三年级英语冀教版下册教案模板（精选多篇）

推荐第1篇：冀教版三年级英语下册教学计划

冀教版三年级英语下册教学计划

一、班级基本情况：

学生接触英语只有一个学期，大部分学生对英语有比较浓厚的学习兴趣，但也有个别学生由于遇到困难，学习习惯也不太好，有待于端正学习态度掌握良好的学习方法。所以在教学中，应以学生的发展为宗旨，以培养学生的创新能力为重点，面向全体学生，始终把激发学生的学习兴趣放在首位。

二、本套教材具有以下几个特点：

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；

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。

5、多看英语画报，多读英语故事，多看英语书籍。

6、多与学生交流，进行口语交际训练。

推荐第2篇：三年级英语下册全册教案(冀教版)

leon 1 i’m hungry!

一、教学目标： 知识目标:

1、要求学生掌握下列单词eat、drink、table、food 能力目标：

能够在真实的环境中表达自己的需求。 情感目标：

初步了解中西方饮食差异，注意饮食卫生及营养。

二、教学重点和难点： 本课的四个单词和句子。

三、教具：

录音机和磁带，教师用卡片和张贴画，奖励用的金星。

四、学具： 学生用小卡片。

五、教学过程：

（2）师生同唱“i love you”，（可以边做动作边唱）

3、利用卡片出示桌子，放录音。学生模仿读音，找同学领读，分组读。

8、练习举着有食物和饮料的卡片，引导学生完成下列句子。: eat.: drink.小组之内练习句子。表现好的一组奖励金星。

10、课后练习：

（一）、连线：

eat、drink、food (二)、选词填空： a、eat b、drink a、hungry b、thirsty

六、板书

leon 1 i’m hungry! hungry→eat thirsty→drink table food

七、课后反思：

table food，table food，let’s eat, let’s drink.

教学目标： 知识目标： 能力目标：

通过图片、词语和对话理解句子所表达的意思，让学生能口头运用句子表达自己的感情；能听懂简单的指令和要求做出适当的反应。 情感目标：

保持学生学习英语的兴趣和热情，鼓励学生将英语运用到生活中。 教学重点、难点： 本课的八个单词和句子。 教学媒体：

录音机和磁带、课件、教师用卡片、教学相关的图片或实物。 教学过程： 1.greeting.（视频播放，让学生在情景中回顾所学知识，有助于学生对知识的进一步理解。歌曲的引入，调动学生的学习积极性，活跃课堂气氛。） （通过反复朗读加深对单词的记忆。）

（通过幻灯片展示，从视觉上让学生理解记忆。） game time: (2)use the things around you （游戏的练习，既调动学生的兴趣，将所学知识灵活运用于生活。） （播放课文录音进一步巩固所学知识。） 2.numbers eleven to fifteen.demonstrate：

（在数字单词的教学中，通过让学生找单词书写的规律来掌握它们的读音，进而记忆。并通过数数的方式加以巩固。） drill：

(通过师生之间的猜谜游戏的练习，巩固数字单词。) 板书设计： 11 12 13 14 15 课后习题： 课后反思：

_______________________________________________________________________________________________ ______________________________________________ 把童话故事、歌谣、渗透在英语数字教学中

在我们现行的4a教材第三单元中出现了大量的数字（13----60）。这么多的数字，怎么能让学生愉快的学习，而且能记得牢，并在生活中熟练的运用呢？我试着采用童话故事的形式，给孩子们讲了关于数字的童话故事------数字妈妈为数字宝宝取名字。 1.复习1---12 这些数字娃娃要过生日了，我们为他们唱首歌吧： five six seven eight nine ten, five, six, seven, eight, nine, ten.我的13—19这些数字宝宝长的很相像，他们的头上张了同样的美丽的蝴蝶结，你们瞧，---teen thirteen, fourteen, fifteen, sixteen, seventeen, seventeen, eighteen, nineteen.2.字卡出现这些单词，并用彩色笔把后缀---teen着重表现，突出出来并引起学生的注意。通过学生观察发现，再由老师的适时引导，学生轻松自如的掌握了这些词。

3.20---60 宝宝出生时，他们都张了相同的长长的尾巴，猜猜看这是什么呢？---ty, 这组单词学生通过自我发现探究的方式，获取了新知识并从中得到的快乐。

4.用我们学习的数字表示身边常见的数字如：电话号码，车牌号等。进行一个小游戏活动。 由此发现，在教学中只要我们善于发现，采用一些孩子们感兴趣的童话故事、歌谣等形式，他们在轻松愉快的氛围中就会不知觉的学会了新知。

一、教学目标： 2.能理解并能口头运用句子 3.能在真实地环境中进行会话。 4.注意用餐中的礼节。

二、教学重点和难点：本课的四个单词和句子。

四、教学过程：

table food, table food, table food, table food, let’s eat.let’s drink.step 2 presentation step 4 aement noodles dumplings

课后反思：

课后练习： 1．连线

2．把句子填完整 yes,please.但现在多数人都很忙，没办法每天都吃这种丰盛的早餐，所以现在最流行的早餐种类有： 一碗玉米片加牛奶； 一些优格加新鲜水果；

土司涂果酱，通常在早餐时喝茶、咖啡、或果汁。 leon 4: vegetables and fruit

一、教学目标：

知识目标：vegetables fruit morning afternoon evening do you like _____? i like ______.i don’t like _____.能力目标：能够表达自己喜欢或不喜欢的食物。 情感目标：培养学生健康饮食，不偏食的习惯。

二、教学重难点：学会使用句子： i like/ don’t like ______.表达自己喜欢什么食物。

三、教具学具：蔬菜水果粘贴画，哭脸和笑脸卡片，学生自画的喜欢的食物图片，单词卡片等。

四、教学过程：

step i：greeting and revision: 1.greeting 2.sing “the fruit song” part i : do you like this s: yes, please./ no, thanks.s: yes/ no s: yes/no 3.game named “finding friends”

用两套相同的食物卡片分发给同学们，请他们用do you like _______?句型问其他的同学,当问到和自己手里卡片食物名称一样的同学时就找了到自己的朋友。 part ii: 4.play a game: 告诉每行第一个同学一个单词，然后传到最后一个同学，再请最后一个同学在黑板上画出他所听到的，请第一个同学猜，当然最后一个同学不能说。看哪组同学传得快，猜得准。（可使用我们已学过的蔬菜水果的单词，重点复习本课学的单词） leon 4: vegetables and fruit i don’t like ______.yes, please!/no, thanks!

六、课后反思：

七、练习听力

选择听到的单词 4．（ ）i am ----------( thirty , tall ) 5.( ) a morning b evening 笔试

一.选择正确的一项（20分）

2.i get up in the__________a.morningb.afternoon 二．情景交际(20分) 1．我喜欢吃鱼，应该说（） a .i like fish.b.i like meat.2.我不喜欢蔬菜，怎么说 ( ) a..i don't like vegetables.b .i like vegetables.3.用英语表达“你喜欢吃水果吗？”a.do you like vegetables? b.do you like fruit? 听力材料：

4.thirty.5.evening .morning 上午 是指从早上起床，一直到到中午吃饭这段时间。在中国，早上和上午是不同的概念，早上一般指8点钟以前。而英文没有早上的概念，在英文的逻辑当中，从起床到中午吃饭这段时间，是同等重要的，不需要区分。 early in the morning 一大早，早晨 noon 中午，正午 12点钟的时候，而不是中文的“12点到1点”的含义。 afternoon 下午 是指从中午12点后到 晚上6点左右 evening 晚上 从晚上6点以后一直到睡觉的时间 night 指天黑之后一直到第二天的天明，通常是指到你睡觉的时候。

一、教学目标

1、知识目标

(2) 能够向他人介绍自己最喜欢的食物，并在生活中灵活运用： my favourite food is ________.

2、能力目标

能把所学单词、句子运用到日常生活之中，做到学以致用。如在向他人介绍自己最喜爱的食物，和父母一起讨论彼此喜爱的食物。

二、教学重难点

(1)my favourite food is ________. 学会向别人介绍自己的喜好，同时学会去了解别人的喜好，并做到实际生活中的灵活运用。

三、教具准备

多媒体课件、录音机、学生自带的食物、食物的卡片

四、教学过程

part1:greetings!

师生问候，使课堂气氛温馨，拉近师生距离。

point to red , point to blue„„用已学过的知识，让更多的孩子有展示自己的机会。

„„ „„

利用食物图片或学生自己带的食物，复习上节课所学知识，让学生介绍自己喜欢吃什么不喜欢吃什么，并通过动作表情来让别人对自己的喜好一目了然。很好的做到温故知新！ s:i like________.(微笑，点头) i don’t like________.（皱眉，摇头） my favourite food is ______________. t:i like dumplings .i like noodles . s: my favourite food is ________.(举起自己的食物或指大挂图) t：good! my favourite food.say it ,please.s1: my favourite food is ________. s2: my favourite food is ________. „„ „„

step3 look at the book and listen to the tape talk about s1: do you like________? s2: yes, i like________/no, i don’t like ________(微笑或皱眉) s4: my favourite food is ________.（做兴高采烈状）

①画简笔画并配早6：30的表，旁边贴卡片noodles i eat breakfast .i eat breakfast in the morning .并让学生观察图片，理解breakfast的含义，并跟读几遍。 ②拓展练习

（1）i like _______for ______.(2)i don’t like _______for _________. sing an english song.整堂课在轻松愉快的歌曲中结束.

五、板书

my favourite food is ________

六、课后反思：

七、练习题

（一）填空

1．i like ______for ______.(breakfast, noodles ) 3.i don’t like ______for ______.(supper , meat ) (二) 根据意思，选词填空

(afternoon , morning , supper ) 1．西方人的早餐一般是冷牛奶、玉米燕麦等谷物膨化片和面包片,再加上一杯纯果汁或咖啡。传统的西方人喜欢早早起来,淋浴净身后,伴着灿烂的阳光在餐桌上一边吃早餐一边看报纸。整个过程大概要30分钟—60分钟左右，慢悠悠地享受完早起的清闲,再精神抖擞地去上班。西方人的午餐可能最简单,一般是一块三明治和一杯咖啡。晚餐或是匹萨或是意大利面条,最多有色拉和汤,吃大块牛排的并不多见,西人每天都吃牛排大半只是中国人的想象。 2．eat breakfast 与have breakfast: 在课文中意思应该是一样的呀，如果说有区别的话，好像have breakfast 强调状态，eat breakfast 强调动作.教学目标： 知识与技能：

b.能够运用句子i like ____ for breakfast.进行问答。 过程与方法：

a.创设情景，使学生在语言情境中体会并使用语句。 b.开展小组合作，给学生更多的交流机会。 情感态度与价值观：

a.培养学生大胆自信地运用英语进行交流。

b.提高学生的学习兴趣，调动学生学习的积极性。

教学重难点：理解认知本课词汇及句子。了解西方的饮食文化，介绍早餐。 教具学具：与本课教学相关的实物及图片，幻灯片，单词卡片。 教学过程： 1.greeting.do you like...? yes , i like./ no , i don’t like.1.porridge 3.dialogues 板书i like ____ .i like ____ for breakfast.帮助学生理解本课中涉及到的食物及相关的文化背景。 4.drill i like ___ for breakfast.yes, please.\no, thanks.i put ___ on it.让学生列一个招待客人吃西餐所要准备的食物名称表。 板书设计：

i like ____ .i like ____ for breakfast.课后习题：

一、连线。1. egg 2.3. porridge.4.

二、选择正确的一项

1.i like porridge ______ breakfast.课后反思：

______________________________________________________________________________________________ ______________________________________________ breakfast 的来历

原来fast除了有“快的；迅速的”的意思外，还有“禁食；斋戒”等意思，而break的意思是“打破；冲破”。到这里，我们终于明白了，斋戒日一结束，一早起来就可以吃东西了，也就是break打破了fast斋戒，当然就是吃“早饭”have breakfast了。

一、教学目标： 知识与技能： 过程与方法：

1、学习歌曲，使学生在语言情境中快乐使用语言。

2、运用事物或图片，使学生更直观的理解认知词汇。情感态度与价值观：

1、提高学生的学习兴趣，调动学生学习的积极性。

2、培养学生的文化意识，扩展知识面。

二、教学重难点：

能认读有关西餐当中午餐的食品的单词。会唱本课英文歌曲。

三、教具学具：

与本课教学相关的实物及图片，单词卡片，录音机等。

四、教学过程：

1、greating .i like\eat ___ for breakfast.1.2板书、教读单词。 1.3小组轮读单词。

1.4 全体学生开火车自由读单词、说句子。 教学milk 1.6 板书、教读单词。男女生比赛读单词。 1.7全体学生开火车自由读单词、说句子 i like ___ .i don’t like___ .2.1 教师介绍西方饮食习惯。引出deert i like ___ for deert.(3)、let’s sing a song.3.1播放歌曲录音两遍，学生听歌曲，初步理解大意。 3.2教师一边出示实物或卡片，一边教唱歌曲。 3.3学生伴以动作唱歌。

3.4引导学生不断替换食品的单词唱这首歌。

（三）、展示活动

六、练习：

1、看图连线。

推荐第3篇：冀教版最新三年级下册英语第三课教案

Leon 3 Fish and Birds 一.教学目标：

知识目标：1.能正确地听、说、读、写Swim,fly,dance,sing,see 2.能综合运用所学的语句进行交际。

Can a chicken fly? Yes, it can./ No, it can’t.Can you sing? Yes, I can.\\ No, I can’t.二.能力目标：通过活动培养学生能够运用所复习的词汇和句子来正确表达周围的具体实物。

情感目标：促使学生积极运用所学知识进行表达与交流。

三.教学重、难点：能够运用所复习的词汇来正确表达自己喜欢的动物以及运用所复习的句型进行语言交际。

四、教具：录音机和磁带，课件，教师用卡片和本课主题图的张贴画。

学具：学生用小卡片。 五.教学过程：

Step1.Play a game.Let’s do it.(教师出示英语单词卡片，学生起立，做错动作的学生坐下。 看有几个学生留到最后。教师可以找部分学生到前面来做.) Swim/fly/dance/sing/see…板书几个动词。

(设计意图：通过看卡片做动作，让学生动起来，使他们在玩中复习这些动词短语，最后胜利的学生还有机会优先参加下一个游戏，这中竞争机制对学生也是一种激励和鼓励.) Step2.Ask and answer T: You’re very good, now let’s look at the animals, what can they do? What’s this? Ss: It’s a chicken.T: Can a chicken fly? Ss: Yes, it can./No, it can’t.板书：

---Can a chicken fly? Yes, it can/No, it can’t.Step3: Practice in pairs and present their dialogues —What’s this? —It’s a …

—Can you …? —Yes, I can./ No, I can’t.Step4.Review: Can you…? Yes, I can/No.I can’t.T: Good work, boys and girls.The animals can do many things, but what can you do? Can you sing? S1: No, I can’t/Yes, I can.T: Can you sing? S2: Yes, I can.T: Show me…

板书：Can you sing ? Yes, I can./ No, I can’t.Step5.Practice and present their dialogues Can you dance? Yes, I can./ No, I can’t.(设计意图：这五个步骤将动物单词和句型有机的结合在一起，让学生用英语谈论他们喜欢的小动物，之后从谈论动物之中自然的过度到谈论自己，培养学生语言综合表达的能力。) Ⅳ.Consolidation Step1.Demonstrate T: What’s this? S1: It’s a chicken.T: Can a chicken fly? S1: Yes, it can.T: Can you fly? S1: No, I can’t.Step2.Take out the text paper and finish number 2.（设计意图：这几个步骤设计的目的是从短语到句子，即部分到整体循序渐进，创设真实的语言情境，让学生把复习过的动物和句型整合在一起，以对话形式展示学生综合表达的能力，同时，完成练习题二，在学生能用英语对话的基础上又考察了学生认读句子的能力。） Ⅴ.Cla Closing T: Are you happy? let’s chant !I can dance

六、板书：

Leon 3 Fish and Birds dance sing swim fly Can a duck fly? Yes, it can.

No, it can’t.

推荐第4篇：冀教版三年级数学下册教案

冀教版三年级数学下册教案

一、旋转与平移

第１课时 教学目标：

1、通过操作、观察、交流等活动，经历认识旋转、平移现象的过程。

2、结合实例，初步感知旋转、平移现象。在对物体旋转、平移运动探索的过程中，发展初步的空间观念。

3、感受数学与日常生活的密切联系，体验数学活动的乐趣。教学重点：认识旋转、平移现象。 教学过程：

一、认识旋转现象。

（一）做风车：

１、指导学生动手用正方形彩纸做风车。２、让学生将自己亲手制作的风车玩一玩。观察风车转动的情形，说说风车转动有什么特点。学生在小组讨论。

３、全班交流，使学生了解风车是绕一个点或一个轴转动的，说明风车的转动就是旋转。

（二）说一说：

根据学生的生活经验，可直接鼓励学生联系生活实际，说出在生活中见过哪些旋转现象。

二、认识平移现象。

（一）做一做：

１、在教师的带领下，师生共同操作。２、让学生交流自己取书、推书的动作。 ３、讨论：

取书、推书的动作以及书的移动有什么特点？ 使学生了解书是沿一个方向做平移运动。

（二）说一说：

１、先让学生观察教材中的事例，说出平移现象。

２、引导学生联系生活实际，说一说在生活中还看到过哪些平移现象。

三、练一练：

第１题：鼓励学生用多种方式做平移、旋转动作。 第２题：给学生充分的观察、交流空间。

第３题：先让同桌讨论，再全班交流。先让学生指出事物的运动情况，再说出哪些是平移现象，哪些是旋转现象。重点了解学生用不同的符号表示的情况。

四、作业：课本第４页的第４题。教学随笔：

第２课时

教学目标：

１、结合操作活动，经历认识图形平移和在方格纸上画平移图形的过程。２、能在方格纸上画出一个简单图形沿水平方向、竖直方向平移后的图形。 ３、在探索简单图形平移的过程中，发展空间观念。

教学重难点：在方格纸上画出简单图形沿水平方向、竖直方向平移后的图形。 教学过程：

一、在方格纸上移动图形（课本第５页的做一做）： １、指导学生边操作、边交流。

先让学生把纸片放在方格纸的中间位置，再把纸片向右平移５个方格，然后交流平移的过程、方法、结果。通过交流使学生了解把一个图形平移几个方格，只要看图形一条边平移的格数即可。

2、将纸片从Ａ处向下平移到Ｃ，方法同上。重点了解学生平移的方向和位置是否正确。

3、想一想：把纸片从Ａ处向左平移到Ｄ的位置，纸片平移了几个方格？ 让学生自己平移，再说一说平移的距离。

二、试一试：

做课本第５页的试一试。

１、出示问题，让学生自己试着画，再交流。２、鼓励学生画出其他平移后的图形。

三、练一练：

课本第６页的练一练。

第１题：师生一起边讨论，边填空。

第２题：鼓励学生探索、交流不同的平移路线。

第３题：先共同判断，再涂色。让学生说一说另一个虚线图是向右平移几个方格后得到的。 第４题：鼓励学生自己确定平移的方向和距离，并分别画出平移后的图形。交流时，让学生说出平移的方向和移动了几个格。 教学随笔：

二、除法 第１课时

教学目标：

１、结合购书问题，经历自主探索三位数除以一位数商两位数的除法的计算方法的过程。２、能正确计算三位数除以一位数商两位数的除法，会进行验算。 ３、鼓励学生积极参与学习活动，并愿意与他人交流自己的算法。

教学重、难点：正确计算三位数除以一位数商两位数的除法，并进行验算。 教学过程：

一、谈话引入。

二、新授：

１、出示课本第８页的题。

（１） 让学生观察情境图，说说了解到了哪些信息。 （２） 师提问：能买多少本《趣味数学》？ （３） 学生列出算式后尝试解答。

（４） 交流学生的解决方法。重点使学生学习口算方法。如，把１５个十平均分成５份，每份是３个十，即１５０÷５＝３０；也可以这样想，因为５×３０＝１５０，所以１５０÷５＝３０。

（５）师提出：１５０元能买多少本《科普读物》？ （６） 师生先讨论：１５０÷６能直接用口诀计算吗？然后共同完成竖式计算。重点帮助学生理解商―２‖要写在十位上的算理。

三、议一议：怎样检验算得对不对呢？ 启发学生联系生活实际和学过的―单价×数量＝总价‖的数量关系式，想到检验的方法。让学生了解用商乘除数的方法可以检验除法算得对不对。

