牛津小学英语3B Unit4 教案最新7篇

英语第十三次集体备课中心发言人：秦春花发言内容：今天我讲的是《牛津小学英语3B》第九单元《Shopping》第二课时。本单元的日常交际用语主要是围绕“购物”编排的。在第一课时教授了 a hat， a cap ，a vest ，a belt等词，因此本节课的教学内容是书中对话，以及单词 shoes ，socks，trousers。结合教材内容，教学目标和学生实际，把本单元分为三个教时进行教学。第一课时，学a hat， a cap， a vest， a belt等单词。第二课时学习书中对话，以及单词shoes以下是人见人爱的小编分享的牛津小学英语3B Unit4 教案最新7篇，希望可以启发、帮助到大家。

《牛津小学英语》3B第二单元第一教时 篇1

一、教学目标1. 能听懂、会说、会读和会写句型what are these/those? they’re ….how many kilos? …kilos, please.2. 能听懂、会说、会读和会写单词grapes.二、教具准备1、课前在教室四周贴上水果图片，将全班分成6个小组。2、超市小货架，营业员佩带的胸卡、单词、句型卡片、喇叭、帽子、各种水果实物。三、设计思路围绕“听说读写能力的培养”这一主题，通过深入浅出的句型操练，让学生在掌握句型的基础上主动参与购物、自主训练，最终达到把所学知识转化为实际应用能力的目的。三、教学过程step 1 say a rhyme《they are all play》 pears, bananas and pineapple.                   oranges, peaches and apples.                   big fruit and small fruit,                   they are all very good.（设计意图：通过复习三年级学过的一首小诗，充分调动学生的情感因素，变被动为主动，激发学生的学习兴趣。巩固再认各种水果，为呈现任务做好准备。）step 2 presentation(一)teach: what are these/those? they’re ….1. t: boys and girls, now i’ll play a game with you “touch and guess”。 look, here’s a big bag. who can come here and touch?  (一生上前来摸一下)t: what’s this?s: it’s an apple.t(面向全班)：yes, it’s an apple.t: go on .(s继续摸)t：what’s this?s: it’s an apple, too.t: it’s an apple, it’s an apple, too. they’re apples.t 出示卡片they’re ….ss read together.（设计意图：从触摸游戏入手，激起学生的好奇心和积极参与的欲望，同时将学生的注意力集中到水果复数上，引出句型they’re …，同时达到句型what are these?早渗透、勤反复的目的。）2.（出示单词图片）t：what are these?  引导学生回答they’re ….(apples、oranges、pears、bananas、peaches)  t 最后出示grapes, 学习葡萄，学生拼读练习。 （拿着葡萄问学生）t：what are these?  s: they’re grapes.  practice in chains. (学生进行连锁操练what are these? they’re grapes.)  t出示句型卡片：what are these? 拼读单词these, 读整个句子。  s拿出自己带的水果进行同桌操练。  check: s1: hello, , what are these?        s2: they’re ….        s3: hello, , what are these?        s4: they’re ….        ……（设计意图：用已经学过的水果图片操练句型what are these? they’re…，引出本课新单词葡萄。这样既复习水果单词，又可以让生词、句型结合起来学习。）3. t: now, let’s play a guessing game. i put some fruit over there. can you guess what are those?(手指墙角桌上用布盖好的水果)  s: they’re ….  若学生回答不出来，继续问2遍后揭示答案。  t 手指教室四周墙上的水果图片问：what are those?   ss answer  t 出示句型卡片：what are those?  ss 拼读单词those, 读句子。  pair work: what are those? they’re ….  check（设计意图：以猜的游戏入手，抓住学生的兴奋点，引出句型 what are those?）4.t: now, let’s play. boys and girls, stand up, please. follw me.t: this, that, these, those.(边说边做手势)ss 站起来跟着做。t：now, listen and do.老师说单词，学生做手势。t: let’s say a rhyme: this this this,that that that,these these these,those those those.5. t: what are these/those?  ss: they’re….  t: they are fruit. do you like fruit?  ss: yes, i do.（设计意图：在学完两组句型之后，学生应该得到一点放松，因此接着设计一个简单的rhyme,既复习巩固了知识，又活跃了气氛，使学生全身心放松，缓和了紧张的学习气氛。）(二)teach: how many kilos?…kilos, please.1. t: now, let’s go to the supermarket. ok? close your eyes.老师戴上帽子，将贷架摆上桌，戴上售货员的牌子，拿出一只喇叭，扮演水果店老板叫卖：apples, apples, three yuan a kilo; bananas, bananas, four yuan a kilo。（设计意图：创设购物情境，教师将平时的水果店缩小了放进课堂，扮演水果店老板叫卖，同时将卡片3元/公斤three yuan a kilo、4元/公斤four yuan a kilo出示，使学生对kilo有一个初步的印象，为进一步教学kilo打下基础。）2.t 出示卡片：1公斤：one kilo 学生练说1公斤、2公斤、3公斤、4公斤 t（出示1公斤、2公斤）：one kilo and two kilos, how many kilos? ss answer. 反复练习几次。（设计意图：用简单的数学加法引出how many kilos?…kilos.学生容易理解接受。）3.t出示句型卡片how many kilos?…kilos    ss 读这一句子。  t 出示5公斤、6公斤、8公斤，进行学生之间的ask and answer。  t 拿出小型水果筐（装上水电，贴上重量。）进行小组与小组之间的ask and answer.4.t: now ,boys and girls, you can come here and do some shopping. can i help you?s1 come to the front: i’d like some …，please.t: how many kilos?s1: … kilos, please.t: here you are. (老师与学生之间练习两次。i’d like some …，please.三年级已经学过，若学生一时忘了怎么说将这一句型出示一下。)t: now , who will be a saler?s3: i try.s3: can i help you?t: i’d like some …, please.s3: how many kilos?t: four kilos, please.学生与师对话两次。5. t: now you can buy some fruit from your saler. let’s have a competition.(将学生分成6组，每组一个售货员，其他同学扮演顾客向售货员买水果。每个售货员手里有十几张水果的图片，获知所购重量后，直接写在图片上，卖给顾客。最后比较哪一组的售货员卖出的水果多。)6.t: let me see. group 1 , group 2, group 3, group 4, group 5, group 6.评出优

《牛津小学英语》3B Unit3案例 篇2

教学内容：《牛津小学英语》6b unit 6 planning for the weekend b look，read and learn 和 c look and say

教学目标：

1、能听得懂、会说、会读和会拼写picomic, play, take part in。

2、能听得懂、会说、会读和会写四会句型what are you going to do …? we’re going to…。

教学重难点：

1、能听得懂、会说、会读和会拼写picomic, play, take part in。

2、能听得懂、会说、会读和会写四会句型what are you going to do …? we’re going to…。

教具准备：录音机、磁带、教学挂图等。

教学过程：

step1 warm up

1. greetings

2. sing a song will you join me?

3. free talk

以what do you usually do on sundays / at weekends?为重点(复习5b中所学的take photos，go shopping，collect stamps，collect coins，grow flowers，keep goldfish，make model ships，make clothes……)

step2 presentation

1. teach: have a picomic，go on an outing，see a play.

