人。d“老远、老远”——说明大家紧紧跟随，不肯离去。（教师引导学生体会情感，适时进行个性化的配乐朗读。）
（媒体设计意图：通过多媒体课件，为学生提供容情入境的音乐效果，使学生有种身临其境的感觉，大大激发了朗读学习兴趣，提高了个体朗读的欲望）
②第三自然段
a教师先引导学生想象一下“一个糖人一个故事，会有哪些糖人和有趣的故事呢？” b引导学生抓住“端详”、“舔舔”、“郑重”、“小心”、“不想咬碎”等词语来体会孩子们舍不得吃糖人，以及对糖人的无比珍爱，并随机进行感情朗读。
C大家都还没有吃够、玩够，糖人就这样融化了，消失了，你觉得可惜吗？为什么？ 糖人虽然融化了，但是由它带来的那份美好的情谊却深深印刻在孩子们的心中。③第四自然段
整体回顾全文，引导学生思考：为什么前文说“糖人融化了，消失了”，而这里却说 “糖人在我的心中还没有融化呢”？
第一句中“糖人”是孩子手中握的现实中的食物，消失是因为大家都舍不得吃掉他们，所以“融化”了；而第二句中的“糖人”则是指“糖人给孩子们带来的快乐生活和美好的童年记忆”，它会永远根植在大家心中，无法忘记，所以说在心中没有融化。
（配乐情景渲染）
（媒体设计意图：构成文章的语言文字本身就有一定的造型、功能和表现功能，学生有感情朗读后形成融会了读者情感的体验，并对这一体验进行再加工深化，使之更加丰满鲜明。通过配乐朗读，学生脑海中会浮现出文中的情景，体会吹糖人给孩子们的生活带来的惊喜与快乐的享受。学会品味生活中平凡的乐趣与美。）
4.小结：尽管手中的糖人融化了，但是在我们内心深处永远不能消失的是糖人给孩子们带来的快乐、带来的童年回忆、带来的长大后对故乡的怀念……
5.配乐齐读全文。 四、拓展训练
1.阅读《童年回忆》片段。（课件出示《童年回忆》片段）
（媒体设计意图：结合拓展阅读进行小练笔，让学生充分感受、升华对文章的情感，使教学的内容贴近生活，用自己的笔触，描绘心中的情感。让学生知道生活就是学习，学习就是生活。）
2.通过读拓展阅读内容写出自己读后的感受。比一比哪个同学能和作者进行心与心的交流。
第7篇：冀教版三级下册科学教学总结
2011-2012学年度第二学期三年级科学教学工作总结
杜土完全小学 郭廷学
小学科学课是以培养学生科学素养为宗旨的科学启蒙课程，三年学生刚上科学课，一切都感新奇，尤其是科学实践课。因此，我在教学中，以“研在课前、探在课中、思在课后”为宗旨，尽力精心预设每一节课，创设轻松愉悦的情境进行教学，尽量创设玩的环境，让学生在玩中学习，玩中积累。以下是我对本学期的教学工作的总结。
一、主要成绩： 1、具体措施：
（1）抓好学生思想教育，培养学生自主探究的能力。针对学生的实际情况，开学初，积极做好学生思想教育工作，使其端正学习态度，树立科学意识，提高认识能力。深入了解学生的个性特点，尊重学生的兴趣爱好，细心发掘学生的闪光点，给予评价肯定，正确引导学生的行为，让其树立科学观念。
（2）抓好常规工作，培养学生自主学习的能力。我根据儿童的年龄特点，结合新教材理论知识，课堂上设计新颖、愉快的教学方法，增强趣味性，创设丰富多彩的教学情境，让学生在轻松愉快的学习中掌握知识、技能。发挥学生情感，激发学生求知欲望，减轻了学生的学习负担，培养了学生乐学的兴趣。细心观察学生的学习情况，做好调查小结工作，针对不同性质的学生，根据其的实际情况拟订学习目标，以目标来激励学生进步。
2、具体工作：
注意做好课前准备，刻苦钻研教材，认真学习课标和教科书，准备好每节课必要的实验教具，做到先备课，后上课的习惯。坚持理论和实际结合进行教学，使学生容易汲取，从而使教学任务能够按计划完成。同时，创设良好的教学环境，采用多种形式，多种方法，引导学生学会学习。一学期下来，积累了不少教学经验,学生的合作意识和合作能力得到大大的增强。（1）树学生参与意识
要在课堂教学中，发挥学生的自主性，就要让学生参与，让学生在活动中把感受到的、观察到的、想象到的用自己的话归纳出来，然后在合作、协调、讨论及在教师的引导下，作出正确的判断。要真正让学生参与学习的进程，教师在课前要做好课前准备，也要布置学生按每节课的要求，做好课前准备，带齐实验器具，然而在课堂教学中学生依照提示就能热热闹闹参与到教学活动中去。（2）激学生参与兴趣。
兴趣是最好的老师。我认为激发学生的参与兴趣，关键是激发学生做一个积极劳动者，勤动手、动脑、动口。（3）创学生参与方式。
丰富学生参与的方式，就是改变过去以教师讲、学生听，死记硬背的教学手段。科学课教材的特点非常抽象，要让学生在观察实验中发现秘密，获取新知识。引导学生自主学习，用多种感官去观察体验感悟。只要勤于动手动脑，仔细观察，就会获得新的科学理念。（4）抓学生参与过程。
我认为在课堂教学中，教师要关注学生在参与过程中所表现的质疑精神，从无疑到有疑，小疑则小进，大疑则大进。要让学生带着问题走进课堂，带着问题走出课堂，时常探究。要让课堂教学中生成的问题推动课堂教学过程，让学生参与过程成为主流。在学生参与过程中，教师要精心设置问题，合理安排，解疑、质疑。让学生的参与及参与过程中的生存既是意料之外，又是情理之中。
二、存在问题和努力方向：
在教学中，虽然取得了一定的成绩，完成了教学任务，但也存在着许多不足之处，如还有小部分学生的学习仍不够自觉，设计实验的能力和记录实验过程有能力还有待加强，缺乏探究精神和探究能力等，这些都有待于在今后的教学中克服。