四、练一练：

第１题：弄清题意后，让学生计算。教师注意检查学生竖式的书写方法。

第２题：学生独立完成。教师重点检查学生竖式的书写情况。交流时，让学生说说自己验算的情况。

第３题：在进行练习的同时，对学生进行保护益鸟的教育。 教学随笔：

第２课时

教学目标：

１、结合月饼装盒问题，经历自主探索三位数除以一位数有余数除法的计算方法的过程。２、正确计算三位数除以一位数有余数的除法，会进行验算。

３、在解决问题的过程中，感受数学运算的准确性和计算结果在生活中应用的现实性。教学重点：探索三位数除以一位数有余数除法的计算方法。

教学难点：正确计算三位数除以一位数有余数的除法，会进行验算。 教学过程：

一、谈话引入。

二、新授：

１、出示课本１０页的题。

（１）把２５８块月饼装盒，每７块装一盒，需要多少个盒子？ ① 鼓励学生用以前学过的知识试着算一算。

② 交流计算的结果。根据学生试算的情况，给予必要的指导。结合生活实际情况，使学生理解剩下的６块月饼也需要一个盒子，所以２５８块月饼，每７块装一盒，需要３７个盒子。 ③ 师：怎样验算计算的对不对？

让同桌讨论，试着验算，然后交流，使学生知道验算有余数的除法，先把商和除数相乘，再加上余数。

（２）如果每８块装一盒，需要多少个盒子？ 让学生独立完成再交流。

2、试一试：

如果把上面这些月饼送给敬老院的老人，每人５块，那么够分给多少位老人呢？

先让学生独立完成，再交流。在结合实际生活经验，使学生了解―余下的３块‖不够分给一位老人，所以只能分给５１位老人。

三、练一练：

第１题：让学生看懂图意再解答。

第２题：让学生独立完成。要注意了解学生计算的正确率。

四、作业：课本１１页练一练第３题。教学随笔：

第３课时

教学目标：

１、结合放气球问题，经历自主探索三位数除以一位数商三位数除法的计算方法的过程。２、正确进行三位数除以一位数商三位数的除法的计算。

３、在积极、主动地自主学习的过程中，培养知识的迁移能力，学会学习的方 教学重点：探索三位数除以一位数商三位数除法的计算方法。 教学难点：正确进行三位数除以一位数商三位数的除法的计算。 教学过程：

一、谈话引入。

二、新授：

１、出示课本１２页的题。

某地小朋友在六一儿童节举办―放飞我们的理想‖活动，一共有６８０个气球。一次放完这些气球，需要多少位小朋友？ （１）让学生试做。

（２）交流计算结果。让学生说说自己是怎样做的。在交流的过程中着重使学生明确，被除数百位上的６除以４够商１，所以，商的百位上写１。 ６６０÷４＝１６５（位）

１６５

４）６６０

４

２６

２４

２０

２０

０

２、试一试：

―先判断商是几位数，再计算‖可以使学生在计算时逐步养成―先估算，再计算‖的良好习惯，提高计算的正确率。交流时，重点了解学生判断的方法。

三、练一练：

第１题：先解决书中小朋友的问题，再鼓励学生提出其他问题，并解答。 第２题：让学生独立完成，同桌互相检验。

第３题：首先让学生了解体中的信息，再提问题。 教学随笔：

第４课时

教学目标： １、结合分课外读物问题，经历探索三位数除以一位数商中间有０的除法的计算方法的过程。 ２、能正确进行三位数除以一位数商中间有０的除法的计算。 ３、积极参加数学活动，有探索新知识的愿望和信心。

教学重点：探索三位数除以一位数商中间有０的除法的计算方法。 教学难点：正确进行三位数除以一位数商中间有０的除法的计算。 教学过程：

一、谈话引入。

二、新授：

１、出示１４页的题。

２、让学生列式，先估计一下商是几位数。３、让学生试算。

４、根据学生试算情况给予帮助指导，使学生理解被除数十位上的４个十除以６，不够商１个十，就要在十位上商０。６４８÷６＝108(本)

１０８

６）６４８

６

４８

４８

０

三、试一试：

先让学生试算，交流时，重点帮助学生理解４０６÷２，被除数十位上的０除以２，要商０的道理。

四、练一练：课本１５页的练一练。

五、数学冲浪：在下面的方框里填上合适的数字。教学随笔：

第5课时

教学目标：

1、结合王老师资助学生的问题，经历自主探索三位数除以一位数商末尾有0的除法的计算方法的过程。

2、能正确进行三位数除以一位数商末尾有0的除法的计算。

3、积极参加数学学习活动，感受―爱心‖的温暖，激发学习的主动性。教学重点：探索三位数除以一位数商末尾有0的除法的计算方法的过程。 教学难点：正确进行三位数除以一位数商末尾有0的除法的计算。 教学过程：

一、谈话引入。。

师生谈话引出问题，使学生了解自己坐在教室里学习是多么幸福，同时，知道有许多人为贫困地区的学生奉献着爱心。

二、新授：

1、出示课本16页的题。

已退休的王老师每学期拿出720元钱，资助贫困地区的学生，平均寄给3位学生。王老师给每名学生寄多少钱？

2、学生读题后列出算式。

3、让学生先估计一下，然后试着用竖式计算。

4、交流算法。重点交流：商个位上的0不写可以吗？使学生理解商的个位上写0的道理。

240

3) 720

12

12 0

三、试一试：

先判断商是几位数，再计算。 先让学生试做，再交流。

四、练一练：

第1题：变式练习，由学生独立完成，然后订正。 第

2、3题：学生独立完成。

五、问题讨论：

生活中数学的应用，可以同桌讨论共同完成。提示学生，可以画图思考。 教学随笔：

第6课时

教学目标：

1、结合旅游团住宿问题，经历小组合作，一起设计、交流、讨论住宿方案的过程。

2、能灵活运用学过的知识解决生活中的现实问题，并能表达解决问题的方法和思考过程。

3、获得与同伴合作解决问题的成功体验，感受数学与生活的密切联系。教学重点：灵活运用学过的知识解决生活中的现实问题。 教学难点：能表达解决问题的方法和思考过程。 教学过程：

一、谈话引入：

同学们，你们去旅游过吗？在旅游过程中，经常遇到住宿问题。今天我们就一起帮导游叔叔安排一下住宿。

二、新授：

1、出示课本18页的情境图。

2、让学生观察情境图，让学生说说从图中了解到哪些信息。

3、小组合作，设计住宿方案。

4、全班交流，让各组派出代表发言，说说小组讨论、制定方案的过程以及制定的方案。

5、议一议：如果你是导游，你会选择哪个方案？为什么？

鼓励学生大胆发表意见，只要能说出选择的理由，且合理，就可以。

三、练一练：

第1题：师生共同观察情境图，鼓励学生提出更多的方案，只要说的有理，就给与肯定。

第2题：要给学生充分的自主探索和交流个性化算法的空间。 教学随笔：

第7课时

教学目标：

1、结合气球装饰方案问题，经历观察、探索规律、自己设计方案的过程。

2、能综合运用已有的数学知识解决现实中的问题，能进行简单的、有条理的思考。

3、积极参加数学活动，在活动中获得成功的体验，增强学好数学的信心。

教学重、难点：能综合运用已有的数学知识解决现实中的问题，能进行简单的、有条理的思考。

教学过程：

一、谈话引入。

二、新授

1、出示课本22页的方案一。

（1） 引导学生观察，找出红、黄气球的排列规律。 四个一组，两红两黄。

（2） 提问：照上面的顺序挂下去，第16个气球是什么颜色？第25个呢？ 让学生自己思考，然后小组讨论。 （3） 全班交流。

生1：一个一个的画，得出第16个是黄色的，第25是红色的。

生2：用字母A表示红色的，用字母B表示黄色的，然后画下去得到第16个是黄色的，第25是红色的。

生3：每组有4个，两红两黄，16里面有几个4就能挂几组。16÷4=4，所以正好挂4组，第16个就是黄色的。

25÷4=6……1，余数是1，第7组的第1个是红色的。

2、提出方案二。

引导学生仿照方案一的方法，小组合作得出结果。交流时，重点了解学生不同的思维方法。

三、自己设计方案。

让学生独立完成，然后交流。

四、计算挂气球的个数。出示课本23页的最后一题。

1、让学生自己解答第一个问题，然后交流，交流时引导学生明白3000÷3=100。

2、引导学生按照方案一计算所需气球个数，重点让学生讲情算理。

3、让学生独立计算方案二所需的气球个数。全班交流。 教学随笔：

三《时间》

第1课时 24时计时法 教学目标：

1、通过具体生活情景，使学生了解24时计时法，会用24时计时法正确表示一天中的某一时刻。

2、使学生在探索、认识24时计时法的过程中，体会24时计时法在生活中的应用。教会学生合理安排时间，养成珍惜时间的习惯。

教学重点：理解24时计时法，会运用24时计时法表示某一时刻。 教学难点：学会普通计时法和24时计时法的相互交换。 教学过程： 生活导入：

介绍普通计时法（出示钟表）。

师：现在钟面上是几时？你可能再干什么？ 根据学生回答板书：上午 8：00 下午 8：00 师：原来一天中有两个8时，一个是上午8时，一个是下午8时，这种计时方法是普通计时法。

出示电视节目预报表： 说说从中了解到哪些信息。

生a：17时30分《动画城》开始播放。

b：17时30分就是下午5时30分。

c：晚上7时《新闻联播》开始播放。

d：00：30《半边天》开始。

……

师：这些节目预报表中用的还是普通计时法吗？这里用的是一种新的计时法——24时计时法（板书）。 介绍24时计时法

钟面上只显示12时，所以同一时间在一天内显示上午和下午2次，常引起误会，因此邮局、交通、机场等部门计时时，都采用从0时到24时的计时法，通常叫做24时计时法。 合作探究24时计时法： 观察钟面：12时（夜里）

说明：晚上的12时是旧的一天的结束，也是新的一天的开始，也可以说成是0时。24时计时法就是从0时计时了。

观察第二个钟面：转动到中午12时

说说发现了什么？根据学生发言小结，一天没有结束。 继续转动到12时

说说你又发现了什么？在小组中和同学交流一下。

得出：时针在钟面上转2圈，就是一天，一昼夜有24小时。 用24时计时法表示时刻

师小结：用24时计时法时，从夜里12时到中午12时，时针指几就是几时，从中午的12时到夜里的12时，时针所指时数要加上第一圈走过的12小时。 如：下午2：30用24时计时法表示为14：30或14时30分。 练习：练一练的

1、

2、3。教学随笔：

第2课时 计算经过时间

教学目标：

知道24时记时法在生活中的应用。 会解答一些简单的经过时间。

激发学生在学习过程中的主体意识，体验数学知识的应用价值。

教学重点：理解普通计时法与24时计时法转化的规律，区别时间与时刻。 教学难点：经过时间的计算。 教学过程：

创设情境，引出课题。

出示―神五‖图片及兔博士网站。 说说你从中了解到哪些信息？

生：15日9：00发射升空，16日6：23 安全返回。

你想不想知道：―神舟五号‖飞船围绕地球飞行了多长时间？我们一起来算算吧！ 教法：15日9：00 → 15日24：00 16日00：00 → 16日6：23

24时 – 9时=15小时

15小时 + 6时23分=21时23分

答：飞行了21时23分。 巩固练习：

（一）出示列车时刻表，想想了解到哪些信息？

生（1）T1次列车从北京西开往长沙的开车时间是下午5时。

（2）T2次列车从长沙开回北京西的开车时间是下午4：36。

（二）区分时间和时刻

出示：北京故宫开放时间：上午8：00——下午5：00 回答：（1）故宫什么时刻开门？什么时刻关门的？

（2）故宫一天的开放时间是什么？

总结：时间是一个过程，时刻是一个具体时间。

（3）红红爸爸从北京到长沙出差，乘T1次列车在路上要用多长时间？ 北京西 长沙（隔天） 17：00 8：38

经过时间=结束时间 – 开始时间 17：00 → 24：00（0时） → 8：38 24时 – 17时 =7时

7时 + 8时38分 =15时38分

（4）你还能根据列车时刻表提出哪些问题？ 练习：

出示电视节目时间表，自己提问题并解答。

7：30金色年华 9：00动画城 13：00儿童英语 19：30阳光剧院……

一场乒乓球赛14：25开始，经过1时15分结束，这场比赛是时么时候结束的？ 结束时间 = 开始时间 + 经过时间

一场电影长90分，电影结束时间是20：50，这场电影什么时间开始播放的？ 开始时间 = 结束时间 – 经过时间

4、6;00 经过2时 （ ） 经过（ ） 10：40 经过1时15分 （ ） 教学随笔：

第3课时 认识年月日

教学目标：

结合熟悉的事物和生活经验，经历认识年、月、日的过程。 认识年、月、日，了解它们之间的关系，知道平年和润年。

体验年、月、日与日常生活的密切联系，养成自觉珍惜时间的良好习惯。 教学重难点：大、小月的记忆，平年、闰年的判断。 教学过程：

示生活经验图，说说下面每件事需要经过多长时间？

1、跑完100米需要（ ）。

2、打一场篮球比赛需要（ ）。

3、中央电视台演播《春节联欢晚会》需要（ ）。

4、从开学到国庆节（ ）。

5、从你上小学到现在（ ）。 新授：

1、通过生活经验，使学生知道： 年、月、日也是时间单位。

2、出示200

4、2005年的年历及知识窗。（1）仔细观察，你发现了什么？ A、一年有12个月。

B、平年有365天，润年有366天。

C、2004年2月份是29天，2005年2月份是28天。

D、有的月是31天：

一、

三、

五、

七、

八、

十、十二（腊）大月 有的月是30天：

四、

六、

九、十一 小月 （2）判断平年、闰年的方法。

公历年份不是整百的年份：用年份除以4，如果刚好整除，没有余数，这一年就是闰年，闰年有366天；如果除完后有余数，这一年就是平年。平年有365天。

公历年份是整百年份的：是整百的年份，必须除以400，如果没有余数，这一年就是闰年；有余数，这一年就是平年。

（3）借助顺口溜识记每月的天数：

一、

三、

五、

七、

八、

十、腊，三十一天永不差，平年二月二十八，闰年二月二十九。巩固练习：

判断下列年份是平年还是闰年。 1996 1900 2005 2006 1800 2012年的上半年有多少天？

计算每年的

七、

八、九三个月一共是多少天？ 填空：

（1）一年有（ ）个月。

（2）一年有（ ）天或（ ）天。

（3）一年有（ ）月（ ）月（ ）之分。 （4）一个月可能有（ ）天。

（5）平年全年有（ ）天，闰年全年有（ ）天。 （6）常用的时间单位有（ ）、（ ）、（ ）、（ ）、（ ）、（ ）。 作业：

课本32页的练一练。 教学随笔：

第4课时 计算经过时间

教学目标：

1、结合具体情境，经历计算有关年、月、日经过时间的过程。

2、能计算现实生活中年、月、日的经过时间。

3、进一步感受年、月、日与日常生活的联系，培养数学应用意识。

教学重难点：计算现实生活中年月日的经过时间。 教学过程： 生活引入：

出示2006年年历，观察全年有多少天？ 新授：

从今天算起，到六一儿童节还有多少天？ 从现在算起，到明年元旦还有多长时间？ 学生分组交流讨论，全班交流，师总结： 经过时间=结束时间 – 开始时间 + 1天

要求经过时间，用结束时间减开始时间，月减月，日减日，如果日减日不够减，向月借1当30 或31，要看这个月是大月还是小月，算出结果后还要加上1天。如：5月10日到6月3日经过了多少天？

6月3日 – 5月10日 + 1 = 5月33日 – 5月10日 + 1 = 24天

从今年的年历中，你还能想到哪些问题？ 巩固练习：

课本33页的练一练

1、

2、3题。

10月5日到11月8日共有（ ）天。 10月20日到11月16日共有（ ）天。 教学随笔：

第5课时 解决问题

教学目标：

经历制定、交流、评价参观科技展览计划的全过程。

能结合实际情况，学会制定合理可行的做事计划，把学到的知识用到实际中去。

3、进一步感受时间与日常生活的密切联系，体验合理安排时间的重要性和优越性，养成做事有计划和合理安排时间的好习惯。

教学重难点：合理制定做事计划和安排时间。 教学过程： 激趣引入：

班委会决定，周末全班同学一起去参观科技展览。我们一起去看看吧！ 新授：

出示科技馆开馆时间及参观各展室所需时间。

上午 8：00——12：00 开馆时间

下午 14：00——17：30

分小组讨论，制定一个参观计划，并把具体时间安排填在表中。 出发时间 到科技馆时间

参观内容 参观起止时间

返回时间 回到学校时间

各组交流制定的计划。

巩固练习：

课本35页的练一练。 教学随笔：

第四单元 乘 法

本单元的―乘法‖主要学习两位数乘两位数。这部分内容是在学生掌握了两、三位数乘一位数和多位数的加法计算的基础上学习的。包括四个知识模块：―乘法‖、―估算‖、―连乘‖、―解决问题‖。单元最后安排了―探索乐园‖，通过计算、观察，探索一些特殊乘法的运算规律。

单元教育目标：

1 经历自主探索两位数乘两位数计算方法的过程，体验算法多样化，能笔算两位数乘两位数的乘法。

2 能结合具体情境选择合适的方法进行估算，养成估算的习惯。

3 能灵活运用不同的方法解决生活中的简单问题，并对结果的合理性进行判断。 4 在解决问题和探索乘法运算规律的过程中，能进行简单的有条理的思考。 5 体会数学与生活的联系，感受学习数学的乐趣，增强学习数学的信心。

第一课时 两位数乘两位数不进位乘法

教学内容：教材第38-39页

教学目标：

1、结合彩笔问题，经历用已有知识解决问题、学习两位数乘两位数（不进位）乘法的计算方法的过程。

2、会笔算两位数乘两位数（不进位）的乘法。

3、在与他人交流各自算法的过程中，体验算法多样化，提高学习数学的兴趣。

教学过程：

一、情境创设

看看老师今天给你们带什么了？

学生观察，你能提出哪些数学问题？

学生可观察到左边有两盒彩铅、右边有十盒彩铅，每盒里有彩铅24枝。 学生可提出问题如： 1.两盒彩铅有多少枝？ 2.10盒彩铅有多少枝？ 3.12盒有多少枝？

二、自主探索

重点解决第三个问题：

12盒有多少枝彩铅？怎样算？ 请同学们试着在练习本上算一算 有会用竖式计算的吗？

1、20×12=240（枝） 4×12=48（枝） 240 + 48=288（枝）

2、24×2=48（枝） 24×10=240（枝） 48 + 240=288（枝）

3、竖式等

三、合作交流 1.小组交流

请同学们把你计算的方法跟你小组的同学说一说，总结一下你们小组一共有几种方法。 2.全班交流

哪个小组愿意把你们小组的方法向全班同学说一说？ 3.重点交流竖式（讲清积的定位）

（1）.小组内交流各自的算法，然后共同总结算法。

（2）.各组间交流算法，其他同学认真倾听，可随时进行质疑、提问或提建议。 （3）.你能介绍一下竖式的书写格式吗？（学生不会老师讲解）

四、实践与应用

1.用竖式计算

34×12 25×11 43×22 32×13 24×21 32×21 2.解决问题

一个会议室有23排座椅，每排有22个座位。召开500人的会议，座位够吗？ 3.一只杜鹃平均每天能吃掉14只松毛虫。算一算：它21天能吃掉多少只松毛虫？ 教学随笔：