①由上步free talk的生询问师what do you usually do…？师答i usually have a picomic.引出have a picomic的教学。

②同法引出go on an outing和see a play的教学。

③指导单词记忆方法并加强拼读练习。

picomic→pi—c—ni—c

play→p—lay

2. teach: see a beijing opera show，take part in the singing contest，take part in the sports meeting及what are we going to do…? we’re going to …

①t：what do you usually do…? s1：i usually…   t：you usually…

教师自言自语what are we going to do…? we’re going to…  引出see a beijing opera show.

②全班问师what are we going to do…?师答we’re going to…引出take part in the singing contest，take part in the sports meeting。

③pair work.

④action.

⑤指导单词记忆方法并加强拼读练习

take part in→ta—ke＋par—t＋in

step3 consolidation

1. listen to the tape and repeat of“b look，read and learn”。

2. play games（b look，read and learn）

①边贴板书，边读单词。

②声音控制师

教师大声说，学生小声说；教师小声说，学生大声说；男生大声说，女生小声说……

③鹦鹉学舌

教师指板书单词，所读单词与所指单词相符，学生跟读，所读单词与所指单词不相符，学生起立不出声。

④摘星游戏

教师将比较难的单词标上3颗星，比较简单的标上2颗星或1颗星，先让学生自评能得多少颗星，再让同桌互相检查能得多少颗星。

3. look and say

①picture 1~2

根据图片，师生示范编对话。

②picture 3~4

groups work.学生小组讨论，根据图片编对话。

action.

③picture 5~6

pair work.学生同桌讨论，根据图片编对话。

action.

④write the sentences.

任选二幅图写下来，集体订正。（两生板演，其余生写本上）

4. play a game（寻宝游戏）

教师将图片藏于教室一处，找一生找，全班问what are we going to do…？此生离目标物越近，全班声音越大，反之亦然。此生找到目标物后用we’re going to…回答。

5. play a game ( look and guess)

教师或学生做某一动作，全班学生竞猜what are you going to do？

step4 assessment

汇总小组评价的结果，评出优胜组，进行教师评价。

step5 homework

1. listen to the tape and repeat of “b look，read and learn”。

2. copy the words four times.

3. write the sentences of “c look and say”。

4. 预习a listen and say。

板书内容：

①短语have a picomic，go on an outing，see a play，see a beijing opera show，take part in the singing contest，take part in the sports meeting。

②句型what are we going to do…? we’re going to…

板书设计：

《牛津小学英语》3B Unit3案例 篇3

一 教学目标

1  能听懂、会说、会读和会拼写单词a car, a bike, a bus 和 a kite。

2  能听懂、会说、会读和会写句型 what’s this/that in english? it’s a… do you like…? yes, i do. /no, i don’t.

3  能听懂、会说和会读日常交际用语 i loke puzzles. me, too. i love dolls. thank you very much. look at my kite. it’s nice. let’s…

4  初步了解名词的单复数。

5  了解辅音字母j 和 k 在单词中的发音。

6  能诵读歌谣 fly, fly my kite.

二 教学重难点

1能听懂、会说、会读和会拼写单词a car, a bike, a bus 和 a kite。

2能听懂、会说、会读和会写句型 what’s this/that in english? it’s a… do you like…? yes, i do. /no, i don’t.

三 课时安排：5课时

第一课时

教学内容：《牛津小学英语》4a unit 4

一 教学目标

1能正确听说读写词语in english, do, you, like, don’t, love, a puzzle, a kite, a doll.

2能正确运用日常交际用语 what’s this/that in english? it’s a puppet. do you like puppets? 及其回答 yes, i do./ no, i don’t.

3初步认识名词的单复数的基本形式。

二 教学重难点

1能正确听说读写词语in english, do, you, like, don’t, love, a puzzle, a kite, a doll.

2能正确运用日常交际用语 what’s this/that in english? it’s a puppet. do you like puppets? 及其回答 yes, i do./ no, i don’t.

3正确朗读单词 puppet, puzzle.

4比较流畅地朗读本课对话，并能在掌握本课对话内容的基础上用比较正确的读音、语调、表情和动作表演对话。

三 教学准备

1磁带和录音机。

2准备 puppet puzzle kite 和 doll等玩具和图片。

3新单词卡片 a kite, a doll, a puppet, a puzzle, love.

4请学生准备一些文具用品、玩具，要求色彩鲜明。

四 教学过程

a .  free talk :

1.  good morning/afternoon. / how are you?

2. t: hello.

s: hello, miss fan.

t: what’s that on your desk?

s: it’s a dog.

t: can i have a look?

s: sure.

t: oh, i love your dog.

…

b .  presentation and practice

1.介绍生词

1)拿出玩偶说it’s a puppet,跟读。

2)show these toys to the ss and stick them on the bb.

2.介绍句型

1)t point to her toy and say, this is a … let ss introduce their toys with these  sentences’ this is a …’ ‘that is a…’

2)t: what’s this /that in english?

s: it’s a ..

3)ss pratice the sentence with their toys. s----ss

4)t write down the sentences.

3.介绍名词单复数，生词like love和句型do you like/ love…?及其回答

1）t point to the toy and say, a puzzle---puzzles---i like puzzles.

2) ask the puppet: do you like puzzles?模拟回答 yes, i do./ no, i don’t.

3) the puppet ask t: do you like …?  tell ss the differences between like and love.

4) ss practice.

c. read andsay

1.look at the pictures carefully and listen to the tape. guess are these sentences right?

yang ling is in nancy’s home.

yang ling and nancy like puppets.

they like kites.

yang ling and nancy like puzzles.

they don’t love dolls.

2.学生听录音，模仿。

3.自读课文。

4.分角色读。

5.师生分角色读。

6.同桌练习，表演。

7.上台表演。

d.   consolidation

game  t:what’s this…?

s:it’s a …  (guess)

t:do you like this…?

s:yes, i do. i love…

t:here is a … for you.

s:thank you.

e.assign homework

1. 听录音，朗读，表演。

2. 自编对话。

第二课时

教学内容：《牛津小学英语》4a unit 4

一 教学目标

1.能正确听说读写单词a car a bus a bike a kite.

2. 能正确听说读单词 a balloon.

3. 能正确听说读写句子 what’s this/that in english?及其回答it’s a …

4. 能朗读歌谣fly, fly my kite

二 教学重难点

1. 能正确听说读写单词a car a bus a bike a kite.

2.能正确听说读单词 a balloon.

3. 能正确听说读写句子 what’s this/that in english?及其回答it’s a …

三 教学准备

1.准备八张图片及相应的单词卡片，录音机，磁带。

2.让学生准备自己的玩具。

3.板书准备。

四 教学过程

a.free talk

t: look,boys and girls. what’s this in english? (木偶)

s: it’s a puppet.

t: do you like puppets?

s:yes, i do. no, i don’t.

教师继续出示其他图片，替换示范。学生练习。

b. bevision

1. review read and say, act it.

2. 复习单词a puppet a puzzle a doll, 学生贴图片。

c. look read and learn

1. (气球) t: look at this picture. what’s this in english? oh, it’s a balloon. it’s red. it’s a nice balloon. do you like balloons?

ss: yes.

t: now read the word ‘balloon’ after me. can you put it on the bb?

2. play a game: what’s missing?

3. t:look at the picture. what’s this in english?

ss: it’s a car.

t: now let’s read andc spell the word ‘car’ (twice)

t:who can put it on the bb?