第二课时两位数乘两位数(进位)的乘法

教学内容：教材第40—41页

教学目标：

1、结合计算浪费水的问题，经历自主尝试、学习两位数乘两位数（进位）的计算方法的过程。

2、会笔算两位数乘两位数（进位）的乘法。

3、在解决现实问题的过程中，认识水在人类生活中的重要性，增强节水意识。

教学过程：

一、情境创设

水，是人类赖以生存的重要资源。据专家介绍，一个健康的人，如果4天喝不到水，就会有生命危险。中国是水资源紧缺的国家。因此，爱护水资源就是爱护我们的生命！

教师谈话引入，学生感受水资源的重要，知道水在生活中的作用， 培养节约用水的意识。

二、自主探索 出示问题：

一个没有拧紧的水笼头，每天要白白流掉12千克水。照这样算，这2个月要浪费多少千克水？

请同学们试着算一算吧！

学生试做，先讨论两个月是多少天？

（1）12×31=372（千克）

12×30=360（千克）

372＋360＝732（千克）

（2）31＋30＝61（天）

12×61=732（千克）

答：2个月要浪费732千克水。

三、合作交流 1.小组交流

请同学们把你计算的方法以及你的想法跟你小组的同学说一说。 2.全班交流

哪个小组愿意把你们小组的方法向全班同学说一说？ 3.在讲解时，应重点强调进位乘竖式的计算方法。

（1）.小组内交流各自的算法和想法，然后共同总结算法。

（2）.各组间交流算法，其他同学认真倾听，可随时进行质疑、提问或提建议。

（3）.你能介绍一下本题竖式的书写格式吗？（注意进位）

四、实 践 与 应用

1.先计算，再验算。

58×23 69×51 57×92 2.书上４１页第

1、3题

板书设计

两位数乘两位数(进位)的乘法

（１） 12×31＝372（千克） （２）31＋30＝61（天）

1 2×30＝360（千克）

12×61＝732（千克）

372＋360＝732（千克）

答：2个月要浪费732千克水。

教学随笔：

第三课时：乘数末尾有0的乘法

教学内容：教材第42-43页

教学目标 ：

1.结合电影院的座位问题，经历自主探索乘数末尾有０的乘法的计算方法的过程。

2.会用简便方法计算乘数末尾有０的乘法。

3.在自主探索简便算法的过程中，体验学习的乐趣，增强学好数学的信心。

教学重难点：掌握算理和计算方法并熟练计算。

教学过程：

一、情 境 创设

由学生喜欢看电影入手，介绍电影院的设置。

中山路小学要组织一次看电影活动，我们也一起去看看

（出示情景图）

仔细观察情景图，读读旁边的问题，了解题中的信息和要解决的问题

二、自主探 索

原来一共有多少个座位？

请同学们列出算式，自己试着算一算。

想一想还有其它方法吗？ （1）36×10＝360（个）

360×3＝1080（个）

（2）3 6 （3）3 6

×3 0

× 3 0 0 0

10 8 0

10 8

10 8 0

三、合作交流 1.小组交流

请同学们把你计算的方法以及你的想法跟你小组的同学说一说。

2.全班交流 哪个小组愿意把你们小组的方法向全班同学说一说？

3.在讲解时，应重点介绍用竖式计算的简便方法。

引申：现在每排增加到40个座位，现在一共有多少个座位？

提醒学生，―增加到40个‖和―增加40个‖是不一样的含义。 1.小组内交流各自的算法和想法，然后共同总结算法。

2.各组间交流算法，其他同学认真倾听，可随时进行质疑、提问或提建议。

3.你能介绍一下本题竖式的书写格式吗？（注意进位）

学生可列式，可口算也可竖式计算，注意引导竖式计算方法。

4 0 ×3 0

12 0 0

实 践与应 用 1. 练一练：

*×30 10×10 99×99

2.小结：（1）乘数末尾有０的乘法的计算方法。

（2）两位数乘两位数，积最多是几位数？最少是几位数？

作业：书上43页第2题 1.独立完成，然后进行交流

1920 100 9801 2.（1）先乘0前面的数再在积的后面添0。

（2）了解两位数乘两位数的积最多是四位数，最少是三位数。

板书 设计

乘数末尾有0的乘法

（1）36×10＝360（个）

40×30=1200（个）

360×3＝1080（个） 4 0

× 3 0

（2）3 6

（3） 3 6

1 2 0 0 ×3 0

× 3 0 0 0

1 0 8 0

答：现在一共有1200个座位。

1 0 8

1 0 8 0 答：原来一共有1080个座位。

第四课时课题：估算

教学内容：教材第44-45页 教学目标：

１、结合具体事例，经历自主探索乘法估算方法的过程，体验估算方法的多样化。２、能结合具体问题进行简单的乘法计算，并解释估算的过程。

３、在解决问题的活动中，体验估算在生活中的作用，增强估算意识。教学重点：培养学生的估算能力。 教学难点：能较准确的进行估算。 教学过程：

一、情境创设 我国人口十五亿，我国土地面积960万平方公里，我校有2000多人，刘老师大约40岁等等，这些值都是估算值。

现在丫丫就遇到了一个问题需要我们帮忙估算一下，一起看看好吗？

学生读题并观察情景图，说一说事情中的数学信息及要解决的问题。

二、自主探索

买门票大约要多少钱？请同学们试着帮忙估算一下吧！

你还有其它方法吗？ （1）把9看作10，把92看作90，约需900元。 10×90＝900（元） （2）把92看作90，需810元。 9×90＝810（元） （3）把9看成10，需920元。 10×92=920（元）……

三、合作交流 1.小组交流

把你估算的方法向你小组的同学介绍介绍好吗？一定要说清楚你估算的过程呦！ 2.全班交流

哪个小组愿意把你们小组的方法向全班同学说一说？ 3.计算一下，看实际需要多少元？

想一想为什么有的估算结果与计算结果相差比较多，怎样做到合理地进行估算. 1.小组内交流估算的方法，然后共同总结算法。 2.小组内选派代表发言，其他小组准备作补充。

3.9×92=828（元）

把92看成90只不过少看了两个9，而把9看成10却多看了1个92，所以把 92看成90更接近计算结果。

四、实践与应 用

1.估算一下：在大桥上观察，1分钟过去了38辆车，大桥上1小时有多少辆车通过？ 2.估算一下这篇文章大约有多少字？

3.小组合作，估计１千克黄豆大约有多少粒？ 4.作业：书上45页第2题。 板书设计

估算

（1）把9看作10，把92看作90，约需900元。

10×90＝900（元）

（2）把92看作90，需810元。

9×90＝810（元）

（3）把9看成10，需920元。

10×92=920（元）……

实际计算：

9×92=828（元）

教学随笔：

第五课时：混合运算（连乘）

教学内容：教科书46-47页

教学目标：

1.结合小区建房问题，经历自主解决问题、从分步计算到三个数连乘计算的过程。 2.认识连乘算式，会计算简单的三个数连乘的运算式题。

3.了解同一问题可以有不同的解决办法，积极主动地参与数学活动，增强学习数学的兴趣。

教学重点：熟练进行计算。

教学难点：了解算式的意义。

教学过程：

一、情境创设

随着时代的进步，社会的发展，我们身边建起了许多漂亮的楼房，同学们注意到了吗？有一个生活小区计划还要新建8栋楼房呢，我们一起看看楼房示意图好吗？ 学生读文字叙述并观察楼房示意图。

了解事情中的信息和要解决的问题：

1.有8栋楼房

2.每栋有五个单元

3.每个单元可住12户居民

4.问题：可解决多少户居民的住房问题？

自主探索

学生独立列式计算。

做完后想一想每一步的运算要解决什么问题。

你能只列一个综合算式就解决问题吗？ 列式的方法可能有：

（1）12×5=60（户）

60×8=480（户）

（2）8×5=40（户）

12×40=480（户）

（3）12×5×8 =60×8 =480（户）

（4）5×8×12 =40×12 =480（户）

合作交流

1.小组交流

把你列式的方法向你小组的同学介绍介绍并说清楚你每一步运算要解决什么问题。

2.全班交流

哪个小组愿意把你们小组的方法向全班同学说一说？

3.讨论连乘算式中每步运算的实际意义 .1.小组内交流列式的方法，其他同学补充算法。小结本组方法。

2.小组内选派代表发言，其他小组准备作补充。

3.认识连乘及运算顺序

实践与应用 1.计算

25×2×45 19×3×24 2.先说说运算顺序，再计算。

27×9×8 517-216÷6 18×（86-27）

224+25×28 3.47页练一练

1、

2、4题

4.作业：课本47页第

3、5题 1.2250 1368 2.1944 481 1062 924 3.第1题：交流时重点了解学生列综合算式的情况。

第2题：交流时，可以让分步解答的学生尝试列一列综合算式。

第4题：先说说运算顺序，再计算。

板 书设计

混合运算（连乘）

（1）12×5=60（户）60×8=480（户）

（2）8×5=40（户） 12×40=480（户）

（3）12×5×8 =60×8 =480（户）

（4）5×8×12 =40×12 =480（户） 答：可以解决480户居民住房问题。

第六课时：解决问题

教学内容:教科书48-49页

教学目标：

1.结合旅游中的实际问题，经历小组合作、综合应用有关知识解决问题的过程。

2.能综合应用所学知识，合理地解决问题，能表达解决问题的大致过程和结果，并能对方案的合理性作出解释。

3.在与同伴合作解决问题的过程中，获得积极的情感体验，感受数学与生活的密切联系，增强对数学的应用意识。

教学重点：培养学生合理制定解决问题方案的能力。

教学难点：合理制定解决实际问题的方案。

教学过程：

环节 教师活动 学生活动 再设计

情境创设

春天到了，大家可以出去到大自然走走，呼吸一下新鲜空气，你都去过哪些地方？怎么去的？感觉怎么样

旅游前要准备做哪些事情？（租车、吃饭、门票）

现在有50人要进行一日游，想请你做一做导游制定几个租车方案？有信心完成吗？

出示租车信息

学生可能回答：避暑山庄、双塔山、棒槌山等周围的风景名胜

自主探索

1.独立了解租车信息，有不明白的可与小组同学商量。

2.试着独立制定租车方案

学生可能方案：

租4辆14座

14×4=56（人）

350×4=1400（元）

租3辆19座

19×3=57（人）

450×3=1350（元）

租2辆27座

27×2=54（人）

600×2=1200（元）

租2个14座和一个27座

14×2+27=55（人）

350×2+600=1300（元）

租2个19座和一个14座

19×2+14=52（人）

450×2+350=1250（元）

租

14、

19、27各一辆

14+19+27=60（人）

350+450+600=1400（元）

其他：（略）

合作交流

1.小组交流

把你制定的租车方案向你小组的同学介绍介绍，其他同学给出建议，挑选出本组内的最佳方案。

2.全班交流

哪个小组愿意把你们小组的方法向全班同学说一说？

3.请同学比较这些方案，你认为哪个比较合适，为什么？请同学比较这些方案，你认为哪个比较合适，为什么？

1.小组内交流各自制定的方案，其他同学补充方法。提出建议，小结本组方法。

2.小组内选派代表发言，其他小组准备作补充。

3.学生可能答案：

生：2个27座，省钱，数量少。

4个14座，车小，灵活。

实践与应用

1.解决问题：乘坐缆车

2.解决问题：就餐

3.作业：联系实际。做一个本班的春游计划 1.重点了解和知道：

单程；往返；每人等。

制订乘缆车方案，算一算花多少钱。

都乘往返：50X40 都乘单程：50X25 2.明白中餐、西餐的含义

算出每种方案各用多少钱，哪个最少，哪个做多。

都吃中餐（便宜）；1250 都吃西餐（最多）1500 中国人吃中餐外国人西餐1340

中国人吃西餐外国人吃中餐1410

板书设计

解决问题—租车方案

租4辆14座： 4×4=56（人） 350×4=1400（元）

租3辆19座： 19×3=57（人） 450×3=1350（元）

租2辆27座： 27×2=54（人） 600×2=1200（元）

租2个14座和一个27座：14×2+27=55（人）350×2+600=1300（元）

租2个19座和一个14座：19×2+14=52（人）450×2+350=1250（元）

租

14、

19、27各一辆：14+19+27=60（人）350+450+600=1400（元）

最佳方案：2个27座，省钱，数量少。

4个14座，车小，灵活。

第七课时：探索乐园

教学内容：教材第50页

教学目标：

1.经历自主探索、观察、归纳一些特殊乘法运算的积的规律的过程。

2.了解一些特殊乘法运算的积的规律。在探索规律的过程中，能进行简单的归纳和类比。

3.在自主探索的活动中，体验成功的乐趣，增强学习数学的兴趣和学好数学的信心。

教学过程：

环节 教师活动 学生活动 再设计

情境创设

我们已经跟数字打过几年的交道了，有的同学已经感到厌烦了，其实数字可有趣呢，它还会和我们捉迷藏呢，它有许多规律等着我们去找呢，现在我们就去找找看，好吗？

学生认真观察两组题，了解两组数的特征及题目要求：找出一个数乘

2、乘5的规律。

自主探索

试着找一找吧！看看我们谁能在这次游戏中获胜。

自己写出一组乘2或乘5的算式，验证一下你发现的规律。 学生可能找到如下规律：

1.一个数乘2的积都是双数，乘5的积的个位上的数不是0就是5。

2.左边乘2的一个乘数一个比一个多一，积一个比一个多2等等。

合作交流

1.小组交流

把你找到的规律向你小组的同学说一说，其他同学作补充。组长作总结。

2.全班交流

哪个小组愿意把你们小组找到的规律向全班同学说一说？ 1.小组内交流各自找到的规律，其他同学补充。

2.小组内选派代表发言，其他小组准备作补充

实践与应用

1.探索99分别乘1-9各数所得的积的规律

2.探索两位数乘11所得的积的规律。1.先观察左边的算式找规律，再写出右面算式的积。

2.先计算再找规律，再根据规律写出各题的得数。

板书设计

探索乐园

请有心人多提宝贵意见，本教案没有写再设计一栏，希望有人给予指教．

五《统计》

教学目标：

1、使学生理解平均数的含义，初步学会简单的求平均数的方法。

2、理解平均数在统计学上的意义，感受数学与生活的联系。

3、发展学生解决问题的能力。

重点难点：使学生理解平均数的含义，初步学会简单的求平均数的方法。

教学准备：展示台，情景图。

教学过程：

师生活动

一、理解平均数

1．周末，妈妈买了许多糖果，分给哥哥6颗，妹妹4颗，你对妈妈的做法有什么看法？你有什么办法让哥哥和妹妹分到的糖果一样多？是多少？

2．老师（出示两个笔筒分别装了27枝送给23个女同学，23枝送给23男同学，学生动手分：让女同学和男同学分的一样多。

3．引入―平均数‖象哥哥和妹妹分得一样多的5颗就是哥哥和妹妹分到的糖果的平均数。25枝就是男同学和女同学分的笔的平均数。

4．学生讨论：你们喜欢刚才谁的方法？

二、学习计算平均数

1．出示情景图：说说老师和同学们在干什么？

2．出示统计图：引导学生收集信息。

3．引导学生运用―移多补少‖的方法求平均每人收集了多少个：利用这个统计图，你们有什么办法，可以解决这个问题？学生独立思考后交流方法。

4．提出问题：生活中，大家分头收集了许多矿泉水瓶，大家是怎样集中过来的？如果没有这个统计图，只是每个人汇报自己收集了几个？你们有什么办法可以知道这个小组平均每个人收集了多少个？

5．小组讨论解决的方法并派代表交流，并说说13个就是平均数，那是不是说他们每个人都是收集13个呢？理解平均数是个虚的数。

6．小结求平均数的方法。

三、巩固训练

1．另外一个环保小组也收集了许多矿泉水瓶，小军收集15个，小伟收集16个，小朋收集12个，小新收集了13个，这个小组平均每个人收集了几个？

2．根据统计表算一算，三年段平均每班踢几下？

班级 三（1） 三（2） 三（3） 三（4）

踢的次数 632 654 668 646

四、小结：通过这节课的学习，你们有什么收获，还有什么问题？

五、布置作业：练习十一

1、

2、3

教学设计说明：

1．从生活入手，激发学习的欲望：平均数是一个重要的概念，也是一个虚拟的数，对学生来讲挺抽象的，不容易理解。老师从学生的实际入手，选取一些学生的遇到的一些分东西的问题，让学生感受到求平均数的意义，也形象地理解了平均数的概念。 2．自主探究求平均数的方法：从解决实际问题中，让学生动手操作，在操作中形象地理解―移多不少‖的方法，并在解决中学习―总合均分‖的求平均数的方法，实现从直观到抽象的过渡，学生学起来比较轻松。

六、测量

第1课时 教学目标：

1、经历用不同方式测量较长距离，并亲身体验步测的过程。

2、会选择不同的测量工具进行测量。能根据自己的经验估算一段路程的长度。

3、感受与同伴合作解决问题的乐趣，提高自身的数学活动经验。教学重点：感知10米的概念。

教学难点：熟练进行估算10米的长度。 教学过程：

一、复习：比一比1米多长。目测教室的长和黑板的长，并估算它们的长度。

二、新授：

1、感受10米有多长。

（1）师生一起去操场，用皮尺测量出10米长的一段距离。要注意对学生的测量方式进行指导。

（2）感知10米有多长。通过多种方式丰富学生对10米长度的体验。 ①可以让学生并排站在一起，看看10米长的距离可以站多少名学生。 ②再让每个学生走一走，看走10米长的距离需要几步。

③让学生观察周围环境中哪些物体的长度或一段距离大约是10米。

三、测量操场的周长。

1、指导学生分组并决定测量方法。如，可用皮尺量，可以步测，也可以先量出一段绳子的长度，再用绳子量等。

2、交流测量的方法和结果。重点让学生交流自己小组的测量方法、过程及测量的结果。

3、结合测量的结果，讨论哪种测量方法更好一些。使学生了解到用皮尺测量既方便又准确。

三、做一做：

课本62页的做一做。

第1题：提出活动要求并指导计算方法。让学生实际多走几次，求出平均值。 第2题：利用第1题的结果，让学生根据走的时间估算操场一周的长。，然后与实际测量的结果进行比较。

四、作业：课本第62页的第3题。教学随笔：

第2课时

教学目标：

1、结合自身生活经验和熟悉的事物，经历认识千米、建立1千米长度观念的过程。

2、体会长度单位千米的含义，知道1千米=1000米，建立1千米的长度观念。

3、了解我国的历史文化，感受长度单位―千米‖在生活中的广泛应用，学习从网上收集数据信息。

教学重点：熟练掌握千米的意义。 教学难点：感知1千米的概念。 教学过程：

一、谈话导入：测量两个地方之间的距离，可以目测，也可以步测，还可以估测或找参照物估算结果。

二、新授：

1、认识千米：

（1）出示问题：估算自己家到学校有多远。

让学生结合上节课第3题的结果估算。

（2）红红从家到校要经过16根电线杆，每两根电线杆之间大约有50米。红红家到学校大约有多少米？ 50×（16 - 1） =50×15 =750（米）

（3）告诉学生10000米可以写作1千米，并板书―千米‖怎样用字母―km‖表示。

1000米=1千米 或 1000m=1km

2、说一说：

师提问：谁家到学校不到1千米，谁家到学校超过了1千米？ 让学生依据估算的结果用千米描述自家到学校的距离。

三、巩固：

1、一个操场一圈是400米，几圈是1千米？

2、我国的―万里长城‖全长约是6300千米。

3、马拉松赛跑全长约是42千米。

4、我们伟大的祖国东西相距约5000千米，南北相距月5500千米。

四、作业：课本64页第

1、2题。教学随笔：

第3课时

教学目标：

1、结合具体事例，经历探索路程、速度、时间的数量关系的过程。

2、了解时间、路程、速度的意义及它们之间的数量关系，结合生活实际，解决与这些量有关的简单问题。

3、综合运用知识解决生活中的简单问题，感受数学知识和生活的密切联系。教学重点：掌握行程问题中的数量关系。 教学难点：熟练运用数量关系解决实际问题。 教学过程：

一、谈话导入：说说自己到过哪些城市，谈谈自己的旅途见闻。

二、新授：

1、出示课本65页的铁路示意图。

（1）让学生观察，说说从图中得到了哪些信息。 （2）估计一下郑州和青岛哪个到北京的路程近？

让学生自己试着估算，并说说自己的估算方法。

2、认识数量关系：

（1）一列快速客车从北京发车，平均每小时行118千米，5小时行多少千米? （2）一列普通客车从北京出发，平均每小时行98千米，7小时行多少千米？能到达郑州吗？ 让学生解答，并交流计算的结果。

（3）介绍―速度‖、―路程‖的含义，师生共同总结数量关系。

路程=速度×时间

三、试一试：

第1题：让学生自己解答，注意提示学生利用示意图中的信息。

第2题：让学生了解铁路线路信息的另一种呈现方式。鼓励学生提问题，大家一起解答。

四、作业：课本67页的练一练

1、2题。教学随笔：

第4课时

教学目标：

1、在实际测量的活动中，经历认识毫米、建立1毫米长度观念的过程。

2、体会长度单位毫米的含义，知道1厘米=10毫米，建立1毫米的长度观念。

3、增强实际测量经验，感受数学的发展及在现代科技中的应用。

教学重点：理解和掌握毫米的意义。 教学难点：掌握长度单位之间的换算。 教学过程：

一、复习导入：

1、描述1千米的概念。

2、描述1米的概念。

3、描述1厘米、1分米的概念。

当我们要测量更小、更短或要求测量的结果更精确时，用这些单位还合适吗？

二、新授：

1、测量橡皮的长度。

（1）提出测量要求，让学生测量自己橡皮的长度。

（2）交流测量的结果。结合橡皮厚度不到1厘米的情况，引出―毫米‖。告诉学生毫米怎样用字母mm表示及毫米在测量中的作用。

2、体会长度单位毫米。

（1）认识长度单位毫米。让学生观察自己的直尺，告诉学生―1厘米中间每个小格的长度是1毫米。‖让学生数一数1厘米中有几个1毫米。

（2）交流数的结果，得出：1厘米=10毫米 或 1cm=1mm （3）让学生测量1分硬币的厚度。了解1分硬币的厚度大约是1毫米，建立1毫米的长度概念。

3、小组合作测量：

（1）测量课本和练习本的厚度。 （2）交流测量的方法和结果。

三、议一议：

1、测量书本、练习本等这些比较薄的物品厚度，怎样做能够量得更精确些？ 通过讨论，使学生了解到测量一些比较薄的物品的厚度，可以把几个相同的物品摞在一起量，再算出每个物品的厚度。