同法教其他单词。

4. play a game what’s missing?

这次要求拼写单词。

d. work in pairs

1.t: look here. what’s this in english?

ss: it’s a pen.

t: what’s that in english?

ss: it’s a book.

学生朗读，书写，抄写。

2. work in pairs.

e. say a rhyme

1. 听录音，欣赏

2. 介绍大义，朗读。

f. assign home work

1. 抄写四会单词和句子。

2. 朗读并默写四会单词和句子。

第三课时

教学内容：《牛津小学英语》4a unit 4

一 教学目标

1. 通过复习，掌握本单元的单词和句型what’s this/that in english?及其回答。

2. 进一步掌握句型do you like…? 及其回答。

二 教学重难点

1. 能四会掌握do you like… 及其回答。

三 教学准备

1.磁带 录音机 幻灯 玩具 图片

2.统计表

四 教学过程

a. free talk

1. say a rhyme

2. free talk

b. revision

t: now let’s review some words and sentences.

what’s this in english?

ss: it’s pen.

t: do youlike pens?

ss: yes, i do.

t: me, too.

同样的方法复习所有单词。

c. work in pairs

1. 出示表格ask and answer

name

kites

图

puppets

图

puzzles

图

dolls

图

s1

s2

示范，练习

2. practice in groups

3. report

1) how many ss like…?

2) who are they?

d. look and read

1.观察图片，了解大意

2.听录音，读故事

e. assign homework

1. 默写本单元的单词。

2. 用do you like…? 了解别人对物品的喜欢与否。

第四课时

教学内容：《牛津小学英语》4a unit 4

一 教学目标

1. 通过复习，掌握本单元所学的单词和句型。

2.能比较熟练地在情景中运用句型和交际用语。

3.能初步了解辅音字母j k在单词重的发音。

4.能有节奏地朗读歌谣。

二 教学重难点

1.能综合运用本单元的单词和举行。

2.能正确拼写玩具类的单词。

三 教学准备

1.磁带 录音机 实物投影仪 玩具 六种颜色牌子 水彩笔

2.学生带好玩具河水彩笔

四 教学过程

a. say a rhyme.

b. free talk

t: look! what’s this in english?

s: it’s a car.

t: do you like cars?

s: yes, i do. …

t: here’s a car for you.

学生用自己的玩具操练。

c. read and act

1. 出示风筝的头影片

t: what’s this in english?

ss: it’s a kite.

t: … come here ,please.

s1: all right.

t: look at my kite. do you like it?

s1: it’s nice. i like it.

t; let’s color it.

t: do you like red? …

2. 听录音两遍

3.  ask and answer: whose kuite is it?  do you like it?

4. 跟读 学生轻声读 同桌分角色读 出示投影编对话。

d. listen and repeat

1. t : now let’s look at this picture. ( jim juice key kitchen)

ss: 跟说这四个单词，体会。

2. 含有j k的单词 jacket jogging  kite

e. play a game

1. 六个人带六种颜色，老师说i like red.有红色的学生把牌子给老师，然后他发口令。

2. 组内玩游戏。

3. 输了说歌谣。

f. assign homework

1.抄写本单元的单词和句型，默写。

2. 背诵并表演read and act

3. 自编对话。

《牛津小学英语》3B Unit 1 B Look and learn 篇4

一、教学目的、要求

1.能 听说读写单词及短语class, over, say, after school, look for 。

2.能听 说 认读日常交际用语和句型：perhaps they are. i’ll go and join them. where are you going?

二、教学重点、难点

i’ll go and join them 的读音。

三、教具准备

单词、 句型卡片，录音机和磁带，课件，抹布，脸盆，篮球和yo-yos

四、教学过程设计与分析

step1 warming up

1.greeting

2.sing the clapping song

line part f in each unit together to make a clapping song ,to consolidate the phonetic alphabet.

lead-in the title—after school(equal to after class in the clapping song.)

teach:after school

3.daily freetalk

invite several groups to perform their freetalk prepared before each lesson.

（设计意图：拍手歌和每日对话，是每节课上课前都让学生准备进行操练的。前者通过不断诵读，有利学生对音标这一较难知识点的扎实掌握。后者为学生提高自身的口语水平帮助很大，同时对学过的句型进行了很好的巩固和运用。）

step ii presentation and practice

1. t: (递抹布给s6) s6, come here . please clean the window.

s6: all right.

t: what is he doing?

ss: he is cleaning the window.

t: (将盛着水的脸盆递给s7) s7, please go and help him.

s7: ok.

t: boys and girls , is s7 cleaning the window?

ss: no.t: she’s not cleaning the window. she’s helping s6. s6, is s7 helping you?

s6:yes.

teach “is… helping you” and practice.

2.课件展示miss li的图片。

(1).t: look, who’s she?(miss li) now i’m gao shan.(带gao shan头饰) excuse me. i’m looking for wang bing .is wang bing helping you in the office?

miss li: no, he’s not.

teach “is wang bing helping you in the office” and practise.

(2).gao shan: is wang bing helping miss li in the office?

ss: no.

gao shan: i’m looking for wang bing. do you know where he is?

ss: sorry, we don’t know.

teach “look for, looking for, i’m looking for wang bing” and practise.

gao shan: i’m sorry. i can’t find wang bing. (脱下头饰)

课件展示一个男孩找自行车的画面。

t: look at this boy. what’s he doing?

ss: he’s looking for the bike.

课件展示男孩找钥匙的画面。

t: what is he doing?

ss: he’s looking for his keys.

(3).t let ss use look for to make some sentences.

exercises:

_______ is looking for _________.

_______ are looking for _________.

_______ am looking for _________.

(4)t: who can guess where my key is?

perhaps it’s ….

s1: perhaps it’s in your bag.

s2: perhaps it’s in your jacket.

t: yes. it’s in my jacket, in my pocket.

teach:perhaps

（设计意图：在教学句型is wang bing helping you in the office?时，利用学生间互助擦玻璃这一生活情景引导学生学习新句型，不仅形象，而且易于被学生接受和理解，并且他们学会在生活中运用英语。通过找钥匙，承接让学生猜猜我的钥匙在哪来引出perhaps they are 的教学，这避免了句型教句型的枯燥，营造了轻松、愉快的学习氛围。）

5. teach “i’ll go and join them” and “let’s go and join them” and practise.

t: (手拿篮球) look, what’s this?

ss: it’s a basketball.

t: s8 and s9, please come here and play basketball.(问其他学生) are they playing basketball?

ss: yes, they are.

t: i like playing basketball. i’ll go and join them.

(说两次，并和两名学生一起玩篮球)

teach “i’ll join them, i’ll go and join them” and practise.

t: (拿出两个yo-yos，让两名学生玩) i like playing yo-yos, too. i’ll go and join them. who wants to play?

s10,11,12,13: i’ll go and join them.

t: ok. (问s14) do you like playing yo-yos?

s14: yes.

t: let’s go and join them.

ss: ok.

teach “let’s go and join them ”and practise .

(设计意图：通过创设真实的体育活动情景引出句型的教学，极大地调动囝学生的积极性，使学生能主动参与到英语学习中来。)

6. 课件显示时间4:30pm。

t: what’s the time?

ss: it’s 4:30pm.

t: classes are over.

teach “class, classes, over, classes are over” and practise.