2、估测一摞纸有多少张。

可以让学生先讨论一下，再实际测量。交流时，重点了解学生的不同的测量方法。

四、练一练：课本69页的练一练。

五、作业：阅读兔博士网站的内容。教学随笔：

第5课时

教学目标：

1、知道相邻两个长度单位之间的进率，会进行简单的单位换算。

2、会恰当地选择长度单位进行测量和表示物品的长度。

3、能综合运用知识解决生活中的简单问题，感受数学知识和生活的密切联系。教学重点：根据实际情况选合适的计量单位。 教学难点：熟练掌握长度单位之间的进率。 教学过程：

一、谈话引入：生活中，很多方面能遇到测量物品的长度，选择什么样的长度单位更合适呢？

二、新授：出示课本70页的内容。

1、让学生观察，并根据自己的经验，说说测量这些物品的长度选用什么长度单位合适。

2、让学生说说自己在生活中还知道哪些关于在测量时选用合适的长度单位的知识或经验。

三、议一议：

我们学过哪些长度单位？它们之间的进率是多少？ 师生共同整理学过的长度单位和单位之间的进率。

四、练一练：课本71页的练一练。第1题：让学生自己完成。

第2题：交流时，重点说说选择的理由。

第3题：答案不唯一，学生填的数只要符合实际就可以。

五、作业：课本71页的第4题。

七、生活中的小数

第1课时 教学目标：

1、通过商品价格，在已有的生活经验和知识背景下经历认识小数的过程。

2、结合具体内容认识小数，会读、写简单的小数，知道以元为单位小数的实际含义。

3、能把自己的生活经验与数学学习结合起来，随学习数学知识有好奇心和求知欲。

4、初步感受小数在生活中的广泛应用，培养数学的应用意识。

教学重点、难点： 小数的读、写法 教学过程：

一、创设情景，引发思考

1、同学们，老师想先做个调查。

【出示：25元 7.25元 8.80元 0.58元】

这些数你见过吗？在哪里见过？ 同学们自由回答。

2、今天，老师和你们一起去超市逛一逛，好吗？（出示主题图加一个玩具枪25元）看，这是超市的一角，你看到了什么？你能说出这些物品的价格吗？

3、在这些数里，那些是我们以前学过的，那些是我们还没学呢？

在这些数里只有1个是我们已经学过的数（25），它是我们以前就认识的整数。其它用来表示价格的数是没学过的。

4、观察这些没学过的数，它们有什么特点呢？（数中间都有一个小圆点。）

5、你知道小圆点叫什么名字吗？这样的数又叫什么数吗？请同学们看书的P74。

学生汇报自学情况。

6、小结：像 7.25 8.80 0.58 这样的数叫做小数。小圆点叫小数点。

今天我们就要学习一些关于小数的初步知识。（板书课题：生活中的小数）

二、结合生活，探索小数的读、写法

(一)小数的读、写法。

1、师：我们的这个新朋友――小数点本领可真不小，它在数的中间一站，把数分成了两部分，这样的数应该怎么读呢？可把老师难住了，谁来帮帮我呢？谁会读这些数？

小黑板出示商品标价：小熊7.25元、风筝8.80元、布娃娃11.30元等] 你是怎么会读的，是从哪里学的？

读的真好，我们按照他的读法一起读一遍吧。

2、师：读了这么多小数，你们认为小数该怎样读？

四人小组先讨论讨论。学生汇报。

3、师：同学们闭上眼睛，想一个你在平时生活中认识的一个小数。

好，老师请几位同学上台来把你想的小数写下来。

让学生在黑板上写，其余的学生写在自己的练习本上。[写完后教师结合学生出现的问题再讲解。]我们来评一评，他们写得怎么样？

3、你们认为小数该怎样写？

四人小组先讨论讨论。学生汇报。

我们一起读读吧。

老师是这样写的：0、8 0 8，写得好吗？为什么？

(二)知识调色板。

1、练习：P75 2 写在答题卡上（投影）互评。

2、判断：

（1）3．73读作：三点七十三． （ ）

（2）零点三零七写作：0．307． （ ）

（3）五十点二零八写作：5．208． （ ）

3、游戏：小蜜蜂采蜜。P75 1 找到采蜜最快的那个组：你们怎么采蜜这么快？有什么窍门吗？

（小数点前面的表示元，小数点后面第一位表示角，第二位表示分。）

师：你分析得好极了！（板书：元角分）

4、练习：P75 3

5、游戏：用0、

6、8及小数点―.‖四个卡片你能摆出几个小数？摆完后记录下来，读一读，集体汇报。

（三）、感受生活中的小数。

1、读出下面的句子．

（1）南京长江大桥全长6．772千米．

（2）土星绕太阳一周需要29．46年．

（3）1千瓦时的电量可以使电车行驶0．84千米．

2、写出下面横线上的数．

（1）小明的身高是一点二五米。

（2）丽丽的视力是四点九和五点零。

（3）非洲大甲虫长十四点八五九厘米，重九十九点七九克．

3、在日常生活中我们经常会看到小数。想一想：你还在哪儿看见过或用过小数？说一说吧。

学生交流课前调查生活中的小数。

师：你们说的很好！在日常生活中我们经常会用到小数。

三、知识加油站。

1、改写老师数学日记。

(1)这是老师自己写的一篇数学日记，你能帮老师将日记里的这些数据改成用小数表示吗？

早上，老师买了一个3角钱的豆浆和1元5角钱肉包，吃完饭后，来到学校。

(2)这一段有一些小数，你能用几元几角表示吗？

到学校后，拿起6.5元的红笔和8.40元的数学书来到教室。走进教室，看到讲台上摆着老师花了2.50元买的一盆菊花。

2、自己根据平时的生活也来写写吧。

四、引导总结，反思过程

1、想一想，小数的产生对我们的学习和生活有什么好处？

2、通过这一节课的学习，你有什么收获？对于自己的表现你满意吗？

五、课堂延伸

1、数学冲浪。

添字游戏。

这里有三个数

10、

1、0.10，你能在每个数后面添上一字，说明这三个数是相等的。

2、刨根问底。

口 算： 10÷3＝ 10÷6＝

计算器： 10÷3＝ 10÷6＝

观察结果，你发现了什么？自己到课下寻找为什么吧。

3、实践活动： 练习：P75 4 教学反思：

第二课时

教学目标：

1、结合具体物品，经历用―米‖作单位、用小数表示物体长度的过程。

2、进一步认识小数，会用小数表示生活中的一些事物。

3、初步感受小数在生活中的广泛应用，培养数学的应用意识。教具准备：小黑板 教学过程：

一、情景导入：

1、老师出示小黑板，让学生读出每种物品的长或宽，并用自己的方式描述一下。

2、老师出示蓝灵鼠的问题：把上面物品的长度写成用―米‖作单位的数。学生以小组为单位交流改写的方法，然后全班交流。如果学生写不好，老师要作为参与者示范改写一个，特别说明把用几米几分米几厘米表示的物体长度改写成用―米‖作单位的数时，要在―米数‖的右下角点上小数点。

3、在学生明确改法后，老师临时出一两道题，请接受能力稍差的同学改一改。

二、说一说：先让学生读教材上的内容，然后鼓励学生说出自己知道或改写的小数。如：自己的视力是多少，把自己的身高用―米‖为单位的数表示等。

三、试一试：老师出示小黑板，让学生把第五单元实践活动中投沙包时记录的成绩改写成以―米‖为单位的小数，并进行交流。

三、练一练：

第一题，老师辅助学生实际测量身边的物品。可以让学生先估计一下，再用不同的方式进行测量。如：门和黑板可请学生和老师共同测量；课桌可让学生同桌合作，一人测量，一人记录。最后交流记录的结果。

第

二、三题，由学生独立完成，再交流评判。

第四题，让学生在家中自己测量，用―米‖作单位记下测量的结果。如果家里没有这些物品，可选择别的物品代替。

四、小结：交流教法和学法。教学反思：

第三课时

教学目标：

1、结合具体情境，经历自主尝试简单的一位小数加、减计算的过程。

2、会计算一位小数的加法以一位小数的加法（不进位）和减法（不退位），知道用竖式计算时小数点要对齐的道理。

3、经历交流各自算法的过程，体验算法多样化。

教具准备：小黑板 教学过程： 一|情景导入：

1、师生谈话引出情境图，让学生观察情境图，说一说发现了哪些数学信息。

2、老师和学生一起写出加法算式，然后提出蓝灵鼠的要求，鼓励学生自主完成。

3、交流算法。有的算法学生如果想不到，教师要参与交流。然后组织学生讨论： （1）、三种算法有什么共同点？ （2）、用竖式做小数加法时，为什么―小数点一定要对齐‖？

通过讨论使学生明确：

1、都是元和元相加，角和角相加，即相同单位的数相加。

2、用竖式计算小数加法时，小数点对齐，也就是相同单位对齐。

4、提出问题：―买鸡蛋比买豆腐多花了多少钱？‖让学生自己列试计算。然后交流算法，总结用竖式计算小数减法的方法。

二、练一练：

第一题，让学生用自己喜欢的方法计算。然后小组同学交流，交流时，说一说自己是怎样计算的。教师要关注学生计算的结果是否正确，发现问题，及时解决。

第二题，老师出示小黑板，鼓励学生独立选择信息，列式计算。然后互相交流、评判。

第三题，鼓励每个学生做一个就餐计划，然后全班交流。除关注学生计算的结果是否正确外，还要关注食品搭配是否合理。对于学困的学生，老师要适当指导。

三、小结：交流教法和学法。教学反思：

第四课时

教学目标：

1、经历市场调查、消费、整理家庭消费情况、与同学交流的全过程。

2、会搜集、记录信息，并进性整理，能应用掌握得计算技能解决生活中实际的问题。

3、在―今天我当家‖的活动中，感受数学与生活的密切联系，体验劳动的乐趣和光荣，增强做家庭小主人的自主意识。教具准备：纸、笔、小黑板。 教学过程：

一、市场调查：

1、老师出示小黑板，提出做一天家庭小主人的要求，并帮助学生看懂统计表和要完成的事情：（1）、让学生到菜市场调查，记录各种蔬菜的价钱。（2）、让学生记下自己买东西花了多少钱，然后填在表中。

2、老师与家长联系，请他们协助搞好这项活动。

二、整理消费：先让学生完成下面几个问题。１、把自己亲手花的钱记录下来。

２、了解家中其他人花的钱，并记录下来。

３、完成―算一算‖的要求。如果自己计算问题（2）有困难，可请家长帮助一起算。 ４、写出自己的实践日记。

三、课内交流：让学生充分交流自己当家庭小主人的生活经历、解决的问题、获得的感受。

二、议一议：

让学生充分展开讨论，在讨论的基础上使学生了解父母的辛苦，增强做家庭小主人的自主意识。

三、小结：交流教法和学法。

教学反思：

七、生活中的小数

第1课时

教学目标：

1、通过商品价格，在已有的生活经验和知识背景下经历认识小数的过程。

2、结合具体内容认识小数，会读、写简单的小数，知道以元为单位小数的实际含义。

3、能把自己的生活经验与数学学习结合起来，随学习数学知识有好奇心和求知欲。

4、初步感受小数在生活中的广泛应用，培养数学的应用意识。

教学重点、难点： 小数的读、写法 教学过程：

一、创设情景，引发思考

1、同学们，老师想先做个调查。

【出示：25元 7.25元 8.80元 0.58元】

这些数你见过吗？在哪里见过？ 同学们自由回答。

2、今天，老师和你们一起去超市逛一逛，好吗？（出示主题图加一个玩具枪25元）看，这是超市的一角，你看到了什么？你能说出这些物品的价格吗？

3、在这些数里，那些是我们以前学过的，那些是我们还没学呢？

在这些数里只有1个是我们已经学过的数（25），它是我们以前就认识的整数。其它用来表示价格的数是没学过的。

4、观察这些没学过的数，它们有什么特点呢？（数中间都有一个小圆点。）

5、你知道小圆点叫什么名字吗？这样的数又叫什么数吗？请同学们看书的P74。

学生汇报自学情况。

6、小结：像 7.25 8.80 0.58 这样的数叫做小数。小圆点叫小数点。

今天我们就要学习一些关于小数的初步知识。（板书课题：生活中的小数）

二、结合生活，探索小数的读、写法

(一)小数的读、写法。

1、师：我们的这个新朋友――小数点本领可真不小，它在数的中间一站，把数分成了两部分，这样的数应该怎么读呢？可把老师难住了，谁来帮帮我呢？谁会读这些数？

小黑板出示商品标价：小熊7.25元、风筝8.80元、布娃娃11.30元等] 你是怎么会读的，是从哪里学的？

读的真好，我们按照他的读法一起读一遍吧。

2、师：读了这么多小数，你们认为小数该怎样读？

四人小组先讨论讨论。学生汇报。

3、师：同学们闭上眼睛，想一个你在平时生活中认识的一个小数。

好，老师请几位同学上台来把你想的小数写下来。

让学生在黑板上写，其余的学生写在自己的练习本上。[写完后教师结合学生出现的问题再讲解。]我们来评一评，他们写得怎么样？

3、你们认为小数该怎样写？

四人小组先讨论讨论。学生汇报。

我们一起读读吧。

老师是这样写的：0、8 0 8，写得好吗？为什么？

(二)知识调色板。

1、练习：P75 2 写在答题卡上（投影）互评。

2、判断：

（1）3．73读作：三点七十三． （ ）

（2）零点三零七写作：0．307． （ ）

（3）五十点二零八写作：5．208． （ ）

3、游戏：小蜜蜂采蜜。P75 1 找到采蜜最快的那个组：你们怎么采蜜这么快？有什么窍门吗？

（小数点前面的表示元，小数点后面第一位表示角，第二位表示分。）

师：你分析得好极了！（板书：元角分）

4、练习：P75 3

5、游戏：用0、

6、8及小数点―.‖四个卡片你能摆出几个小数？摆完后记录下来，读一读，集体汇报。

（三）、感受生活中的小数。

1、读出下面的句子．

（1）南京长江大桥全长6．772千米．

（2）土星绕太阳一周需要29．46年．

（3）1千瓦时的电量可以使电车行驶0．84千米．

2、写出下面横线上的数．

（1）小明的身高是一点二五米。

（2）丽丽的视力是四点九和五点零。

（3）非洲大甲虫长十四点八五九厘米，重九十九点七九克．

3、在日常生活中我们经常会看到小数。想一想：你还在哪儿看见过或用过小数？说一说吧。

学生交流课前调查生活中的小数。

师：你们说的很好！在日常生活中我们经常会用到小数。

三、知识加油站。

1、改写老师数学日记。

(1)这是老师自己写的一篇数学日记，你能帮老师将日记里的这些数据改成用小数表示吗？

早上，老师买了一个3角钱的豆浆和1元5角钱肉包，吃完饭后，来到学校。

(2)这一段有一些小数，你能用几元几角表示吗？

到学校后，拿起6.5元的红笔和8.40元的数学书来到教室。走进教室，看到讲台上摆着老师花了2.50元买的一盆菊花。

2、自己根据平时的生活也来写写吧。

四、引导总结，反思过程

1、想一想，小数的产生对我们的学习和生活有什么好处？

2、通过这一节课的学习，你有什么收获？对于自己的表现你满意吗？

五、课堂延伸

1、数学冲浪。

添字游戏。

这里有三个数

10、

1、0.10，你能在每个数后面添上一字，说明这三个数是相等的。

2、刨根问底。

口 算： 10÷3＝ 10÷6＝

计算器： 10÷3＝ 10÷6＝

观察结果，你发现了什么？自己到课下寻找为什么吧。

3、实践活动： 练习：P75 4 教学反思：

第二课时

教学目标：

1、结合具体物品，经历用―米‖作单位、用小数表示物体长度的过程。

2、进一步认识小数，会用小数表示生活中的一些事物。

3、初步感受小数在生活中的广泛应用，培养数学的应用意识。教具准备：小黑板 教学过程：

一、情景导入：

1、老师出示小黑板，让学生读出每种物品的长或宽，并用自己的方式描述一下。

2、老师出示蓝灵鼠的问题：把上面物品的长度写成用―米‖作单位的数。学生以小组为单位交流改写的方法，然后全班交流。如果学生写不好，老师要作为参与者示范改写一个，特别说明把用几米几分米几厘米表示的物体长度改写成用―米‖作单位的数时，要在―米数‖的右下角点上小数点。

3、在学生明确改法后，老师临时出一两道题，请接受能力稍差的同学改一改。

二、说一说：先让学生读教材上的内容，然后鼓励学生说出自己知道或改写的小数。如：自己的视力是多少，把自己的身高用―米‖为单位的数表示等。

三、试一试：老师出示小黑板，让学生把第五单元实践活动中投沙包时记录的成绩改写成以―米‖为单位的小数，并进行交流。

三、练一练：

第一题，老师辅助学生实际测量身边的物品。可以让学生先估计一下，再用不同的方式进行测量。如：门和黑板可请学生和老师共同测量；课桌可让学生同桌合作，一人测量，一人记录。最后交流记录的结果。

第

二、三题，由学生独立完成，再交流评判。

第四题，让学生在家中自己测量，用―米‖作单位记下测量的结果。如果家里没有这些物品，可选择别的物品代替。

四、小结：交流教法和学法。教学反思：

第三课时

教学目标：

1、结合具体情境，经历自主尝试简单的一位小数加、减计算的过程。

2、会计算一位小数的加法以一位小数的加法（不进位）和减法（不退位），知道用竖式计算时小数点要对齐的道理。

3、经历交流各自算法的过程，体验算法多样化。教具准备：小黑板 教学过程： 一|情景导入：

1、师生谈话引出情境图，让学生观察情境图，说一说发现了哪些数学信息。

2、老师和学生一起写出加法算式，然后提出蓝灵鼠的要求，鼓励学生自主完成。

3、交流算法。有的算法学生如果想不到，教师要参与交流。然后组织学生讨论： （1）、三种算法有什么共同点？ （2）、用竖式做小数加法时，为什么―小数点一定要对齐‖？

通过讨论使学生明确：

1、都是元和元相加，角和角相加，即相同单位的数相加。

2、用竖式 计算小数加法时，小数点对齐，也就是相同单位对齐。

4、提出问题：―买鸡蛋比买豆腐多花了多少钱？‖让学生自己列试计算。然后交流算法，总结用竖式计算小数减法的方法。

二、练一练：

第一题，让学生用自己喜欢的方法计算。然后小组同学交流，交流时，说一说自己是怎样计算的。教师要关注学生计算的结果是否正确，发现问题，及时解决。

第二题，老师出示小黑板，鼓励学生独立选择信息，列式计算。然后互相交流、评判。

第三题，鼓励每个学生做一个就餐计划，然后全班交流。除关注学生计算的结果是否正确外，还要关注食品搭配是否合理。对于学困的学生，老师要适当指导。

三、小结：交流教法和学法。教学反思：

第四课时

教学目标：

1、经历市场调查、消费、整理家庭消费情况、与同学交流的全过程。

2、会搜集、记录信息，并进性整理，能应用掌握得计算技能解决生活中实际的问题。

3、在―今天我当家‖的活动中，感受数学与生活的密切联系，体验劳动的乐趣和光荣，增强做家庭小主人的自主意识。教具准备：纸、笔、小黑板。 教学过程：

一、市场调查：

1、老师出示小黑板，提出做一天家庭小主人的要求，并帮助学生看懂统计表和要完成的事情：（1）、让学生到菜市场调查，记录各种蔬菜的价钱。（2）、让学生记下自己买东西花了多少钱，然后填在表中。

2、老师与家长联系，请他们协助搞好这项活动。

二、整理消费：先让学生完成下面几个问题。１、把自己亲手花的钱记录下来。

２、了解家中其他人花的钱，并记录下来。

３、完成―算一算‖的要求。如果自己计算问题（2）有困难，可请家长帮助一起算。 ４、写出自己的实践日记。

三、课内交流：让学生充分交流自己当家庭小主人的生活经历、解决的问题、获得的感受。

二、议一议：

让学生充分展开讨论，在讨论的基础上使学生了解父母的辛苦，增强做家庭小主人的自主意识。

三、小结：交流教法和学法。教学反思：

八、面积

第1课时 教学目标：

1、在操作活动中，经历用不同的方法比较两个物品表面、两个图形面积大小的过程。

2、认识面积的含义，了解把图形平均分成若干小方格来进行面积比较的方法。

3、积极参加观察、比较、交流活动，愿意与他人交流自己的方法。

教学重点：认识面积的含义，了解把图形平均分成若干小方格来进行面积比较的方法。 教学过程：

一、情境导入：

师生谈话。提出观察教室物品的要求，让学生边观察、边交流。老师要注意指导学生表述的语言。如：学生说―课桌是长方形的‖，教师要纠正为―课桌的面是长方形的‖。

二、新授：

1、在观察交流的基础上，提出将课本封面与铅笔表面比大小的要求。先让学生认一认、摸一摸哪是课本的封面，哪是铅笔的表面；再说一说哪个大，哪个小。重点说出是怎样知道的。