课件出示放学的画面。

t: what’s the time?

ss: it’s three o’clock.

t: yes, classes are over.

what is gao shan doing?

(show the picture and the sentence: where is wang bing?)

ss:he is looking for wang bing.

7.listening exercises.

(1).show a dialogue about half of part a.let ss fill in the blanks and complete it by listening to the tape.

(2).check the answer and read it together.

8. 课件展示一个人走路的图片。

t: what’s he doing?

ss: he’s walking.

t: (出示zoo的图片 ) are you going to the zoo?

man: (运用课件对话) no, i’m not.

teach “are you going to the….” and practise.

课件展示park 和garden图片。

ss: are you going to the park / garden?

man: no, i’m not.

t: where are you going?

man: i’m going to the reading room.

teach “where are you going”。

ss: where are you going?

man: i’m going to the reading room.

teach:

a:are you going to the …?

b: no, i’m not.

a: where are you going?

b: i’m going to the….

替换下列地点名词toilet, sports hall, playground, table tennis room进行pair word 练习，教师巡视。

pair work:

a: are you going to the…?

b: no, i’m not.

a: where are you going?

b: i’m going to the….

(设计意图：创设情境学习句型并在学完后用所学句型进行操练。做到了当堂学习当堂巩固，收到了良好的学习效果。)

9.listen to another dialogue ,answer two questions.

(1).where are su hai and su yang?

(2).are they studying in the library?

10.listen to the tape ,following it to read unit 7 part a.

step iii learn the text

t: now, let’s listen to the tape. before listening, i’ll give you five questions. let’s have a look.

1.ss read the questions and listen to the tape, then answer the questions one by one.

2.ss read after the tape and the teacher.

step iv homework

1try to read the dialogue in part a fluently.

2 have a role play to perform the dialogue.

《牛津小学英语》5a unit7教案第二课时（a部分) 来自第一范文网。

牛津小学英语3B Unit4 教案 篇5

《牛津小学英语4b》unit 4 参考教案常州师范第二附属小学 王蕾一、本单元教学内容类别语音项目要求语音辅音字母组合th在单词中的发音听读、辨认词汇apples, oranges, bananas, peaches, grapes, watermelons, pears, some听得懂、会说、会读、会拼写日常交际用语can i help you?these or those?听得懂、会说、会读句型what are these/ those?they’re….how many kilos?… kilos, please.听得懂、会说、会读、会写歌谣<i like fruit>会朗诵二、本单元教学重点和难点：*△ 1.能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears, some。2.能听得懂、会说和会读日常交际用语can i help you? these or those?*△ 3.能听得懂、会说、会读和会写句型what are these/those? they’re…. how many kilos? … kilos, please.*△ 4.初步掌握名词复数的词形和读音的变化。5.了解辅音字母组合th在单词中的两种不同读音。6.能有表情(☆)地流利的诵读歌谣《i like fruit》。（ p.s.  *为教学难点，△ 为教学重点。）三、教材内容分析：本单元的核心教学内容是“认物”，主要学习句子what are these/ those? they’re…。book4a中已经出现what’s this/ that? it’s…句型。教学中教师可以采用以旧带新的方法，从单数句式引出复数句式，还可以通过单复数形式比较找出它们之间的区别。本单元主要出现了水果类单词，除lemons, strawberries, grapes三种水果是第一次出现以外，其余八种均在book3a第三单元中出现过。教师可通过句型do you like …? yes, i do./ no, i don’t.的问答教授这三个新单词，并适当补充一些学生感兴趣的水果单词，如甘蔗(sugar cane),荔枝(lichee)等等。本单元出现的是这些单词的复数形式，涉及到词形、读音的变化，是教学中的难点。教师可以对名词复数的词形和读音进行归类。与本单元所出现的水果类单词紧密结合的是在商店里购物的常用语can i help you? how many kilos? these or those?等。在教学中教师要注意创设购物情景，让学生熟练自如的运用这些购物的基本用语。另外可以根据学生的具体情况适当补充一些其他购物用语或让学有余力的学生课后去收集这类交际用语，以扩充他们的知识面、锻炼他们的自主学习能力。四、课时安排： 四课时五、教学过程设计：period 1teaching aims and difficulties:1. 能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears。能听得懂、会说、会读单词pineapples, lemons, strawberries, mangoes。2. 能听得懂、会说、会读和会写句型what are these/those? they’re….3. 学会有表情的朗读歌谣《i like fruit》。teaching procedures:step 1. warming-up------- greetings.------- daily practise.t: point to the teacher, student, policeman, nurse, doctor, dentist, farmer, etc.s: teacher, student, policeman, nurse, doctor, dentist, farmer, etc.(do the action while speak out the word)t- s  s- sstep 2. presentationt: do you like doctors/nurses/ policemen/ farmers/…?s: yes, i do. ( no, i don’t.)t: do you like your english/ chinese/ math teacher?s: yes, i do. (no, i don’t.)t: thank you. miss wang likes apples. do you like apples?s: yes, i do. (no, i don’t.)t: what do you like, then?s: i like pears/bananas/pineapples/watermelons/peaches/oranges/mangoes.step 3 new words, chant and structures learning1.new words learningt: oh, i see. now, i’ll play a game with you. it is called” touch and guess”。 who’d like to come to the front and have a try?s: i try.t: , come here. please touch and guess what are these in the bag?s1: pears.t: let me see. oh, you’re right. now i’ll change the fruits, please wait a minute. ok, who’d like to try now?s: i try.t: , you please.s2: (touching the fruits)t: what are these?s2: oranges.t: i’m sorry you’re wrong. who can touch and guess once again?s: i try.t: ok, , you please.s3: pears.t: i’m sorry you’re wrong, either. let me show you: what are these in the bag? ( take out the fruits in the bag) look, they’re lemons. say after me, lemons.s: lemons.t: lemon. ( point to one lemon)s: lemon.t: lemons. ( point to all lemons)s: lemons.t: ok, boys and girls. what are these in the bag?s: lemons.t: yes, you can also say: they’re lemons.s: they’re lemons.( teach the words “grapes” and “ strawberries” in the same way.)t: ok, now let’s do ‘’point to …” once again, but this time we don’t point to the students act in different jobs, we point to the fruits. are you ready?s: yes.t: good, here we go! point to the lemons, grapes, strawberries, etc.s: lemons, grapes, strawberries, etc.t-s  s-s2. new chant learningt: you’ve done a great job just now. ok, it’s time to say a chant. do you like it?s: yes.t: ok. listen to the tape carefully.(play the tape recorder)s: (learn the chant)t: now, let’s say the chant by ourselves. strawberries, strawberries, red and sweet. one, two, start!s: ( say the chant and clap their hands together.)3.new structures learningt: very good! excuse me, what are these in the bag once again?s: they’re lemons.t: do you like lemons?s: yes, i do. ( no, i don’t.)t: thank you. boys and girls, can you guess what are those behind the bookcase?s1: they’re lemons, too.t: no.s2: they’re oranges.t: no, you’re wrong. ok, i can give you a hint: they’re red and sweet.s3: they’re strawberries.t: yes, how clever! you’re right. do you like strawberries?s3: yes, i do.t: can you guess what are those behind the door? they’re yellow and sweet.s1: they’re pears.t: no.s2: they’re peaches.t: i’m sorry.s3: they’re mangoes.t: bingo! you’re right. do you like mangoes?s3: no, i don’t.step 4. practicet: now, please use the fruits you brought here to make a dialogue with your desk mates. if you didn’t bring anything, you can talk about the pictures on page 33 in your english book. pay attention to use the new drills in your dialogues. now, i’d like to give you an example. please listen carefully. excuse me, what are these?s4: they’re apples?t: do you like apples？s4: yes, i do.t: what are those over there?s4: they’re lemons.t: do you like lemons?s4: no, i don’t.t: oh, i see. i like lemons. may i have one?s4: sure, here you are.t: thank you.s4: not at all.s: （work in pairs.）t: ask some pairs to act their dialogues out. t: take out your books and turn to page 30, let’s read after the tape.s: (read after the tape, and then read in groups/ pairs.)step 5. consolidation