2、比较两个长方形纸片的大小。按课本要求先让学生独立操作，剪下来，比一比。再交流个性化的比较的方法。

通过比较，使学生直观看到黄色的纸片比蓝色的纸片大。

3、提出大头蛙的问题，让学生讨论，学生可能说得不准确，教师不要急于做出评价要给学生充分表达不同看法的机会。对于―黄色长方形比蓝色长方形大，是指黄色长方形纸的面积比蓝色长方形纸的面积大‖这一解释，学生如果说不出来，教师作为学生中的一员与学生进行交流。同时，告诉学生面积的概念。

三、比一比：

1、第1题：分别比较两组物品表面的大小，引导学生观察后比较，可用实物代替。第2题：比较长方形和正方形面积的大小。让学生先观察，并提问：你能用眼睛直观看出哪个图形的面积大，哪个图形的面积小吗？然后鼓励同桌想办法进行比较。

2、交流比较的方法，可分为两个环节：

（1）、学生个性化比较方法的交流。边交流边讨论能否得到一定的答案。如果学生中出现了平均分成小方格的比较方法，教师可利用课堂上这一难得的生成资源，让其他学生试着做一做；如果学生没有出现这种方法，让学生试一试。可进行必要的指导，如两个图形平均分的方格必须一样大小。

（2）、交流平均分成方格的比较方法。要让学生充分交流、展示不同的分法。

3、对比较的方法进行讨论。教师简单总结一下课堂上大家想出的比较方法，然后提出教材上―说一说‖中的问题，鼓励学生大胆表达自己的想法。 四：练一练：

第一题，让学生独立完成，然后小组交流，重点说一说是怎样判断的和自己个性化的表示符号。

第二题，是稍复杂的借助方格对图形大小进行比较的练习。重点让学生说出判断的依据。 五：小结：说说本节的收获及教法、学法。 教学反思：

第2课时

教学目标：

1、在同桌合作中，经历自己选定测量单位、对课桌表面进行测量的过程。

2、会用自己选定的测量单位测量一些简单物品表面和图形面积的大小。

3、通过对测量结果的分析与比较，了解测量单位的大小与测量结果（测量单位的个数）之间的关系，初步体验在同一测量单位下测量结果的一致性。

教学重点：会用自己选定的测量单位测量一些简单物品表面和图形面积的大小。 教具准备：大小不一的正方形纸、直尺。 教学过程：

一、情境导入：

师生谈话。引出学会测量和计算面积是一些实际工作的需要。

二、新授：

1、老师提出测量的要求，让学生在教师提供的几种正方形纸中自己确定一种作为测量单 位，并同桌合作开始测量。

2、交流、整理测量的过程和结果。重点交流选用的测量单位、测量的方式与结果。同时，把不同测量单位测量的结果整理在统计表中。

三、议一议：

1、分析大家测量的结果。让学生充分发表自己的意见，在讨论的基础上，形成共识：正方形的边长越大（测量单位越大），测量的结果（正方形的个数）越少。引导学生反过来说一说。

2、提出第二个问题，让学生发表意见。在讨论的基础上，鼓励学生用同一种正方形纸再测量一次课桌面，或测量凳子表面等。让学生体验在统一的测量单位下测量结果的一致性。 四：练一练：

第一题，让学生用相同的测量单位测量自己的学习用品。学生测量的结果会有不同。

第二题，用数学课本做测量工具，测量边长为一米的正方形面积。要求学生先估计一下，再测量。可分组进行。

第三题，用边长一厘米的正方形测量给定图形的面积。交流时，重点说一说是怎样测量的。 五：问题与讨论：

可先小组讨论一下，再进行全班交流。

六、小结：说说本节的收获及教法、学法。教学反思： 第3课时 教学目标：

1、在议论、探讨、推测的活动中，经历认识面积单位之间的进率的过程。

2、知道面积单位之间的进率，会进行简单的换算。

3、在小组合作解决问题的活动中，获得成功的体验，增强学好数学的信心。教学重点：知道面积单位之间的进率，会进行简单的换算。 教具准备：边长为一米的正方形纸。 教学过程：

一、情境导入：

师生谈话。对―议一议‖中的问题展开讨论，鼓励学生表达自己的不同想法，为下面的探索活动铺垫。

二、小组合作探索：

1、在―议一议‖的基础上，提出问题（1），让学生开始小组合作学习。教师要注意巡视和个别指导。

2、让学生交流各组合作探索的过程和结果。如，用什么方法，我们是怎样做的，结果是多少，以及是怎样算出的等。

3、师生共同总结平方米和平方分米之间的进率和字母表达式。

4、呈现平均分成100份、面积为1平方分米的正方形纸，并提出教材中的问题（2），请各组研究。

5、在交流各组推算方法的基础上，师生共同总结平方分米与平方厘米之间的进率和字母表达式。

三、议一议：

全班讨论，可利用学生已有的认数、数数经验，让学生说一说自己是怎样推算的。 四：练一练：

第一题，学生填完后，让学生说一说是怎样想的。

第二题，是本节课内容的变式练习，也是下节课学习的基础。

第三题，让学生不摆，只算。若有的学生直接推算有困难，可先摆、画，再算。

五、小结：说说本节的收获及教法、学法。教学反思：

第4课时

教学目标：

1、在自主操作、描述、讨论的活动中，经历探索长方形面积公式的过程。

2、理解长方形面积公式，会计算长方形的面积。

3、在拼长方形和用语言描述图形的过程中，发展初步的空间观念。教学重点：理解长方形面积公式，会计算长方形的面积。 教具准备：面积为1平方厘米的小正方形纸若干。 教学过程：

一、情境导入： 师生谈话引入本课。

二、新授：探索长方形面积公式

1、自主操作。提出教材中的拼图要求，鼓励学生拼出不同的图形。

2、交流拼出的图形。先让学生用语言描述自己拼出的长方形，再展示拼出的图形。学生可能有不同的表达方式，只要表达清楚，就可以。

3、讨论―议一议‖。启发学生根据拼的图和表中的数据去思考，鼓励学生大胆发表自己的意见。在学生充分交流不同发现的同时，要使每个学生了解长方形的长、宽与面积之间的关系。

4、总结公式。先让学生试着总结，再交流。

三、试一试：

长方形面积公式的实际应用。让学生先自己试着算一下，再全班交流。 四：练一练：

第一题，学生独立完成。

第

二、三题，是关于学生身边实际物品表面面积的计算，按教材中的要求进行。

五、小结：说说本节的收获及教法、学法。教学反思：

第5课时

教学目标：

1、经历自主探索、应用正方形面积公式的过程。

2、理解正方形面积公式，会计算正方形的面积。

3、在解决现实问题的过程中，感受数学与生活的密切关系，培养环保意识。教学重点：理解正方形面积公式，会计算正方形的面积。 教具准备：每生一张长是8厘米、宽是5厘米的彩纸。 教学过程：

一、情境导入： 师生谈话引入本课。

二、新授：探索正方形面积公式

1、让学生边操作、边计算。（1）题，让学生量一量长和宽，再计算。

2、（2）题，先提―剪‖的要求和兔博士的问题，让学生议论，重点说一说判断的依据或理由，然后再剪。

3、直接提出（3）题的要求，可以分两步进行：第一步，先计算正方形的面积并交流计算的方法和结果。第二步，总结正方形面积公式。

4、总结后，可引导学生对长方形、正方形面积公式进行分析比较，重点了解它们的共同点以及公式所表示的实际意义。三：练一练：

第一题，提示学生注意图中的单位，学生独立完成。

第二题，是正方形面积公式的简单应用。（1）题答案：80×80=6400（平方厘米）。

（2）题稍复杂，先结合生活经验，使学生了解―四周下垂10厘米‖的实际意义，再解答。答案：80+2×10=100（厘米）

100厘米=1米 1×1=1（平方米）

四、兔博士网站：对于费旧电池的危害，学生在前面的学习中已有所了解。这里主要通过对现实问题的计算，使学生进一步体验乱扔费旧电池对土地的危害，提高环保意识。

五、小结：说说本节的收获及教法、学法。教学反思：

第6课时

教学目标：

1、在观察、操作、整理、讨论等活动中，经历发现规律、运动规律的过程。

2、能发现事物中的简单规律，并能利用发现的规律进行简单推算。

3、在探索规律的活动中，能有条理的表达自己的思考过程，发展初步的推理能力。教学重点：能发现事物中的简单规律，并能利用发现的规律进行简单推算。 教具准备：扣子若干。 教学过程：

一、情境导入： 师生谈话引入本课。

二、新授：探索规律。

1、摆扣子。呈现教材上的三组扣子图，师生共同观察，接着提出兔博士的问题，鼓励学生操作，以小组为单位合作。在学生充分操作的基础上，进行交流。重点让学生说一说（4）组、（5）组是怎样摆的，为什么这样摆。

2、完成统计表，可全班一起做，也可分组做；还可以让学生自己填，然后交流。

3、全班讨论。先让学生讨论―议一议‖的第一个问题，再讨论第二个问题。 三：探索规律：

参照前面的方式进行。

四、小结：说说本节的收获及教法、学法。教学反思：

第7课时

教学目标：

1、与同伴合作，经历运用所学知识研究、解决生活中现实问题的过程。与同伴合作

2、会综合运用数学知识和经验，与同伴合作解决现实生活中的问题。

3、能克服解决问题中的困难，获得成功的体验，提高对数学的应用能力。教学重点：会综合运用数学知识和经验，与同伴合作解决现实生活中的问题。 教具准备：纸和笔。 教学过程：

一、情境导入： 师生谈话引入本课。

二、新授：铺地面问题。

1、引出问题。师生谈话提出亮亮家装修的问题，同时，师出示小黑板，提供亮亮卧室的长、宽和可选择的瓷砖信息。

2、进行关于铺地面问题的一般讨论。提出―议一议‖中的问题，让学生发表个人的见解，交流自己的经验。

3、小组合作，解决问题。根据本班学生合作解决问题的能力，设计不同的活动方式。方法一，同时给出两个问题，先小组内研究，再小组间交流。 方法二，分别对两个问题进行研究。即：先提出问题（1），鼓励小组合作解决（计算方法）。在交流之后，再进行需要钱数的计算。

注：在上述两种方法中，问题（1）是本节课的重点。交流时，要让学生把计算每种瓷砖块数的方法都说一说。提高学生用所学知识解决实际问题的能力。

4、讨论方案。在交流、归纳各种方案之后，让学生队方案进行讨论。

三、小结：说说本节的收获及教法、学法。教学反思：

九、分数的初步认识 第1课时 教学目标：

1、结合具体情境和操作活动，经历由生活经验到认识分数的过程。

2、了解平均分的含义，初步认识几分之一，会用几分之一表示简单图形的一部分。

3、感受分数与日常生活的密切联系，提高学习数学的兴趣。

教学重点：了解平均分的含义，初步认识几分之一，会用几分之一表示简单图形的一部分。 教具准备；每生准备几张长方形和正方形纸。 教学过程：

一、情境导入：

师生谈话。提出观察教材中的情境图讲故事的要求，让学生以小组为单位看图编故事。激发学生的学习兴趣，培养学生与动物交朋友的情感。

二、新授：

1、指定学生将自己编的故事讲给大家听，注意引导学生说完整话，将故事编完整。然后老师指出生活中的―一半‖也可以说是二分之一。

2、根据本班学生的实际情况，可以让学生举出一些生活中可以用二分之一表示的事物。如，半块月饼，半个西瓜，半个馒头等。

三、做一做：

让学生拿出准备好的长方形和正方形纸，每个学生都动手折一折，涂一涂。

1、提出（1）题的要求，先鼓励学生独立完成，然后让学生充分交流个性化做法。可让学生讨论一下涂色部分表示这张纸的几分之几。最后说明，涂色部分是这张纸的二分之一，并板书。

2、教师提出（2）题的要求，让学生进行操作，并交流。重点指导1/3的写法和读法。

3、教师提出（3）题的要求，在操作和交流的基础上，重点让学生试着读写1/4。

学生如果出现与教材不同的分法，只要正确就应给予肯定。 四：试一试：

是前面数学活动的继续，鼓励学生做出更多的分法，读、写出相应的分数。

五、议一议：这两个问题是对分数意义的具体理解，可先让学生在小组内讨论一下，再进行全班交流。根据学生的学习水平，第二个问题鼓励学生举出具体事例进行说明。

六、练一练：第一题，重点让学生回答―为什么‖。第

二、三题，让学生独立完成。小组内互 相评判。

七：小结：说说本节的收获及教法、学法。 教学反思：

第2课时

教学目标：

1、通过动手操作、交流、讨论等数学活动，经历认识简单分数的过程。

2、初步认识分数，了解几分之几表示的意义，认识分母、分子和分数线。

3、积极参与数学活动，激发学习分数的兴趣。教具准备；每生准备几张圆形纸。 教学过程：

一、情境导入：

师生谈话。提出观察教材中的（1）题中的两个示意图，让学生说出哪个是平均分，哪个不是平均分。指出哪部分表示这个圆的1/2。

二、新授：

1、提出（2）题中的活动要求并呈现示意图。师生一起边涂色边读、写分数。重点让学生理解2份是这个圆的三分之二，2/3里面有2个1/3。

2、提出（3）题中的活动要求，教学仿照（2）进行，也可指导学生自己动手分、涂色，读写分数。

三、议 一议：

先在小组内进行，给每名学生提供发表意见的机会，再进行全班讨论。 四：认识分数：

教师说明什么是分数。以3/4为例，介绍3是分子，4是分母，中间的横线叫做分数线。然后写出一个分数，让学生说出这个分数的各部分名称。

五、试一试：交流时，给学生表达个性化结果的机会，以便加深对分数意义的理解。

六、练一练：第

一、二题，，让学生独立完成。小组内互相评判。第三题，完成书上的问题后，再让学生提出其他问题。如，每人吃了这张饼的几分之几？两人吃了这张饼的几分之几？

六、知识窗：介绍有关分数的知识。

七：小结：说说本节的收获及教法、学法。 教学反思：

第3课时

教学目标：

1、在涂一涂、比一比、说一说等数学活动中，经历比较两个简单分数大小的过程。

2、会比较同分子或同分母（分母小于10）的两个分数的大小。

3、能积极、主动地参与数学活动，愿意与同伴交流，并大胆表述自己的想法。教具准备；每生准备几张圆形纸和正方形纸。 教学过程：

一、情境导入： 师生谈话引入本课。

二、新授：

1、提出操作要求。让学生拿出准备好圆形纸（每生一张，两人合作，一人将圆平均分成两份，一人将圆平均分成三份），然后按要求涂色。

2、交流涂色的结果。讨论―哪个面积大‖。教材只给出了两种比较的思路和方法，如把两 个涂色部分叠在一起比。教师要对学生个性化的比较方法给予肯定。重点指导学生理解：对同一个圆，分的份数越多，每份就越小；反过来，分的份数越少，每份就越大。

3、用符号表示两个分数的大小。

三、比一比：

1、让学生独立观察图，并在○中填上大于号或小于号。

2、让学生交流是怎样比较的。

注意：这里只是直观比较两个分数的大小，不总结比较的方法。

四、练一练：

第一题，让学生独立完成。

第二题，因为没有图示，所以比较起来稍有难度。师生可共同完成两道题，再让学生自主做，教师进行个别指导。

第三题，不做统一要求，供学有余力的学生完成。

五、问题讨论：这是两组典型的用分数表示生活中事物的素材。要让学生仔细观察每幅图中杯子的大小和盛饮料的多少，充分利用自己的生活经验回答问题。帮助学生进一步理解分数的实际意义。

六：小结：说说本节的收获及教法、学法。 教学反思：

第4课时

教学目标：

1、经历自主探索两个分数相加等于1和相应的减法的过程。

2、会计算两个分数相加等于1和相应的减法。

3、在自主探索新知识的过程中，提高学习数学的兴趣。教具准备；小黑板。 教学过程：

一、情境导入： 师生谈话引入本课。

二、新授：

1、填符号、写算式。师出示小黑板，呈现（1）组图，先分别用数表示两个图中的涂色部分，再提出在○中填上合适符号的要求，让学生说说自己的想法。如：两个图形一样大，两个1/2合起来等于1。接着在○里填―=‖。

2、在前面的基础上，启发学生写出加法算式。接着鼓励学生：你能写出一个减法算式吗？在学生交流写出的减法算式时，重点了解学生是怎样想的。

3、（2）组图可仿照上面进行。

三、看图列式计算：

1、让学生独立观察图，说一说图表示的意思。

2、鼓励学生写出加法算式，并计算。交流时，让学生说一说计算的思路。

3、看图写减法算式，仿照上述过程进行。

教材只呈现了1－1/3=2/3的算式思路，教学时，还应启发学生写出1－2/3=1/3。

四、练一练：

第

一、二题，让学生独立完成后，全班交流。

第三题，先鼓励每个学生都讲一讲图中的故事，并提出自己想到的问题，再根据问题列出算式。如，4/4=1，1－1/4=3/4，1－2/4=2/4等。

五、小结：说说本节的收获及教法、学法。

教学反思：

第5课时

教学目标：

1、结合演示和操作，经历探索两个同分母分数（分母小于10）相加减的过程。

2、会计算两个同分母分数（分母小于10）的加减法。

3、在解决现实问题的过程中，体验分数与日常生活的联系。教具准备；圆行纸。 教学过程：

一、情境导入：

师生谈话引入本课。

二、新授：

1、演示计算。师出示分好并涂色的圆形纸，按教材中的图示进行演示。

2、根据演示过程，写出算式并计算。重点让学生理解分子相加减的道理。即，―1个1/8加上4个1/8是5个1/8‖和―5个1/8减去1个1/8是4个1/8‖。

三、练一练：

第

一、二题，让学生独立完成后，全班交流。重点让学生说一说自己是怎样想的。

第三题，可采取同桌讨论、全班交流的方式来完成。还可以启发学生提出其他问题，并说出结果。根据学生的学习情况而定。

四、小结：说说本节的收获及教法、学法。教学反思：

推荐第5篇：冀教版英语三年级上册教案

Leon 1： Hello!

一、教学目标：

A.知识目标：

a.认识三个人物：Li Ming、Jenny Smith、Danny

b.掌握新句型：Hello/Hi.My name is ________. What ‘s your name ?

B.能力目标：

让学生学会怎样有礼貌地和别人打招呼，怎样来介绍自己,并能应用自己所学到的知识。

C.情感目标：

通过本课的学习，让学生知道怎样有礼貌地打招呼，做个有礼貌的好孩子。

二、教学重点：

1、认识新单词三会（会说、会听、会读）： hello / hi 你好

2、掌握新句子：两会（会听、会说）： What‘s your name?

你叫什么名字？ My name is ______.

我的名字是______。 I live in ______.

我住在______。

三、教学难点：

What‘s your name?

你叫什么名字？ My name is ______.

我的名字是______。

四、教具、学具：录音机，图片

五、教学过程：

Cla opening Greeting

a.用Hello /Hi 向学生打招呼问好

b.再用英语向同学们做简单的自我介绍

T: Hello.My name is ______.

指着自己，说出名字。重复几次让学生明白是什么意思。 (设计意图：引起学生对英语的好奇心，激发学生的兴趣) New Concepts

1、教师利用自己的―优势‖使学生明白教师的意思，并鼓励他们试着自己说。

在此引出My name is ______.并告诉学生在My name is ______.后加自己的名字。然后鼓励学生试着练习一下。

在让学生作自我介绍之前告诉学生Hello/Hi是英语中最基本的招呼用语，意思相同，只是Hello比Hi正式。教师和自告奋勇的学生扮演初次见面作自我介绍的情况。

（设计意图：创设真实及近似真实的环境，让学生自我介绍，为学生提供了一个极佳的语言实践机会）

2、用英语询问别人的名字，这一环节是把简单的英文句子放入具体的语言环境里，加深学生的印象。

首先，教师可以利用手偶自问自答。例如：

T: Hi.My name is ________.What‘s your name ?

D: Hello.My name is Danny .

T: What‘s your name ?

D: My name is Danny.

T: Oh.Danny.Hi.Danny.此时，要向学生强调What‘s your name ?的用法。 之后可以让学生和教师的手偶来练习刚刚学会的句子

（设计意图：通过情景表演来培养学生的听说能力，同时也激发了学生的兴趣，活跃了课堂气氛，学生在玩与乐中轻松掌握本节课的重点）。

3、介绍书中的人物由于学生是刚接触到这几个小朋友，而且他们要和我们一起学习、一起成长，所以教师很有必要让学生认识这几个人。利用图片分别介绍Danny、Jenny Smith和Liming同时告诉学生Jenny 住在 Canada (加拿大)，Li Ming 住在China (中国)。然后领读Canada China

I live in ___.（因为这几个单词也要作为重点的知识，同时还为学习教科书奠定基础。）

4、Student Book

（设计意图：录音为学生提供了准确、地道的语音、语调、语速，便于学生学习外语是摆脱母语羁绊;多次朗读有助于语感的形成，为以后的大量阅读奠定较好的基础：模拟表演对话，培养了学生的动口、动脑的能力，也为初步交际打下基础。）

5、Play game

(１)Play ―go—stop‖

(当喊道stop时，就互相询问名字)

（2）Play ―Find friend‖

(叫几名同学到前面来，让他们和剩下的同学交朋友，看谁在规定的时间内交的朋友多。在游戏中保证英语用正确，否则所交朋友无效。对获胜者予以表扬。对其他人予以鼓励。) （设计意图：游戏能进一步活跃课堂气氛，又能使大多数学生通过游戏体验到成功的快乐） Cla Closing

六、板书：

Leon 1: Hello! Hello

Hi!

What‘s your name ?

My name is ________.

Leon 2:Boy,Girl and Teacher

一、教学目标

知识方面：

使学生能听、说、认识、口头运用单词：teacher, boy, girl 能理解并口头运用：What‘s his/her name? 能力方面：

通过学习怎样和别人打招呼，怎样来介绍自己，向他人介绍事物来培养学生的交际能力，锻炼语言的组织能力和知识的运用能力。 情感目标：

通过本课的学习，让学生知道怎样有礼貌地进行打招呼，如何做简要的介绍，做个有礼貌的好孩子。

二、教学重点：

1.认识新单词三会（会说、会听、会读）： teacher 教师 boy 男孩

girl 女孩

his 他的

her 她的

2．掌握新句子：两会（会听、会说）： This is a______.

这是______。 What‘s his name?

他叫什么名字？ His name is ______.

他的名字是______。 What‘s her name?

她叫什么名字？ Her name is ______.

她的名字是______。

三、教学难点：区分his和her的用法。

四、教具、学具：录音机、图片

五、教学流程：

Cla opening 1.Greeting：Hello!/Hi! 2.Review： What‘s your name?

New Concepts １、利用班里的男孩引出boy，并对其进行介绍：This is a boy.领读boy,接着介绍His name is _____ .(说出这位学生的名字)，教师可以重复这句话，使学生理解它，如果学生不能明白，教师就多举几个例子，例如： T: What‘s his name? His name is __A___.What‘s his name? His name is ___B__.What does this word ‗his‘means?

在学生理解his的含义后教师指着某个男生问学生：What‘s his name?

试着让学生回答：His name is _____ .反复进行几组后就要放手让学生自己来练习了。 教授单词girl, teacher和句子What‘s her name?同上述方法.设计意图：根据年龄特点，用创设情景的方法，直观的将所学内容展示给学生，生动活泼，使学生容易接受新知。激发学生的学习兴趣。 2.Listen to the tape,and read after it.设计意图：让学生在模仿练习进一步熟练课文内容，并同时进行听力训练。 3.Play a game。

Memory name。游戏规则：让几名自告奋勇的学生面对全班站在教室的前面，教师站在这一排学生得一端。

第一个人说：My name is Hong.第二个人说：My name is Bing.和Her name is Hong.(指着第一个人说) 第三个人说：My name is Ming.和 Her name is Hong.( 指着第一个人说) His name is Ming.(指着第二个人说)这个游戏一直进行到这一排的最后一个人，要求教师必须记住所有学生的名字。

设计意图：通过游戏使学生能有亲身体验，并激发他们的学习兴趣，在游戏中轻松愉悦地获得新知。

4.Make a dialogue in groups.设计意图：使学生在活动中发散思维，并培养他们的合作创新精神，能够运用所学知识进行简单的口语交流，培养自主学习能力。 Cla Closing Goodbye!

六、板书：

Leon 2: Boy,Girl and Teacher

teacher

boy

girl

What‘s his name? His name is

.

What‘s her name? Her name is

.Leon 3：How are you?

一、教学目标：

A.知识目标：

1.掌握三会词汇：book

chair

desk 2.学会问候语―How are you? I‘m fine, thanks.‖。 B.能力目标：

1.能熟练演唱歌曲―How are you?‖，演唱流利，发音准确。

2.会使用句子―What‘s this?‖来问自己不知道的东西，并能够用―It‘s a…‖回答。 C.情感目标：

让学生礼貌的同他人打招呼和问候，做个懂文明讲礼貌的好孩子。

二、教学重点：

1.新单词：三会（会听、会说、会认）：book

chair

desk 注意：desk是指书桌或是办公桌，而在日常生活中常用的桌子要用table 2.新句型：（会听、会说）：

What‘s this? It‘s a ________. 这是什么？ 这是________。 How are you? I‘m fine. 你好吗？ 我很好。

三、教学难点：

What‘s this? It‘s a ________. 这是什么？这是________。

四、教具、学具：CAI课件，录音机，图片

五、教学流程：

Cla opening Greeting 1）教师用―Hello / Hi！‖问候全班，要求学生回答―Hello/Hi！‖

2）教师同学生做手偶游戏，进行―What‘s your / her / his name?‖的对话。 New Concepts １、Listen a song：

A、教师可以先自导自演一段对话，如： A:Hello

B:Hi!

A:What‘s your name ?

B:My name is ________.A:Oh, how are you? B: I‘m fine.

然后反复强调最后这两句话，在激起学生的好奇心后，教师可以直接告诉学生这两句话的意思，并告诉他们这两句话的运用环境。在学生理解后就可以播放歌曲了。

教师播放歌曲―How are you?‖。再利用歌曲中的课件展示一遍这组对话，让学生充分的加以理解。

之后让学生两人一组，鼓励他们之间进行对话模仿练习。

B、利用实物教授book

chair

desk 在学生理解这几个单词的意思后引出对话：What‘s this? It‘s a ________.2.Practice： 1）I ask , you answer 教师在教室里来回走动，随意指着一本书、一张桌子或一把椅子询问―What‘s this?‖，学生来回答。教师可以快速指出物品或出示图片，由于小学生竞争好胜的意识比较强，这样就可以锻炼学生的反应能力，调动他们参与活动的积极性。 2）Play a game―Stop,go‖

把学生分为几组，先由一个小组来进行。此小组的几名学生低头来回走动，教师喊―Stop！‖，示意学生停下来，同眼前的学生进行问候，练习对话―How are you?‖。 3）Sing a song 两个环节的游戏过后，让学生放松一下，师生同唱这节课学的歌曲―How are you?‖从而调动每一个学生参与的积极性。

3、Make dialogue：

教师引导、鼓励学生每天见面的时候说问候语，久而久之就能很自然的脱口而出了。 Cla Closing Goodbye!

六、板书：

Leon 3: How Are You?

book

chair

desk

How are you? I‘m fine, thanks.

Leon 4：

Where ?

一、教学目标：(Teaching Aims) 知识目标：1.学生能掌握school。

2.能正确应用Nice to meet you ？进行口语交际；

3.正确理解Where is -------？There it is.并能进行会话练习。

能力目标：引导学生通过体验、实践、合作、探究等学习方式，培养他们合作学习的意识和口语交际能力及自己解决问题的能力。从而促进学生实践能力的和创新思维的发展。使学生学会语言知识，感悟语言功能。

情感态度目标：关注学生的情感，营造宽松、民主、和谐的课堂氛围。通过多样性的活动和教学评价，激励学生学习英语的兴趣和积极性，使学生在英语课堂中不断体验进步与成功，认识自我，建立自信，促进学生综合语言运用能力的发展。

二、教学重点(Main points)和 教学难点（Difficult points）：

能够正确运用本课所学对话；能够根据本课内容进行口语交际

三、教学用具、学具(Teaching Aids)：录音机

卡片

手偶

实物等

四、教学过程：

Step1: Cla opening Greeting and review: 1．

Greeting: Sing a song（How are you?） 2.Review :Draw the picture。

(设计意图：歌曲的导入极大地提高了学生学习英语的兴趣，为本课教学提供了有利的条件。) Step2: New concepts 1．

Nice to meet you ！

用汉语告诉学生当一个人初次遇到某个人时，可以说：Nice to meet you！并让学生跟随老师重复数次。 角色扮演：

先师生之间对话。Hello！My name is -------。What is your/her/his name？My/her/his name is--------。Nice to meet you ！

待比较熟练后教师放手让学生之间进行对话练习。

现在，Guo Yang and Jenny相遇了，他们在说些什么？你们想知道吗? 播放录音，让学生听。

听完回答问题（此种教学方法极大地提高了学生的求知欲）

角色扮演，用手偶来演，然后问学生：Where is ---------？（由此引出第二部分，过渡自然。） 2.Where is ______? There it is.操练：把书藏于教室的某处，假装到处找它，边找边说Where is my book？数次，并通过手势表达意思，假装突然看到了书，边指着书，边大声说：There it is!让一个学生为自己拿过来，并说：Thanks! 并解释Thanks的意思。 把Where is ____? There it is.写在黑板上。 利用游戏巩固Where is ____? There it is.教师同自告奋勇的学生一起示范下列对话：

Where is my/your/his/her ------？（book chair desk school teacher等单词） There it is ！（手指实物）可扩展Here it is ！或用I don‘t know。

学生分组练习对话，向全班学生进行表演。(小组合作教学培养了学生的合作意识，提高了学生的合作能力.) Step3: Cla closing Do the activity book: Leon 4: NO .1 and NO .2

五、Blackboard Hand- writing Leon 4: Where ?

Nice to meet you !

Where is the school? There/Here it is !

( I don‘t know )

Leon 5：

5

一、教学目标：(Teaching Aims) 知识目标：

1、正确地听、说、读、写、用单词：one, two, three, four, five; 2明白句型How many? 3正确使用句子May I have……?

能力目标：引导学生通过体验、实践、讨论、合作、探究等学习方式，培养他们合作学习的意识和自己解决问题的能力。从而促进学生实践能力的和创新思维的发展。使学生学会语言知识，感悟语言功能。

情感态度价值观目标：关注学生的情感，营造宽松、民主、和谐的课堂氛围。通过多样性的活动和教学评价，激励学生学习英语的兴趣和积极性，使学生在英语课堂中不断体验进步与成功，认识自我，建立自信，促进学生综合语言运用能力的发展。

二、教学重点(Main points)和 教学难点（Difficult points）：

1.单词one, two, three, four, five; 2.本课的句子以及拓展运用。

三、教具(Teaching Aids)和 学具：录音机磁带、教师用卡片和张贴画图片、单词短语卡片、奖励用的贴纸、实物、学生用小卡片

四、教学过程： Step1: Cla opening

1、

Greeting

2、

Sing a song：―How are you?‖ (老师和同学之间边握手边唱) 3全班边做动作边说歌谣：What‘s this? What‘s this? What is this?

It‘s a book It‘s a book It is a book.(chair desk把书放在黑板槽里，以便引出新课) （设计意图：简单的问候以及歌曲的演唱，在课的一开始就给孩子们营造一种轻松愉快的课堂氛围，增进师生之间的情感交流，使学生进入一种自然的语言状态。并引出新课） Step2: New concepts

一、New concepts ：How many? 1.T: How many books do I have?(讲解How many并板书) Ss：1 T: Can you say it in English? Let‘s learn.―One‖ Read after me.Check them.How many books do you have?（利用学生的实物来教学。其他数字依此方法讲授并板书，以组为单位适当给与奖励。) 2.Play a game to remember the number words。

（设计意图：让学生做游戏，其目的在于激发学生的学习兴趣及学习主人的意识，使学生很自然的进入一种自觉的语言学习状态） 3.Ask the students to the front.（适当给与奖励。）

4.老师可问学生，在生活中还有那些地方用上数字。学生有可能会回答，电话号码、自行车牌号、门牌号码、学号、座位号等等。老师可有计划的进行练习，可让学生先说自家的电话号码，自行车牌号等。（适当给与奖励。手指黑板上的奖励图标引出第二部分）

二、May I have……?

1.T: How many …… do you have? May I have……?（讲解May I have……?） 2.Make up the dialogue and check them.（适当给与奖励。）

3.Now Danny and Li Ming are speaking .What are they speak? Let‘s listen.Who can tell us? 讲解No books for me.4.Make up the dialogue.You can say: How many……? May I have……? ......（设计意图：听录音为学生提供地道的语言材料和标准的语音语调，有助于学生正确模仿，强化记忆，以便形成良好的语言素质，培养他们自主学习的能力。同时，创造性的使用教材，循序渐进，分散难点，不至于使学生产生畏难情绪。同时利用小组交流，培养学生合作学习的意识） Step3: Cla closing 1.T: How many …… do you have? (手指黑板上的奖励图标)Let‘s chant.1-1-

1; 1-2-

2; 1-3-

3; 1-4-

4; 1-5-

5.

可让学生边拍手边唱，可男女生齐唱，轮唱，如谁愿意独唱老师可给奖励，以鼓励学生敢于表现自己。

2.Do the activity book: Leon 5:

五、Blackboard Hand- writing Leon 5: 1 2 3 4 5 How many?

May I have……?

Leon 6：

A B C D

一、教学目标：(Teaching Aims)

1、知识目标：学生掌握下列词汇A a、B b、C c、D d、book。练习并能认识下列词汇apple、cat、dog。

2、能力目标：学生能够理解并能口头应答下列用于和句子，Good-bye、See you later、Bye，听懂英文歌曲ABC。

3、情感态度目标：营造英语学习氛围，培养学生学习英语的兴趣。学生能够准确地发音，喜欢英语并愉快上课。帮助学生了解中西方文化的差异，拓展视野。

二、教学重难点：

Aa Bb Cc Dd的正确发音及说、认识、口头运用apple, book, cat, door 并且能够记忆这些单词。

三、教学用具、学具：单词卡片或实物、字母卡片、录音机

四、教学过程：

Step1: Cla opening Greeting : T: Hello, boys and girls! S: Hello teacher! T: How are you ？ S: I‘m fine, thanks.S: How are you ？ T: I‘m fine, thanks.Step2: New concepts 1.T: Now, let‘s listen to a song―A B C‖.

There are 26 letters in English.Today we‘ll learn 4 letters ―A B C D‖

(设计意图: 通过《字母歌》让学生对26个字母有一个初步的感知,为本课的字母学习打下基础) 2.T: Look, this letter is A.Read after me, please.S:A T: It‘s big letter ―A‖.This is small letter ―a ‖.Read after me.S: a T: Who can read it？（找几名自告奋勇的学生读）

T: let‘s look, how to write it？（板书） show me your finger, let‘s write it together.S: Aa(学生用手书空) T: look at me, this is A.(do action) can you ？ S: Yes.T:（出示apple的卡片）What‘s this？ S: apple (教授 B C D 方法同上) (设计意图：通过卡片演示和教师形象化的肢体语言帮助于学生记忆字母,把字母和字母在单词中的发音紧密地结合起来,能使学生对字母有一个完整的认识) T: We have learned A B C D, Let‘s make a chant A A A apple B B B book C C C cat D D D door S: A A A apple B B B book C C C cat D D D door(学生边做动作边模仿) (设计意图：通过歌谣的形式激发学生的兴趣，把枯燥的单词和字母变得―活‖起来。) T: let‘s play a game.We‘ll make two groups, let‘s see who is quick and right.T: I think you are tired.let‘s have a rest.listen to a song, please.3.T: look, who can try to say it？(出示课件:Goodbye Bye.) S: Good-bye.Bye.T: Good-bye.Bye.(边领读边做动作) T: See you later.(边说边做动作) Who can gue what‘s the meaning? S:再见

T: See you later.(教师领读) T: Let‘s make a dialogue.First I‘ll give you a model.(邀请一名学生和老师合作完成对话) T: Hello, how are you? S: I‘m fine, thanks.T: See you later.S: See you later.T: Now, who volunteers?(几组学生展示) (设计意图:创设机会,培养学生的合作意识,树立自信心) Step3: cla closing T: You do a good job.Cla is over, good-bye everyone.S: Good-bye, teacher.Do the activity book: Leon 6

五、Blackboard Hand- writing leon 6: A B C D apple

book

cat

door

Good–bye = bye = See you later !

Leon 7： How Many ?

一、教学目标：(Teaching Aims) 1.语言知识：

（1）

听懂会说、读、写词汇：pen pencil marker （2）

听懂会说本课词汇、句型：pencil case; blackboard; How many ___________do you have? 2. 情感态度：

（1）培养学生有兴趣学习英语学习用具和黑板等词汇。 （2）鼓励学生乐于模仿，敢于开口，积极参与，主动请教。 （3）培养学生积极与老师和他人合作； 3.教法学法：

（1）情趣教学法、多媒体直观法。

（2）探究式、交互式等学习方式。积极运用这一课所学词汇和句型进行表达和交流。 （3）自主质疑法、合作解疑法、交流互动法。

4. 文化意识：培养学生对杰出的外国文化习俗感兴趣。

二、教学重点(Main points)和 教学难点（Difficult points）：

（1）重点：学会pen pencil marker并掌握。

（2）难点：运用句型进行交流。可有意识的培养学生把词汇的描述扩展为句子的交流。教师尽量给学生一个完整的语句概念。

三、教学用具、学具(Teaching Aids)：录音机

卡片

手偶

实物

多媒体等

四、教学过程：

Step1: Cla opening and review: 1.A song: A B C Song(利用儿时玩的并扳游戏来唱这首歌：A B C D E F G ,H I J K L M N ,O P Q ,R S T, U V W ,X Y Z,X Y Z ,Now you see ,I can sing my A B C.) 2.A chant:（学生刚刚接触英语，把权力下放给学生，让他们自编儿歌，目的是为了巩固所学的单词：男孩boy，女孩girl，teacher教我读book，book放在desk上，我们坐在chair上，我们都在school里，one two three four five。） (设计意图：歌曲和学生自编的chant，在课的开始就引起他们的注意力，激发起潜在的幽默情趣，活跃气氛，营造良好的儿童学英语的氛围。调动学生的学习热情。) 3.Review: T: Now look.What is it ? 出示：book …… Ss: It‘s a book.Step 2: New concepts: 1.Demonstrate: 1) A gueing game: （点击或画出钢笔的一部分，学生可任意联想回答，，然后再点击出示或画出钢笔的全图） T: What is it? You know? Ss: …… (学生发挥想象力，随意猜测。) T: Oh , no(yes) .It is a pen.Do you have a pen?（教师手拿一支钢笔，给孩子们一种提示。） Ss: Yes.T: Please show me.Read after me: pen Ss: …… (Read and recite this word.) T: Who can recite? Please put up your hands.Ss: ……（检查单词的掌握程度，背得好的给与鼓励）

T：Look carefully, Gue, what is it? （出示铅笔的一部分，让其猜想。） Ss: …… (学生发挥想象力，随意猜测。) T: Right.It is a pencil.Do you have a pencil? Read after me.How to remember it? Ss:在pen的后面加cil。 T: Good.Who can read? Please put up your hands.Ss: …… （学生朗读单词） T: Look carefully, Gue, what is it? （使用此方法，可依次出示pencil case; marker; blackboard。）

(设计意图：利用猜谜游戏，由部分到整体，由虚而实，趣味联想，引出新词：pen、pencil、marker、pencil case、blackboard; 词画结合，音形结合吸引学生注意力，让学生留下深刻印象，充分体现了探究式学习方法) 2）Play a game.Ss: （学生操练）

(设计意图：通过练习，进一步加深学生对词汇的认识并及时巩固。) 2.How many _______ do you have ? 1) T: Oh, where is my book? I don‘t have one book.May I have one book, please? Ss: Yes.T: Thanks.Now I have one book.How many books do you have? (Read after me.) Ss: （学生跟读句子并回答问题） （依照此方法在领做两次对话.）

2)依次点击课件出示或出示挂图或实物：pencils、pens、markers、pencilcases、chairs。 T: Practice in pairs.Ss: …… （以组为单位，看哪组在最短的时间内做完对话。） 3)出示多媒体课件或Li Ming and Jenny 的手偶： T: Gue: what are they speaking? Ss: …… （学生猜测） 4）出示录音。

T: Now let‘s listen and read.Ss: Listen to the tape and read.T: Who can? Ss: Make up the dialogue.（及时给与鼓励）

（设计意图：借助图画、问答等形式一步步启发学生对句型的理解和掌握，并能实际应用。通过师生演示，给出了学生一定的情境，学生运用所学知识创编新的对话，使学生运用语言的能力有所提高，培养了学生的创造力。互动式交流，体现了对学生自主学习精神及合作学习的培养。） 3.回顾、反思：教师引导学生回顾今天所学的内容，查漏补缺。 T：What did we learn in this cla？ S: …… 4.引导学生评价和自我评价。 5.布置家庭作业。

(设计意图：满足学生学在玩中的内心需要，达到了教育学双方的公正，实现了快乐学英语的最大化。) Step3: Cla closing.