t: i know my father and mother like apples. do you know what fruit do you father and mother like? after class, use the words and sentences we have learnt today to ask your father and mother what do they like. if you don’t know how to say the fruits’ names, you can go and ask the greengrocers or bring them to the school and ask me. then finish this table. next class, i’ll check it out. that’s all for this class.homeworkoral work: 1)read the content on page 30 and 32 .           2) practise the chant on page 37 and try to make a similar one.3) finish the table below:fruitsfathermothergrandfathergrandmotherlike    don’t like    written work: copy the new words and finish part e of the workbook.period 2teaching aims and difficulties:1. 能听得懂、会说、会读和会拼写单词some。2. 能听得懂、会说和会读日常交际用语can i help you? i’d like some…how many kilos?…kilos, please.   渗透询问价格的日常交际用语： how much …? … yuan.3. 能正确表达每重量单位的单价。teaching procedures:step 1. warming-up and revisions1.dialy practise: point to…. (review the new words which are taught in last period)2.1) say the chant<i like fruits> with actions.2) ask some students to say the chants which are written by themselves.s1: watermelons, watermelons, red and green.s2: lemons, lemons, yellow and sour.s3: grapes, grapes, purple and green.s:…3) check the table which should be finished after last class.t: excuse me, . what do you father and mother like?s1: they like watermelons.t: excuse me, . what do you grandfather and grandmother like?s2: they’re like peaches.t: oh, i see. i like peaches, too.step 2. presentationt: with the table in your hand, i think we can do some shopping now. we can buy some fruits for our father and mother. boys and girls, what are these on the desk?s1: they’re apples.s2: they’re bananas.s3: they’re pears.s4: they’re strawberries.s5: they’re oranges.t: look, i also put some fruit over there. d o you know their names? if you don’t know, you can ask me.s1: excuse me, miss wang! what are those over there?t: they’re sugar canes.s2: what are those over there, miss wang?t: they’re lichees. s3: what are those over there?t: they’re tomatoes.s:….step 3. new structures learning1. 重量单位和每重量单位单价的正确认读1公斤/千克：one kilo (1 kg)       3.5公斤/千克： three point five kilos1磅：one pound (1 p)         5元/千克：five yuan a kilo (5元/kg)3.5元/磅：three yuan five jiao a pound (3.5元/p)2.can i help you? i’d like some….  how many kilos? …kilos, please.t: now, i’m a shop assistant. you can buy fruits from me. can i help you?s: i’d like apples.t: how many kilos?s: two kilos, please.t: ok, here you are.s: thank you. goodbye!t: bye!t-st: i also like to buy some fruits for my father and mother. who’d like to be the shop assistant?s: i try.t: ok. you, please.s1: can i help you?t: i’d like some strawberries for my mother. s1: how many kilos?t: one kilo, please. how much are they?( take out the purse in order to help the student understand the meaning of this sentence.)s1:ten yuan.t: here you are. and i’d like some sugar canes for my father, too. s1: how many kilos?t: three kilos, please. how much are they?s1: ten yuan.t: no, eight yuan.s1: ok.t: here you are.s1: thank you. goodbye!t: see you.s-t   s-sstep 4. practicet: now i’ll divide you into four groups. you can do some shopping in the classroom. the students of group one are the shop assistants in lianhua supermarket. group two are the shop assistants in rt-market. group three and four are the customers. ok, you can go now.s: (do the shopping.)t: ok, the students of group one and group two also like to buy some fruits. so let’s exchange now. the students of group three are the shop assistants in lianhua supermarket. group four are the shop assistants in rt-market. group one and two are the customers.s: (do the shopping.)step 5. consolidationt: now please open your books and turn to page 31. let’s read after the tape. are you ready?s: yes.t: ok, here we go.s: ( read after the tape, then read in groups/ pairs.)today we have learnt how to buy fruits in english. that’s all for today.homeworkoral work: 1) read page 30-32 after the tape .          2) 利用33页上给出的句型，根据33上四幅图的情景与同桌合作编一个小对话，要求真实可信。written work: finish part d of the workbook.  period 3 teaching aims and difficulties:1.熟练掌握“四会”单词apples, oranges, bananas, peaches, grapes, watermelons, pears。2.能听得懂、会说和会读日常交际用语these or those?3.能结合实际情景正确运用can i help you? i’d like some…these or those?how many kilos? …kilos, please. 等句型。teaching procedures:step 1. warming-up and revisions1. review the chant < i like fruits>.2. review how to say the kilos and price.t: how much a kilo? ( take out the card: 5元/kg)s: five yuan a kilo.t: how much two kilos?s: ten yuan two kilos.t: how much a pound? ( take out the card: 2.5元/p)s: two yuan five jiao a pound.t: how much four pounds?s: ten yuan four pounds.t: (more practise.)step 2. presentationt: some students told me they haven’t bought fruits last class. so let’s give them a chance to continue. , come here, please.t: can i help you？s1: i’d like some strawberries for my grandmother.t: ok. how many kilos?s1: one kilo, please.t: ok, here you are. s1: how much are they?t: eight yuan five jiao.s1: ok, here you are.t: thank you. goodbye!s1: bye-bye!t-s   s-sstep 3. new structures learning1. how about…? here’s the money.t: ok, all of us have bought things in the classroom now. i’m very happy. oh, i forgot one important thing, i haven’t bought things for you, my students. i must buy something for you. who can be the shop assistant now?s: i try.t: ok, you please.s1: can i help you?t: i’d like to buy some sugar canes for my students. how much a kilo?s1: six yuan a kilo.t: en, how about five yuan a kilo?s1: ok. how many kilos?t: let me see. five kilos, please.s1: here you are.t: how much are they?s1: twenty-five yuan, please.t: here’s the money.s1: thank you. goodbye!t: see you!t-s 2. these or those? the … ones, please.t: i have bought some sugar canes for my students, they’re so heavy. i still want to buy some pineapples and strawberries for my students. who can buy them for me?s: i try.t: ok, you please. t: ( act as the shop assistant.) can i help you?s2: i’d like to buy some pineapples for my teacher. t: these or those?( point to the pineapples.)s2:the big ones. how much a kilo?t: the big ones are ten yuan a kilo.s2: five kilos, please.t: ok, here you are. fifty yuan, please.s2: here’s the money.t: thank you. goodbye!s2: bye!s-t  step 4. practicet: thank you. you’ve done a good job. now, class, i’ve opened a company. the customers can book all kinds of fruits in it. i have to buy the fruits for them now. oh, the telephone is ringing. i have to answer the telephone. who can buy the fruits on the cards for me now.s: i try.t: ok, this card is for you.  …( give the cards to some students.)card 1:  apples   3元/kg     2 kilos  card 2:  pears    2.5元/kg     4 kiloscard 3:  strawberries    4元/kg     1 kilo…s-sstep 5. consolidations: hand in the fruits to me.t: thank you very much. the fruits are for you. that’s all for this lesson.homeworkoral work: read and practise unit 4written work: copy the new words and drills.  period 4teaching aims and difficulties:1. 了解辅音字母组合th在单词中的两种不同读音。2. 能在实际情景正确综合运用can i help you? i’d like some…these or those?how much …？ … yuan.how about…?how many kilos? …kilos, please. 等句型。teaching procedures:step 1. free talkwhat are these/ those?how much …? … yuan.how many kilos? … kilos, please.step 2 act the chant < i like fruits>step 3了解辅音字母组合th在单词中的两种不同读音。thin  think  three  thank …ththere  those  that  this…step 4  listening practise !. finish the workbook of unit 42.check the answer.step 5 practice可结合四年级的综合实践活动，开展一次购物实践活动。由学校统一批发一些水果，然后把这些水果分到若干个水果专营店里，英语老师（或邀请学校内其他英语较为流利的老师）担任售货员，让学生在实际情景中用英语购买他们喜欢的水果。