五、Blackboard Hand- writing Leon 7: How Many? blackboard How many

do you have?

Leon8 Again，please!

一.教学内容:

Review this unit 二.教学目标:

a.知识目标:Review this unit

b.能力目标:能熟悉运用本单元单词与句子。

c.情感目标:通过对本单元的复习,培养学生学习英语的积极性。

三.教学重难点

a.教学重点：单词

b.教学难：熟悉掌握并会运用本单元句子。

四.教学过程

Are you ready?

Do you like to sing? Let‘s sing a song ..Now look here 。 There are some cards。 Which word start with the letter ―A‖ ?

Which word start the letter ―B‖ ? ……―C‖，―D‖。

找出开头字母相同的单词，并把相同的开头字母写出来，同时写出相应的大写字母。 (设计意图：让同学们比较系统的认识字母) Please read them。 OK.

Let‘s give some fun!

1.Game 1.What‘s this ?

How many

do you have? 游戏规则：把单词卡片藏在帽子中（或把其它容器中），请一名同学拿出一张之后，在黑板上画出该图，再问全班：What‘s this ? 再请某一个同学回答：How many

do you have? （设计意图：通过这个简单的游戏，使同学们把课本上的知识生活化。） 2.Game 2.Gue.Please close your eyes.游戏规则：教师把某物藏在某处问：Where is

? 当他接近此物时全班大声拍掌，当他远离此物时轻声拍掌，学生边拍边说：Where is

? 当他找到该物时，说 :There it is .

如果这名学生找不到时，他就说：I don‘t know .(设计意图：这个环节既起到了复习的作用，又同时培养了学生们的兴趣，使课堂达到了高潮。) 3.Game 3.Memery name What‘s your name ?

My name is

.

请几名同学排好站在教室前方，教师问：What‘s your name ?

A回答：My name is

.教师再指着B问：What‘s his/her name ? ，A回答：His/Her name is

.，之后请A分别指着B和C，向B提问，请B分别回答。依次类推。 (设计意图：训练学生的口语表达能力，在游戏中使用英语，在情境中运用英语，使英语学习简单化。) T: Now, please look here. There are some pictures,please choose one of them ,and make a dialogue in groups.Then show your fruit.出示：

情境1：教师在和男孩、女孩们谈话。 可用：What‘s your name?

情境

2、在货架上摆着不同数量的不同物品。可用：How many_____do you have? 情境3：两个小朋友见面后相互问候。 可用：How are you? Show their fruit.T:OK ,let‘s sing a song ! Oh, Very good! OK, now it‘s time for rest,cla is over! 板书：

Leon 8: Again, Please! How many ---------? Aa

Bb

Cc

Dd apple

book

chair

desk one two three four five

boy

cat

door girl marker name pen pencil school teacher Where is the school? There/Here it is ! What‘s your/his her name ?

My/His/Her name is ________.Hello/Hi

How are you? I‘m fine, thanks.Nice to meet you ! May I have……?

Leon 9: My Friend

一、教学目标：

1.

掌握Ee, Ff, Gg, Hh.2.

学生能够运用和认识：she, he, friend, This is_________.

二、教学重难点：

1．教学重点： 字母Ee, Ff, Gg, Hh.2．教学难点： Gg的读音

三、教具学具：词汇卡片，教室内的物体，字母表，录音机

四、教学过程：

一

Cla opening and review: 1.Greeting 2．Play a game: ―Stop! Go!‖ 3.Let‘s sing a song: A B C SONG.二 New concepts: 1.Let‘s learn the new letters: Ee Ff Gg Hh（出示字母卡片）

T：Look at the blackboard.Read after me:Ee……(板书,用手领着学生书写) T: Who can read?(检查学生的读音) T: Who can tell me how to remember this letter? T:谁能用手指或身体来表示出Ee 出示字母Ff T：Look at the blackboard.Read after me Ff……(板书，用手领着学生书写) T: Who can read?(检查学生的读音) T: Who can tell me how to remember this letter? T:谁能用手指或身体来表示出Ff 字母Gg Hh和上面的教法一样，但要注意Gg的读音以免和后面的Jj混了 T: Play a game: ―Gue‖ Where is the letter ―e‖?

出示单词卡片eraser fish girl hand让学生放到相应的地方。 手拿eraser领读，强调字母e在单词中的读音。 T: Who can read?(检查学生的读音) What‘s meaning?

出示鱼的画图：领读，强调字母f在单词中的读音。 T: Who can read?(检查学生的读音) What‘s meaning?

Who can remember any words that start with letter ―f‖?

girl hand和上面的教法一样，但要注意字母g h在单词中的读音。 T: Listen and draw.（在学生画的同时也在黑板上画Jenny，引出第二部分。） 2.T: Jenny is my friend.(板书friend)She is a girl.(板书She) Read after me: friend she What‘s meaning?

T: His name is Danny.He is a boy.He is my friend.(手拿手偶) (板书He) Read after me: he What‘s meaning?

T: Who can introduce your friend? T: This time introduce your friend to the others.T: Ask the students to the front.T:（在对话完成后问）Is this a boy/girl? T: Yes/No.This is a boy/girl.(板书This is _____.) T: Let‘s listen Jenny how to introduce her friend? (引出第二部分。) 3.Ask the students to listen.Make up the dialogue.1)教师指导。 Hi/Hello.How are you? Fine,thanks.This is my friend/teacher.What‘s your/his/her name? My/His/Her name is _______._____ (name),this is ______(name).Nice to meet you..

2）让各组学生自愿表演刚才所练习的会话。

3）学生评判哪组学生所设计的会话最切合动画场景，并且表演得最出色。

三Cla Closing.1．Sing a song.2．Homework: Do the activity books.板书：

Leon 9： My Friend eraser

fish

girl

hand

She/He

friend。

his is _________.

Leon10: Open, Close

一、教学目标：

3.

掌握Ii, Jj, Kk, Ll 4.

学生能够运用和认识下列词汇：close, open, door, window 5.

学生能够理解并能说和按指令用下列句子做动作： Open the_____Close the______

二、教学重点难点：

1．重点：字母Ii, Jj, Kk, Ll 2．难点：Jj与Gg读音的区别

三、教具学具：词汇卡片，教室内的物体，字母表，录音机

四、教学过程：

一）复习1．问候

2．复习：找学生表演上节课的对话 二）学习新课 1．Letters:Ii, Jj, Kk, Ll ①看字母卡片让学生认读以前学的字母:Aa,Bb,Cc,Dd,Ee,Ff,Gg,Hh ②介绍新字母：Ii,Jj,Kk,Ll并板书

Ice cream j uice

key lion ③领读字母：然后说明每个字母在单词中的读音 ④放录音，学生跟读 ⑤作《活动手册》N1 2．学习door, eraser, window ①教师手指教室内的橡皮擦，门和窗，读这几个单词，然后让学生读 数次，并板书

②看《教科书》：L10 N2.告诉学生图为Jemy在加拿大的教室。让自 告奋勇的学生用英语说出图中的事物，并告诉这个事物在哪儿。 ③播放录音，学生跟读。

④操练：让全体学生或单个学生回答下列问题 What‘s this?

Point to a door/window or an eraser.Show me a door/ window or an eraser.Is this a door/ window or an eraser.Ifow many doors/ window or an eraser.⑤分组练习：把全班分成四组练习Is this a/an___?

It‘s a/an_____学生利用词汇卡或教室内的事物来练习⑥做《活动手册》：N2 3．学习Open the_____.

Close the_______ ①示范：教师打开然后合上一本书，一扇们或一扇窗户，边做边读出这两个单词。并板书open和close ②教师手指黑板上的单词先朗读，然后由学生朗读数次。 ③让自告奋勇的学生用动作演示

教师：（自告奋勇的学生）Please open/close the book/door/window 学生：（打开一本书，一扇门或一扇窗户） 全班学生：Open/Close.④同学们打开《教科书》：N3。放录音，学生看书跟读。

⑤作游戏―RACE AND DO‖把学生分成几个队。每队派一名代表按照教师的指令比赛做动作。比如Please open the door/window/book.参赛者快步走到门前争取第一个打开门。获胜者为他的队赢得1分.在黑板上记下得分。 ⑥做《活动手册》N3 板书设计：

Leon 10

Open,

close Ii

Jj

Kk

Ll Ice cream

juice

key

lion door门

eraser橡皮擦

window 窗户 open 开

Open the_____.close关

Close

the______.

Leon 11:Red, Yellow, Blue

一、教学目标：

1．掌握Mm Nn Oo Pp red yellow blue.2．学生能够运用、认识、：mouth nose orange pencil How many_______? What colour is it?

二、教学重点难点：

重点：字母Mm Nn Oo Pp 单词red yellow blue.难点：Pp的写法 复数（s）

三、教具学具：教室内的物体，录音机、字母卡片

四、教学过程： 一 Cla opening and review: 1.Greeting 2．Play a game: (Clap their hands) 3.Listen and do.Open the window.Show me your book.(pen, the letter Ee……)由此引出新知 二New concepts: 1.T： Show me the letter Mm Let‘s learn the new letter: Mm（出示字母卡片）

T：Look at the blackboard.Read after me: Mm……(板书,用手领着学生书写) T: Who can read?(检查学生的读音) T: Who can tell me how to remember this letter? 谁能用手指或身体来表示出 T: Look at my mouth.( 板书) This is my mouth.Read after me: T: Who can read?(检查学生的读音) T: Who can remember any words that start with letter ―m‖? 强调字母m在单词中的读音。 T:提示学生Mm去掉一笔是什么？( 板书Nn) T：Look at the blackboard.Read after me: Nn……(板书,用手领着学生书写) T: Who can read?(检查学生的读音) T: Who can tell me how to remember this letter? 谁能用手指或身体来表示出 T: Look at my nose.( 板书) This is my nose.Read after me: T: Who can read?(检查学生的读音) T: Who can remember any words that start with letter ―n‖?强调字母n在单词中的读音。 T: Next letters are in these words.Who can tell me? Oo Pp和上面的教法一样，但要注意Pp的写法以避免和q混淆 单词orange和上面的教法一样注意的板书 T: Play a game: ―Murmur‖ T:（手指黑板上的铅笔） How many pencils do you have? 由此引出新知(

二、三两部分) 2.T: What colour is it? ( 板书) T: Red.（在黑板上画铅笔并涂色、板书。） T: one red pencil T: （在黑板上画铅笔并涂色。） How many pencils? T: What colour? T: Who can say? T: （在黑板上画铅笔并涂色。） How many pencils? T: What colour? T: Who can say? T: Now I colour this marker.What colour? Blue板书、领读

（在黑板上画四个彩笔并涂色。） T: How many markers? T: What colour? T: Who can say? T:手拿钥匙

What colour?引出yellow 和上面的教法一样

3.T: Let‘s play a game Listen and draw.（听第三部分）4.教授彩虹儿歌 三Cla Closing.Sing a song.Homework: Do the activity books.板书设计：

Leon 11:Red, Yellow, Blue Mm Nn Oo Pp mouth nose orange pencil three red pencil

two blue keys

four yellow markers

Leon 12: Pink, Orange, Purple, Green

教学目标：

1.知识目标：

a正确听、说、读、用pink orange purple green.b练习说和写，并能口头应答单词：sciors pencils markers.c能够理解、应答和运用What colour is it?Where is it? 2.能力目标：

能把所学的应用到日常交际生活中去，在适时环境中能够灵活运用。 3.情感、态度、价值观：

能交流个人信息，乐于参与小组活动，积极参与。

教学重难点：

重点：pink purple orange green的掌握。

难点：cut with sciors ,draw whit markers ,write with pencils句型的运用。

教具学具：

带有各种颜色的图片、单词卡片、剪刀，彩笔，和铅笔的实物，电脑课件。

教学过程：

一、Cla opening and review

1、

Greeting 用学生熟悉的用语进行问候。 2、Game 教师：Let’s play a game “Race and Do”.把学生分成两组，每组选出一名自告奋勇的学生到前面，教师说出从A到B的任何一个字母并说明大写或小写，第一个正确写出字母的学生为本组得一分，再让两名学生继续进行下去。

2、

Drill 教师出示图片和颜色。 What’s this? Is this a______or a ______? What colour is this ? Do you have any/a _____? How many ___do you have?

二、New Concept

1、pink， orange， purple， green ①电脑出示有这些颜色的花朵图。

教师：Look,there are many flowers in the garden.How beautiful! (point to purple)This is purple.This colour is purple.②学生跟读 ③Drill

教师：What colour is this ?/What colour are they? 学生：It’s _____/They are ______.教师：Is this ______or _____?/Are they______or _______? 学生：It is _________/They are ______.2 Sciors， pencils， markers./cut ，write， draw.①示范

教师举起一把剪刀，说几遍sciors学生跟读，用汉语讲明sciors有两个臂，因此在英语中被视为两物单词，尾部常加S。

教师用剪刀剪下一片纸同时应说cut学生跟读。再读cut whit sciors 学生跟读。 ②利用电脑课件讲解markers /draw/ draw with markers;pencils/write/write whit pencils.③学生跟读。 ④Drill

利用电脑课件或教室内的物品进行问答： 教师：Where is /are my /your/ his /her___? 学生：There it is /There they are ⑤小组内进行对话练习，教师给出提示。 屏幕出示：

1 Where is it ?/Where are they? There it is ./There they are.2 What colour is it ?/What colour are they? 3 What is it ?/what are they?It’s___./They are ____.⑥小组进行表演,对优胜小组教师进行奖励。 ⑦看电脑屏幕做练习。

3、

Song “This is the way we walk to school” ①师：I am very happy with you.Are you happy? Now let’s sing a song.Stand up please.先带领学生边做动作边说，walk to school /write with pencils /draw with markers /cut with sciors /open the window /close the door.②教唱这首歌。

4、

作业

把这首歌唱给爸爸妈妈听。 板书：

Leon 12: Pink Orange Purple Green

pink

orange

purple

green

sciors

pencils

markers

Leon 13: Black, White, Brown

教学目标：

1、掌握表示颜色单词white, black, brown以及in，on ，under 所表示的具体位置。

2、会在具体情景中灵活运用以上单词。

3、训练学生识记单词的能力。

教学重难点：

重点：熟练掌握表示颜色单词white, black, brown以及in，on ，under 所表示的具体位置的学习。

难点：

1、white 一词中元音字母i发的音不易到位，black, brown 的发音也较难，且学生不易区分。

教具学具：

1、用硬纸壳做成的转盘，Black , White , Brown的单词卡片和颜色卡片。 2、教师准备有颜色的纸板制作的指令牌，教师准备一个小球。 3、教师和学生都准备一套水彩笔或蜡笔。

4、学生准备一张白纸，教师准备配套教材的录音带

教堂过程：

第一课时

1、热身、复习(Warm-up/Revision) (1)师生相互问候

T: Hello,/Hi,/Good morning,/Good afternoon, boys and girls.S: Hello,/Hi,/Good morning,/Good afternoon, teacher.T: How are you? S: Very well, thanks.(2)游戏：接力问候赛

教师拿出准备好的小球，建议道：Let’s play a game.引导学生说出表示赞成别人提议的感叹语Great！教师将球抛给一名学生说：Hello./Hi./Good morning./Good afternoon.How are you? 接球的学生回答：Fine, thank you.之后，由第一个学生抛球并问：Hello./Hi./Good morning./Good afternoon.How are you? 第二个接球的学生回答内容与第一个学生不能相同，如：Very well, thanks.以此类推，直到不同的答语说完为止，再进行一轮。回答不上来的学生没权力投球。

(3)教师建议：T: Let’s sing a song.S: Great.师生同唱歌曲,边唱边做动作。 (4)游戏：猜颜色

让一个学生手中藏一种颜色的图片，上前主持游戏，请其他同学猜颜色。学生们众说纷纭，颜色词练习。猜对的学生给与奖励并由他负责主持下一轮游戏。(颜色以学过的为主green, orange, pink, purple) 2、呈现新课(Presentation) (1)在猜颜色游戏中，教师有意在最后出示一个学生没学过的颜色，引出新单词的教学。如：white，教师在出示白彩笔之后带读white，学生跟读。white 一词中元音字母i发的音不易到位，教师要提示学生张开口，发好音。

(2)教师让学生拿出蜡笔和水彩笔，学习black, brown, white。方法：教师边说边举水彩笔或蜡笔说，学生边听边看，训练学生手、脑、口、心、眼协调统一的能力。注意black, brown 的发音，适当提示，切忌盲目纠音。

(3)利用颜色卡片，教师再次带读white, black, white，提示white, black, brown 的发音。 (4)学生听录音，指着书上的图跟读。边说边指，边听边看，也训练了学生手、脑、口、心、眼协调统一的能力。

3、趣味操练(Practice) (1)认读所学颜色的卡片blue, green, yellow, red, purple, white, black, brown, pink, orange (2)教师拿出准备好的一个用硬纸壳制作的颜色转盘，边说英语边在上面涂颜色，制作好后转动陀螺，说说看到的颜色。

(3)让学生听录音，根据录音做动作，说到颜色时就手中举起蜡笔，左右会懂。

(4)教师举起准备好的指令牌，让学生说指令牌的颜色，教师说指令，学生做动作。如：教师举白色牌子时，学生说：White, white, 教师说：Stand up.学生做起立的动作。

4、游戏

T: Do a game, OK?

S: OK.“猜一猜”的游戏。教师把彩笔放在一本书里，然后问：:where is marker? （1）、T:where is marker？ S: 在书里。

T ：在„„ 里，„„。It’s in the book.（2）、拿出marker放在桌子上，问：where is marker now？ S:在桌子上。

T: 在„„上，我们用0n表示.It’s on the desk.让学生在教室里找出可以用on表示的东西，并用英语把他表示出来。 T:不小心把marker碰到桌子下面，师问：where is marker ？ S在桌子下面。

T:在„„下面，我们用under表示.It’s under the desk.同样地，它也在地面上，我们还可以用on表示。

（3）学生在教室里找出可以用under/ 0n/ in表示的东西，并用英语把它说出来，教师放音乐规定时间，找的最多的为胜。

（4）教师指东西，让学生说出它是在里/上/下面。 4、课堂评价(Aement) 做活动手册本课第1部分的练习。

5、小结

第二课时

教学目标：

1、英文字母Ss,Tt, Qq, Rr的认读、书写

2、句型where is danny?的掌握。

3、学习单词queen, rose,school,tea 教学重难点：

重点：

1．学习在四线三格中正确书写英文字母Ss,Tt, Qq, Rr的大小写，以及句型where is danny?。

2．学习单词queen, rose,school,tea。

难点：1．大写Q, R和小写p的笔顺，小写p, q的书写格式。 2．单词, queen,school的发音。 教具准备：

1. 写有大小写Ss,Tt,Qq, Rr的字母卡,图片rose, queen ,school,tea。.2．单词卡 queen, rose,school,tea,教材相配套的教学录音带

教学过程：

（一）热身、复习（Warm-up/Revision）

1．听写。教师发给学生每人一张四线三格纸，教师随意读出字母Aa－Pp学生要在纸上书写所听到的字母。听写完毕后学生要把写好字母的纸交给教师。 2．教师出示字母卡让学生认读字母。

3．复习单词。注：要求听说的单词，让学生看图说单词。要求听、说、认读的单词，让学生看单词卡读单词，并说出中文含义。

（二）呈现新课（Presentation） 1．教学字母Qq和教学单词。 教师出示图片queen.教师问：what’s this? 学生回答是一个王后，引出queen.教师问学生queen的第一个字母是什么：What letter is this? 学生回答：q。教师出示字母卡，让学生辨别字母Qq的大小写。

教师在四线三格中教学字母大小写Qq，教师提醒学生大写Q的第二笔不进圈内。小写q占下两格

Ss,Tt，Rr的方法同上

2、让学生在练习本上把所学字母Qq-Tt每个写一行。教师在教室中巡视，及时给学生进行辅导。

3．让学生听录音带跟读模仿。

教师分别出示图片,问学生：What’s in English?学生回答：rose, queen , school, tea。.教师让学生在四线三格中默写字母b, o, k, r, l, e, p, n, c, I, a,

（三）趣味操练（Practice） 游戏1：Bingo 让学生把本课所学的字母和部分单词随意写在游戏板中。教师任意说出一个字母或单词。学生在游戏板中迅速找出教师说的字母或单词并用铅笔在字母或单词上画一个圈。每画出完整的一行或一列字母或单词，学生就说Bingo!直到所有的字母和单词都圈完。让学生擦去画的圈，重新再做一次游戏。由于教师念字母或单词的顺序不一样，每次圈的顺序也不一样。在游戏结束以后，全班一起复习词汇。

游戏2：师把书藏起来，问一个学生书在哪，学生回答：I don’t know.师引出let’s look.学生练习对话。

（四）扩展性活动（Add-activities）

Looking for the letter’s family 准备好已学过的字母卡片和单词卡片。把字母卡片和单词卡片发给学生。告诉学生字母和其相应的单词组成一个家庭，看谁能帮字母找到家庭。教师发出指令，学生开始寻找。 板书: Leon13: Black, White, Brown black

white

brown in

on

under

Leon 14 : 6 7 8 9 10

教学目标 ：

1、知识目标：（1）本课学生应掌握（说、认识、口头运用）six seven eight nine ten五个数词。

（2）学生能够理解下列指令并能作出反应：

look up

reach up

point up stand up

look down reach down point down sit down

2、能力目标：通过听指令练习，锻炼学生的反应能力。通过学唱歌曲，让学生边唱边做动作达到对知识的理解与运用能力。

3、情感目标：通过本课学习增强学生对英语学习兴趣的培养。

教学重难点：

重点：掌握（说、认识、口头运用）six seven eight nine ten五个数词。 难点：理解下列指令并能作出反应：

look up

reach up

point up

stand up

look down

reach down

point down

sit down

教具学具： Word cards

Tape 教学过程:

一、Cla opening and review :

1、Greet with the students.T: Good morning,boys and girls.S: Good morning,Mi Zhang .T: How are you today? S: I’m fine, thank you.And you ? T: I’m very well,thanks.Nice to see you again.S: Nice to see you, too.