《牛津小学英语》3B Unit3案例 篇6

一、教学理念

《英语课程标准》提出“学生的发展是英语课程的出发点和归宿”。　因此在本堂课的教学设计中，我充分围绕“学生是英语学习的主人”这一主题，让学生在情境中积极主动地探究语言知识，培养了他们高度的参与意识，提高了他们的学习积极性，让他们通过活动获得知识，形成能力。

根据这一主题，我将这一堂课定位于“活动”这一主要形式上，从以下几方面着手，进行了教学设计：

1、注重学生学习兴趣的激发。

学习是学生的自主行为。我们的教学更重要的是唤醒和激发学生主动参与学习的意识，使学生产生学习需求，因为兴趣是儿童认知活动的动力，最好的学习是学生对所学有内在兴趣。在本堂课中，我从学生所喜爱的游戏、比赛及身边的事物和情境入手，充分调动他们的积极性，激发他们的内驱力，变“要我学”为“我要学”，由被动地学转为主动地学。真正体现了教学的艺术不在于传授本领，而在于激励、唤醒、鼓舞。

2、营造和谐的课堂氛围。

现代教学论认为，民主、和谐、宽松的课堂教学氛围是学生自主学习、主动发展的关键所在。因此，在本堂课中，我采用了合作学习的方法，充分体现了师生间的民主合作性，课堂上师生合作、生生合作，平等讨论、相互补充的气氛极浓。给学生提供充分展示自己的机会，张扬自己的个性。学生无拘无束、轻松愉快地用英语表达自己的见解，在实践中学习语言，在想象中发展思维，在交流中提高能力。

3、让学生获得成功的喜悦。

苏霍姆林斯基说：“成功的欢乐是一种巨大的情绪力量，它可以促进儿童好好学习的愿望。请你注意无论如何不要使这种内在力量消失，缺少这种力量，教育上的任何巧妙措施都是无济于事的”要想促进学生主动发展，在教学过程中就要创设使学生能够获得成功的条件和情境，才能有效地培养学生的自信心，才能激发学生的学习主动性。在本课的教学中，我让学生自己用所学自编小诗、表演对话，不仅把学习的主动权交给学生，而且放手让学生自主学习实践。学生通过讨论探究，交流实践，获取了知识，发展了能力，获得了成功的喜悦。

4、在大胆设想中培养学生的综合能力。

德国诗人海涅有句名言：“思想走在行动之前，就如闪电走在雷鸣之前一样。”只有观念先行，才能产生与时代相适应的教学思想和教育模式。

在本课教学中，我充分贯彻新课程理念，运用了任务教学法，并把它与情景教学法、交际法和多媒体很好地结合，落实到各项活动中。学生通过自己体验，探索学习语言，又通过各种活动来操练语言知识，自己动手、动脑、动口、动眼、动耳，提高了综合语言运用能力，发展了思维。

总之，在设计本课的教学时，我觉得不仅要加深了学生对语言知识的理解，更要转变学生学习的方式，让学生放松身心，敢思、敢想、敢说、敢写；发展他们的思维，这样才能让他们荡起快乐的心灵之舟，在英语学习这片蔚蓝的大海上扬帆远航。

二、教学详案

1、教学目标：

1）知识与技能目标：

a、能听懂、说出词汇 open, close, eat, drink, draw, read, write, copy。

b、能听懂、并用祈使句及其否定句"don't ...        ..., please"。

2）运用能力目标：

能用句型"don't ...        ..., please"请他人干某事和不要干某事。

3）素质教育（文化、情感态度、策略）目标：

a、通过本堂课的教学，让学生明白在某些场合能干某事和不能干某事。

b、进行必要的文明礼貌教育。

2、教学重点：

1）词汇：open, close, eat, drink, draw, read, write, copy。

2）句型："don't ...        ..., please"。

3、教学难点：

词汇和句型的发音，让学生注意发音到位。

4、课前准备：

1）多媒体课件。

2）学生带一些食品饮料类的实物，教师带好奖品、盒子等物品。

3）将学生按合作小组的座位排列。

5、板书设计：

unit  8  in  class      nov. 25

don't ...                  all right.

... , please.

draw an apple       apple

6、教学步骤：

warm up

1)  chant:  please stand up.

2)  sing an english  song:   go  to  school

（全班进行热身活动，使学生在一开始就情绪高涨，调动他们的热情，提高学生的积极性和学习兴趣，并沟通了师生之间的感情。）

greetings

1）教师和全班同学打招呼。

2）教师和个别学生用以下句型交流：what's your name?  your name,

please.  what's  this/that  in  english? where  is  it?  is  this/that  your ...?

（因为在本课中将会带到一些实物的名称和有关地点的介词短语，　　在这里既是交流，也是复习，为下面的学习打下伏笔。）

activities

1)  let's  play.  "follow me."

让学生跟着教师做以下动作：stand  up.  get  up.  go  to  school.

have lunch.  go  home.  watch  tv.  go  to  bed.  sit  down.

2）play  a  game.  "simon  says"

当老师说“simon  says:'get  up'”时，学生做动作；但如果老师不

说“simon  says”，学生则不做动作。

（游戏的目的是让学生在活动中自然而然地进入到新的句型中去，

激发了学生英语学习的兴趣。）

presentation

1）新授单词：open ,  close。

在学生做完游戏后，对他们进行表扬：i  think  you're  so  clever.

i'll give you a present.拿出一个盒子，who wants to open the box? 打开后

学生会又发现一个书包，oh, who can open the school bag?打开书包又是一个笔袋，学生打开笔袋后，在里面发现了一些“苹果”（用红色的纸做的小礼品）。再让学生帮忙收拾这些东西：close the pencil case.close the school bag. close the box.表演open, close的学生分别可获得“苹果”的小奖品。

多媒体再打出单词：open 和close，进行拼读。然后，让学生用两个词语组词。

（这里新授单词又是一个游戏，学生一点都没有感到枯燥，学习兴趣反而更加浓厚。）

2）新授句型：don't...    ..., please.

多媒体打出情境：天气很冷，不能开窗，要关窗。让学生在情境中，一下子就理解了don't... 的句型。

给出两个盒子： i  want  a  pencil sharpener. who can help me?然后请学生don't open this box.  open  that box,  please.两两表演，操练句型。

（这里句型的教学始终在情境中进行，体现了“生活英语”的宗旨。）

3）新授单词：eat和drink

在让上一环节表演后，给表演的学生“苹果”奖品，并巧妙地问：do  you  like  apples?学生回答：yes, i do.老师紧接着：i like apples. ilike  to  eat  apples and drink apple juice.引出单词eat 和drink。

新授单词后，拿出一盘食品和饮料，让学生看着实物，用eat和drink 组词，说对的小组可获得这些食品和饮料。

分完食品和饮料后，教师自己拿出食品，和学生用don't  eat...eat ..., please. 进行交流。并分成小组操练。

（这一环节，我和上一环节中用多媒体创设情境不同，采用了用实物创设情境，拓宽了英语学习的渠道，激发了学生进一步学习英语的欲望。）

4）rhyme:   open, open, open the door.   close, close, close the window.

eat, eat, eat the apple.  drink, drink, drink the juice.

说完这首小诗后，让学生用这种节奏自编小诗。

（这里，我让学生用自己所学来自编小诗，让学生体验了成功，既是课堂的调节，又让他们在轻松愉快的节奏中巩固了知识。）

5）新授单词：draw 和read

t: we all like apples. and we like to eat apples.can you draw an apple? look,  i  can draw an apple.  ( draw an  apple.)

it's an apple.  i can read it. "apple"  can you draw  and  read?

拿出纸和笔，在上面画画并读读。然后教学单词：draw     read

新授单词：write 和 copy

（让学生自己动手体验了语言的功能。）

t: we know"draw  and   read".  can  you write them on the paper? ...

let's copy  them.

新授单词：write和copy

将这四个单词放在一起，用动作表演，然后进行listen and do,  do　and  listen的活动。

6）用simon says的游戏巩固这些动词，并加上don't ...句型。

（这一环节中，我又采用了全身活动法来新授单词和巩固句型，让他们的身心都受到了感染，从而能与教师产生共鸣，产生主动参与学习的热情。）

practice

给出图片情境，小组合作操练对话：don’t … …, please. all right.

1、 公共汽车上，请他人不要坐脏座位，坐在干净的座位上。

2、 时间晚了，爸爸让杨林不要看电视了，去睡觉。

3、 要在厨房读书，到书房读书。

4、 要在课桌上写字，在本子上写。

（将所学语言和生活相联系，培养学生语言的运用能力。）

activities

1） 小组竞赛：抢答，发现了电影院中哪些不文明的行为。

（引导学生用新的表达法运用到生活中，在运用中学习使用并巩固

新的表达法）

2） 给出课堂教学情景，让学生讨论哪些行为在课堂里不能做，自己该

怎样做。

（将所学语言知识转化为学生自己的能力，去解决生活实际问题，是本堂课的宗旨，这一环节进一步巩固了课堂所学内容，发展了他们的语言技能，并提高了学生的综合能力和自身素质。）

homework

1、 copy the new words.

2、 read the new words.

3、 make some suggestions for our english class.

（巩固所学知识。）

三、教学反思

本堂课力求通过一系列贴近小学生生活实际的、生动活泼的教学活动设计，激发学生学习英语的兴趣，培养学生自主学习以及团结协作的能力，使学生初步形成本课话题的会话能力。

1、教学过程中我根据学生的心理及生理特征，让“simons says”的游戏贯穿始终。这种游戏与教学相结合的方法，使学生在学中玩，玩中学，不仅不会感到语言学习的枯燥和疲倦，反而可以激发他们学习英语的兴趣，增强学生的自信心。

2、 教学时，我积极鼓励学生进行情景交际，让学生学用结合，学以致

用，在教师的指导下通过感知、体验、实践、参与和合作等方式实现任务的目标，感受成功。

3、教学过程中，我尽量注重环节与环节之间的有机联系，精心设计，努力使导入自然，不露痕迹，做到环环相扣，步步设营，启发学生，使之感受并且充分运用语言。

4、在整堂课中还是存在一些不足，有些操练教师的示范和讲解还不够到位，这些在以后的教学中还有待完善。

《牛津小学英语》3B Unit3案例 篇7

课题：《义务教育课程标准实验教科书·牛津小学英语》6a第六单元第二教时(look, read and learn 和read and write)。

教材简释：

本单元围绕“谈论节日里所做的事”这一话题展开教学活动。第一教时已完成a部分的教学。学生已能在掌握对话的基础上初步运用本课语言谈论自己最喜欢的节日。本教时内容是b和e，介绍了剩下的几个传统的节日及相关活动。

目标预设：

知识能力目标

a.要求学生掌握本单元所学的有关东西方传统节日的名称及日期。

b.学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。

c.能运用所学知识谈论自己最喜欢的节日。

情感态度目标

a.培养他们自信、善于合作、互相帮助的良好品德。

b.让学生了解东西方传统节日风俗的异同及相关的文化知识，教育学生热爱祖国、尊重国际友人、做个文明的小使者。

c.激发学生学英语的兴趣，逐渐养成积极用英语与他人交际的好习惯。

教学重点：能正确地听、说、读、写festival,mid-autumn festival, easter,dragon boat festival。

教学难点：

a.能用本单元所学的词汇、句型和交际用语谈论不同的节日。

b.引导学生正确理解过去时，并学着用过去时描述过去发生的事。

设计理念：

《英语课程标准》强调，关注学生学习兴趣，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力、培养跨文化交际意识。小学英语教学要为学生创设良好的语言环境，充分利用多媒体教学优势，使学生在愉快和自信的状态下，充分发挥自己的想象力、创造力和实践力，培养学生的合作意识，使探究式学习和个性发展得到最大的融合，并培养学生的创新思维和创新能力。本节课很好地实践了新课程的理念，把培养学生学习英语的兴趣和运用语言的能力放在首位，教学设计很好地把握了语言与生活的关系，教学评价积极而有效。

设计思路：

本单元重点是学习节日名称、日期及节日中人们的活动。设计时本着“激趣、创新、运用、拓展”的原则。首先以兴趣为导向，激发学生的学习热情。在唱歌、创编歌曲、游戏竞赛以及师生互动等丰富多彩的课堂教学活动中，激发学生的求知欲和好奇心，使其变被动学习为主动学习。其二，根据《基础教育课程改革纲要》和，《英语课程标准》灵活处理教材。其三，充分利用多媒体和网络优势，优化课堂教学。其四，充分利用和开发英语课程资源。综上所述，这节课我采用了任务型的教学途径，设计了五步教学程序。(1)复习激活；(2)导入与呈现学习任务(3)呈现学习的内容，开展运用能力目的的任务教学；4)游戏强化；(5)迁移巩固。

教学过程：

step 1. warming up and revision

(1)greetings

t：hello,boys and girls .how are you?

ss：fine,thank you .and you?

t：i’m fine,too.thank you.wow,so many teachers are here with us .let’s shout：welcome,welcome. ok?

ss：ok！(面对听课老师大声说) welcome,welcome.

(说明：师生亲切交谈，文明礼仪伴我行。)

（2）sing a song

t：yeah, you are so great and i’m vevy happy .are you happy?

(教师语言提示学生做出各种高兴的表情和动作，活跃课堂气氛)

t：ok,now let’s sing a song “happy new year”（师生边唱边用手拍出三拍子节奏或者表演唱）

（说明：通过演唱幼儿园就耳熟能详的英语儿歌，激起学生们学习英语的兴趣，也为后面的节日教学做了很好的铺垫。）

（3）free talk (复习上一课时内容)

t：very good .do you like new year’s day?why?（个别问几个学生）

t： me,too.i like new year’s day. because i can go to a party.i like dancing.

(老师秀几个舞蹈动作调节气氛。)

t：what else holidays do you know？（学生收集了好多的节日资料）

（和学生交流，反馈上一课时内容并填表）

主要句型如下：

t：when’ s…?  s：it’s in/on…

t：what do people/you usually do at/on…?  s：they /i…

t：did you…last….?  s： yes ,i did . /no,i didn’t.

cai表格内容如下：

holidays

when

what

（说明：师生运用前一课时学过的句型自然地进行交流。本活动既可以帮助学生复习和巩固已学知识，又可以培养学生的语言运用能力，为进一步学习其他节日做好准备。）

step 2 .  presentation

(1) 日期与节日

a. t：what date is it? (cai 呈现日期5月1日)

s：it’s the first of may?

t：it’s may day. (cai 呈现过五一时人们活动图片)

teach “may day”

b.children’s day .national day 的教法同上

（说明：教师询问一年中特别的日期与相应的节日，很自然地传授给学生新的知识。多媒体课件是精美的小书：“a little book”自由点击小书的每一页。除了有节日类单词的中英文外，还配有赏兴悦目的插图或音响资料，如国庆节national day ,一段庄严的国歌旋律即刻响在学生耳畔，伴随着国歌声一幅雄伟的中国地图出现了，地图下面还有两段话：we are chinese ,we love china !we love our national day!看到这一段热情洋溢的话语，学生不约而同地齐声朗诵，爱国之情油然而生）

c.创编歌曲演唱                     -------

（cai 呈现题目）                   -------

happy  --------  day!

--------

t：先运用所学节日的名称自由填空，然后用生日歌来唱这些节日名称。

（说明：教师根据小学生的心理和生理特征，使学生的思维在歌声中自然的动起来，找到事物的共性，进一步强化记忆）

(2) 实物与节日

t：what’s this ?（从袋子里拿出粽子和龙船）

s:：a rice dumpling and a dragon boat .

t:：what holiday ? guess.

s:：dragon boat festival (cai 呈现端午节图片)

teach:：dragon boat festival

（说明：学生看到实物联想节日、猜节日。思维活跃起来，他们真正想说，爱说。注意力更集中，兴趣也更浓了。cai中有历史名人屈原的人物图，有一段详细的有关屈原、粽子、龙舟的介绍。在渗透中国传统文化知识的同时，再次进行了爱国主义教育。）

(3) read and learn

t:：what holiday?(cat 呈现easter图片)

t:：easter (cai呈现图片和关于easter 的文字介绍)

（说明：easter 是西方的节日，学生可以欣赏到一个个可爱有趣的象征彩蛋，加上文字的描述，让学生自己去阅读了解。不知不觉中，学生已经接受了西方文化知识的熏陶，在了解异国文化背景之余，学生的人文素养也在不经意间不断提升）

(4) listen and read

t:：read after the tape .read after the by themselves .

（说明：再听录音跟着读节日名称，让学生模仿外籍人士朗读单词时的语音语调。自由读时养成互相请教，互相帮助的好习惯。）

step 3 .  practice

(1)guessing game

a.t：now,boys and girls ,try to guess which holiday this is. it is a popular holiday in china .it is in january or february. people eat a lot of food .they usually spend time with their  family and friends.

s：it’s spring festival

b..同法继续让学生猜谜，复习所学单词。

c.教师出示e部分的五组句子，让学生自己阅读，在理解句子含义的基础上完成方框中的内容。

（2）设计一个任务，引导学生在小组内以“my favourite holiday”的方式，选择一个节日进行介绍，形式不限，每组评出一个优胜者汇报。奖励游戏卡。奖励卡时可运用“this is for you .thank you ,you’re welcome! 等进行交际。（卡片内容学生已经知道：“看标志物品猜节日名称”卡。正面是福字，圣诞树，面具，国旗，月饼，粽子，复活彩蛋等标志性物品。反面是老师用中英文写的谚语。如：a young idler ,an old beggar. 少壮不努力，老大徒伤悲。）

（说明：这个任务在第一课时就布置学生整理了，要求在本节课交流。因为它内容不限，学生可以自由发挥；长短不限，不至于使学生感到紧张。每个学生都想得到老师亲手做的，精美的游戏卡，但时间有限每组只能选优秀者汇报。奖品多多，机会多多。诱惑真大啊，但是竞争也好激烈呦！每个同学都精心准备，跃跃欲试。形式真不少：有打电话的，写信的，聊天的……）

（3）do some exercises

a.t:make dialogues and match (cat呈现节日单词、时间与各个节日图片)

s：连线

b.make sentences （用所给的三个词或词组造一个过去时的句子，可设计成“抽卡片”对话游戏。）

例如：cai 打出三张卡 david   have a big lunch    new year’s day

学生写：david had a big lunch last new year’s day.

t:投影展示个别学生的作业

（说明：第一项作业主要检查学生对节日的掌握情况。第二项作业让学生理解过去时，并学着用过去时描述过去发生的事。教师通过对学生听、说、读、写技能的训练，让学生灵活运用所学知识。当堂反馈，有错误及时订正。）

step 4 .  sum up

t：what have you learned from this lesson?

(教师与学生朗读本课所学的节日名称以及动词词组。)

（说明：让学生回顾本节课所学的内容是非常必要的，这对学生记忆和再现所学知识很有帮助，同时也能进一步引导学生掌握梳理知识的学习策略。）

step 5.  homework

每个学生根据自己不同的兴趣，爱好和特长，完成一份属于自己的“特色作业”。喜欢画画的，用五颜六色的画笔描绘一幅欢快，热闹，丰富多彩的节日图，喜欢弹奏歌舞的，合作创编歌曲“happy new year” 弹奏一曲，配上自编的舞蹈，表达对节日的美好祝愿；喜欢动手制作的可以亲手设计制作节日贺卡或各种小礼物，然后将小礼物送给好朋友或长辈；喜欢演讲的，可以搜集中国小朋友和外国小朋友过节的有关资料，并加以比较；喜欢写作的，试写一篇小短文“my favourrte festiral”。

(说明：这样的作业对于学生来说，不是一种负担，而是一种享受，他们在完成作业的过程中有了自由发挥、自我创新的机会，所以他们会完成得轻松、愉快，作业的质量也高，学习兴趣也越来越浓。)

板书设计

unit 6  holidays

may day  meet friends and relatives

children’s day     sing and dance

national day      go to beijing

dragon boat festival   eat dumplings

easter          make easter eggs