( 师生打招呼问候既增进师生间感情，又复习了前面所学会话。)

2、Sing “Find a friend”

( 使学生轻松进入英语学习，活跃课堂气氛。)

3、Play a game

1) Review the number one to five.Use the word cards,teacher say:“show me number five’’ ,the students hold up the cards and say :“five”

2) Make four columns on the blackboard,each with the number- words one, two three, four, five.Ask for four volunteers to come to the blackboard.One stands in front of each column.Hold up different numbers of objects the students can name in English.Say How many_____ do I have ?Each student tries to point to the correct number-word in their column.Repeat with different volunteers.

( 通过这个游戏既复习了one to five 这五个数词又提高了学生学习的积极性。)

二、New Concepts: １、Learn number-words six to ten.T：Ok, Now cla.Let’s go on our leon.Please look at the blackboard,What’s this ?Teacher draw trees and the students count and say the phrases.After they count five trees, teacher draws the sixth tree and ask :“How many trees now? Can you tell me in Chinese?” S: 六棵。

T：Yes, six trees.Six six，six trees.say it, please.Write six 6 on the blackboard.T: Hold up six books.“How many books do I have ?” S: Six books .T:（再添上一本书）Now , seven books.Seven seven .Do you know Chinese? After one student say the Chinese meaning, write seven 7 on the blackboard.Read a few times.(画7个苹果) Who can say ？How many apples ？ S: Seven apples.T: Yes, Now I add one apple, eight apples.Let’s count ,ok？ S: Ok.One two three four „„eight, eight apples. T: Teacher show the students a key.“What is it ?” S: Key .It’s a key.T: Now who can count how many keys do I have?(出示9把钥匙).S1:One two three four „„eight hmmm 9把. T: Yes, you are right.Nine keys.Nine nine 9.Read after teacher.Write on the blackboard.T:Write pen on the blackboard.Ask some students read it.Then change “p’’into”t”.pen—ten.Who can read this number ? Write on the blackboard.Now let’s count the numbers from one to ten, you can say slowly.

2、Let’s play a game.T: I say numbers you clap your hands.I say “two” you clap “× ×”.Understand? ( 教师说出数词学生拍出相应数字次数。此游戏既可以训练学生对十个数词的反应能力，同时也提高了学生听力能力。激发学生学习兴趣。)

3、Practice in pairs Ask the students to find a partner and take turns with this drill: S1:( Hold up from one to ten fingers.) How many? S2: ______( number).

Play the audiotape as the students follw in their books.( 这部分内容刚才讲课过程中都已操练过,学生读起来没什么困难.)

4、Learn to sing.T: Now, boys and girls.Let’s do some actions, ok? Look at me and follow me, please.( 学生跟随教师边做动作边说词组look up look down

reach up reach down point up point down stand up sit down ) Let’s play “Simon says”.Teacher gives directions.For example: All boys stand up.Stand up.Simon says:”All boys stand up.” Sit down.Simon says :”look up” etc.

5、Play the audiotape and ask the students to listen and follow the pictures in their books.Go through each verse slowly, doing the actions with the students.When the chant says “show us ___.”Hold up the correct number of fingers.Play the audiotape again as you and the students do the actions and sing along.

三、Cla closing:

Do the exercises of Activity Book. Count numbers one to ten .

Leon 14:

10 six seven eight nine ten

Leon15 Jenny’s favourite colour

教学目标： 知识目标：

1.掌握Uu, Vv, Ww, Xx, Yy, Zz的正确书写。 2.复习巩固并且掌握10个颜色单词。 3.学会运用句型What’s your favourite colour? 能力目标：

能够在情境中运用所学语言进行交际。 情感态度价值观：

情感态度价值观：通过游戏、歌曲等多种活动，激发和培养学生学习英语的兴趣，训练听、说、读、写能力，调动学生学习的积极性，让学生充分体验成功的快乐，增强学好英语的自信心。

教学重难点：六个字母的掌握。v, z的读音。

句教具，学具：

字母卡片Aa—Tt，“我是小小书法家”书写卡片，各种颜色的苹果卡片，课件，奖品小笑脸。

教学过程：

Step 1热身 Greeting T : Hello, boys and girls .Ss: Hello, Mi Li.T : How are you today? Ss: I`m fine, thanks.How are you? T : I`m very well, thank you.（通过课前师生的亲切交流，使学生集中注意力，尽快参与到课堂活动中来。） （出示手偶Danny）D: Hello,boys and girls. Ss: Hello, Danny.Danny还给大家带来了很多漂亮的小笑脸，如果你表现好，Danny就会把它送给你。 （创设情境，激发学生学习英语的兴趣。） Tt: At first, Let’s sing a song.(Stand up, Sit down)

2、Review （1） 排列字母顺序。 小组成员迅速的把字母按顺序粘到小黑板上，完成字母的排列。（及时奖励） （设计意图：巩固所学过的字母Aa--Tt，为接下来的学习作准备） Step 2 New Concepts

1、简笔画介绍单词umbrella、vegetables、window、X-ray、yellow、zoo从而讲解相应的字母。

Uu(快速的在黑板上画出雨伞的简笔画) Tt: What’s this? Ss: Umbrella. Ss: 雨伞. Tt: Umbrella.It’s an umbrella.(板书Uu) ( 以简笔画的形式讲解单词，能够使学生形象生动的感知，从而快乐的学习英语。) 然后领读、小组、男生读、女生读等形式让学生练习，适时鼓励。

让学生自己发现这些字母的特点。字母Uu、Vv、Ww、Xx、Zz的书写大小写一样。

2、播放第一部分课件，让学生跟读。Step

3、巩固练习

1、“我是小小书法家”

小恐龙Danny想把今天我们学的这些字母写下来，回去送给他的小伙伴们，可 Danny自己却不会写，让我们来帮他写下来，好吗？（提醒学生要用注意大小写，这是要送给Danny的，大家要认真书写。请一名自告奋勇的学生到前面示范。）

2、游戏“Find Friend”

把字母卡片发给学生，其他学生唱“找朋友”，拿着卡片的学生迅速的找到他的伙伴。学生要大声读出手中的字母。

（设计意图：通过游戏增强趣味性和竞争意识及团结协作精神，同时巩固所学字母）

3、唱歌曲“ABC”

我们已经把所有的字母多学完了，让我们再来唱一遍字母歌吧。（播放课件） Step4 句型“What’s your favourite colour?” 及其回答。

1、游戏“Gue Colour”

用一个圆盘粘满各种颜色的苹果，猜对颜色后就把苹果奖励给该同学。

2、出示手偶Danny. D: Mi Li, What’s your favourite colour? Tt: My favourite colour is blue.板书相应句型，领读多遍。

套上手偶向学生提问“What’s your favourite colour?” Ss: My favourite colour is„ （增加课堂的趣味性）

3、创编对话

小组派代表到前面表演。（奖励小笑脸） （设计意图：培养综合语言运用能力） Step5 Cla Closing

1、请学生说一说这节课学到了什么。

（设计意图：让学生明确每堂课学了什么，学会了多少，以调整自己的学习计划）

2、家庭作业

搜集用今天所学的字母开头的单词（至少3个，多则不限）读给家长或同学听。 （设计意图：将英语学习延伸到课堂外） 板书：

Leon15 Jenny’s favourite colour Uu , Umbrella,

Vv, vegetables, Ww, window,

What’s your favourite colour?

Xx, x-ray,

Yy, yellow,

My favourite colour is„

Zz

zoo

Leon 16

Again ,please!

一、Teaching Aims:

1、掌握字母从A到Z。

2、颜色red, yellow, orange, purple, green, white, black, pink, blue, brown.

3、数字：从1到30。

4、Where is it?

in, on, under等。

二、Important points and difficult points.1.Important points:1）字母；2）数字；3）颜色 2.Difficult points:1)字母读音；2）介词用法。

三、Teaching Aids:

1、教学实物；

2、录音机；

3、颜色卡片；

4、学生字母卡片。Teach Procedure Greeting Sing “ABC Song”

Play the audiotape while you point to the letters on your alphabet and the students sing along . Divide the cla into six groups and explain that each group will sing a different part of the song as follows: A B C D

E F G

H I J K

L M N O P Q R S , T U

W X Y Z Review the words: play a game “COLOUR POINT”

Put coloured paper on the blackboard red blue green and yellow .Have ready pieces of colouredpaper for all the other colours.Teach the students this chant Point to red ,point to blue ,point to green and yellow ,too.Now what colour do you see ? point to it and then tell me.Use the game to review colours.

4、Test If have the time we can ask students to finish the activity book to be the test.板书：

A B C D

chant E F G

Point to red ,point to blue , point to green and yellow ,too.Now what colour do you see ? point to it and then tell me.H I J KL

M N O P

Q R S ,

T U V

W X Y Z

Leon 17 Happy，Sad

教学目标：

（1）会唱本课的歌曲 （2）会说本课的英语会话

教学重点：

单词head hand 的发音区别

课时：一课时

教具：卡片

录音机

教学过程

一、Greeting

(1) How are you？

I’m fine ，thank you.Good morning.

How many?

(2)play a game “colour point”

二.New concept

(1)A.出示卡片 教授单词 head arm leg foot hand

B.play a game “touch your „”

C.做的好引出高兴 不好引出悲伤 “ happy sad”

(2) 师: How do you feel?

I feel happy/sad.

I am happy.I am sad.

三.practice in pairs make up dialogue

S1:Hi,How are you?

S2:I’m happy/sad.

S1;How do you feel? S2:I feel happy/sad.

S1:Are you happy/sad?

S2:Yes,I’m happy/sad.No,I’m not happy/sad.

四.

play a game have an order

stamp your foot wave your arm

shake you leg

clap your hand

五.Let’s sing a song

First listen the recoder and then sing after it

六: use the activity book

七: homework

copy the word“ arm leg foot head hand”

板书:

Leon 17

Happy

Sad

How do you feel? I’m happy/sad.\

head

hand

课后反思：

Leon 18 Hot

Cold

教学目标：（1）学唱歌曲

（2）听懂会说本课的英语会话

教学中重点：单词cold hot

教学难点：句子 Fan your face go to sleep

Stamp your feet 的理解与发音

课时：一课时

教具：卡片

录音机

教学过程：

一．Greeting

（1）Hello ，How are you？ How do you feel？ Sing a song

（2）drill review the part of body “put your hand your head/leg”

“point to your”

二：New concepts

1．

教授cold hot（以人体动作的形式）

2．

对话 make up a dialogue in pairs

A．

How do you feel？

B．

Cold.I’ m very cold.

Are you hot?

A.

Yes, I’m very hot.

A: How do you feel?

B: I feel tired.

边说边做.以动作的形式出现,形象,直观, 乐学.

三.listen to the type and read after it

四.

状态

结果

(1)

Sad

sit and cry

Hot

fan your face

Tired

go to sleep

Cold

stamp your feet

(2) first listen and then learn to sing

(3) 分组表演

五.use the activity book

六.Homework copy “cold hot”

板书

Leon 18

Hot

Cold

I feel cold.

I feel

hot.

课后反思：

Leon 19

In

Out

教学目标：会唱本课的英语歌曲

教学重点：单词nose eye mouth ear 要四会

教学难点：反义单词left-right

in-out 的理解

教具：卡片

录音机

课时：一课时

教学过程：

一．

Greeting

（1）

sing a song

（2）

review the word about the body “what’s this？”

二．

New concepts

（1）

look at the picture and learn the words

（2）

nose eye mouth ear

（3）

order “ right hand left hand ”

（4）

point to

The（

） is in the box。 （5）

The （

）is out of the box。

三．

Learn to sing a song

First read

Put the left hand in

take your right hand out

Shake it all about

turn around

边做动作，边做对比。通过动作帮助对语言的理解，便于掌握。

四．

Read and repeat the text

五．

Use the activity book

六．

Homework copy“nose eye mouth ear”

板书

Leon

19

In

Out

Left---- right

in----out

mouth

课后反思：

Leon 20 Warm Cool

教学目标:

1、知

识: 掌握并运用本课单词 warm cool shoulder knee

toes fingers elbow stomach

2、能

力: ①能熟读本课课文,唱歌曲 Head shoulders knes toes

②能正确说出、指出身体各部位及名称

3、情

感: 培养学生能用英语说出简单的情感和感受

教学重、难点:

重

点: 掌握并运用本颗单词 warm cool shoulder knee stomach

难

点: 英语表达简单的情感和感受

学具和教具

学

具: 学生词汇卡片

教

具

教师词汇卡片

课件

人体部位张贴画

toes fingers elbow

教学过程

一、

开始上课和复习

1、师生互致问候

2、唱英语歌 Do the Hikey Pokey

3、复习已学过的身体部位词汇

老师说出单词,学生出示词汇卡片并大声说出该单词

T: body head ear eye nose mouth arm hand leg

4、做游戏

Race and Do

老师出示表示身体部位的词汇卡并发出指令:

Point to your

(身体部位)

Open your

(mouth\eyes)

Clap your hands

Shake your

(body\head)

二、

新授

1、warm

cool

①

角色表演(复习I feel hot \cold,边说边做动作)

T:(问某个同学)How are you ?

foot

S(边说边做动作) I feel hot\cold

②

示范:

要求同学们用汉语说出一些热的或冷的东西,说明我们的身体可以感觉到的热或冷.也可用手触摸一些热的或冷的东西.让学生们想出一些热的或冷的例子如:冰雪、暖气、火焰等.

告诉学生当人们感觉热或冷时可以说

I′m

hot .

I′m cold.或I

feel hot .I feel cold .当触摸到某种热的或冷的东西时可以说:This\That is

hot\cold.L老师可加以演示:

T: I′m \ feel hot.(假装用扇子扇风)

T: (假装触摸到热的东西) Ouch !This\That hot! 老师领学生一起说:Ouch! This\That is hot!

③出示课件

先让学生看两遍课件,然后让学生跟课件内容大声模仿

2 shoulder

knee

toes

fingers elbow stomach

①示范: 教上述单词时老师将表示人体部位的张贴画贴在黑板上,指着各个身体部位和学生们一起说这些单词边说边将这些词写在黑板上.

②引导学生进行操练,提醒学生们注意一些以字母a、e、o开头的单词前要用冠词an; 要表达一个以上的东西时应该用They are

T: (自己的肩) What is it ?

Ss: It is a shoulder . T (摇动自己的手指) What are they ?

Ss:They are fingers .

T: (用手拍打自己的肘部)What is this ?

Ss It is an elbow .

T: (指自己的一个膝盖)What is this ?

Ss It is

a knee . ③操练

老师请一名难同学和一名女同学到前面,指着他\她的身体各部位引导学生进行如下操练:

T; This is

.She is a girl .Is this her head?

Ss: Yes.It is her head.

T(指男同学的两个肩)What are they ?

Ss: They are his shoulders.

④播放录音No.2让学生看书跟读两遍.

⑤老师点名让部分同学读一下No.2 What is it?

3、学唱本课的歌曲”Head “Shoulder Knee Toes”

①

播放歌曲录音,学生静听两遍.

②

做动作教学生唱这首歌,要求学生模仿老师的动作并学唱.

三、

结束课堂教学

1、检查理解情况

2、布置家庭作业

3、Say ”Goodbye !”

板书设计

Leon 20 Warm Cool

warm knee toes

fingers cool

课后反思：

to the students

shoulder

Leon21

Look at Your Hair 教学目标

知

识: 掌握单词hair及相关的描述头发颜色、形状、长短的词汇.

能

力: 教会学生正确表达头发的颜色、形状、长短.

情

感: 培养学生自主获取知识的意识和团结协作的精神.

教学重、难点: 表述某人的头发的颜色、形状、长短.

教

具、

教师词汇卡片

实物

学

具、

学生词汇卡片

教学过程

一、开始上课和复习

1、师生互致问候

2、唱英文歌曲”Head Shoulders

Knee

Toes”

3、做游戏

“Joining Game”

学生一对一站立,当老师说出身体的两个部位时,两名学生必须以最快的速度连接这两个部位,如:老师说 “finger and elbow ” 其中一个学生就必须把他的手指放在自己的肘部或伙伴的肘部.继续说出身体的任意两个部位.当身体的两个部位连接起来变得困难时,就会出现有意思的场面,看谁能首先完成这些动作而又不手忙脚乱.老师可以说出下列连接部位:

foot and knee;

head andhead ; elbow and shoulder; knee and ear; hand and foot; head and ear

elbow and knee;„

二、新授

1、hair

①示范:老师和学生说

hair 一词时,要摸着自己的头发,借助词汇卡片来示范演示部分人的头发, long\ short \ straight\curly hair,

可先由老师来示范演示,再由学生来模仿演示.

用图画或其他例子给学生演示头发的不同颜色,如:black hair\

brown hair\red hair;边演示边带领学生说.

②播放课文录音,让学生看书跟读.

③分组练习;

把学生分成组一小组为单位画各种形状的头发,如:长发、短发、直发、卷发并染上颜色,如:金发、红发、棕发或黑发.每组把他们画的图画站在一张大纸上,并用正确的词描述这些图画.如:long,straight black hair; short,curly,brownhair„

④做《活动手册》

2、long short big little

①或老师讲解:在英语中表示长度用long或short来描述,大小用biglittle来表示.演示big little同时提醒学生注意大写字母和小写字母之间的不同,老师在黑板上写出几个大写字母和小写字母并指着这些字母说:This is a big letter.This is a little litter.提问:When do you use big letter?讲解:用于名字、题目、句子开头和一些专有名词.然后,出示实物继续演示: This is a big book..This is a little book.This is a big desk.This

推荐第6篇：三年级英语下册冀教版教学工作总结

小学英语三年级甲班英教学工作总结

第二学期

一个学期以来，我在自己的工作岗位上尽职尽责，兢兢业业，为人师表。在教学中我严格遵从教学的五个环节，课前认真备课，做到既备教材，又备学生，因材施教，努力实施课堂改革，积极探索小学英语快乐课堂，小学阶段英语教学的目的是：激发学生学习英语的兴趣，培养学生学习英语的积极性，使他们树立学习英语的自信心，同时培养学生一定的语感和良好的语音、语调基础，为进一步学习打下基础。在英语课堂教学中，怎样创设良好的学习氛围、激发学生的兴趣是搞好小学英语教学的重要一环。下面结合本学期教学实践总结一下教学情况如下：

一、认真备课、面向全体授课

在教学中，认真备课，认真阅读各种教科参考书，结合自己的教学经验与学生的学习情况，认真编写好教案制定好教学计划，并不断地加以改善修改，在传授学生知识的同时，关心爱护学生，特别是差生，课堂密切注意他们，教育他们求学勿半途而废，在思想教育的同时，还耐心地辅导学生复习遗漏知识。使他们的学习成绩跟上班里的其他同学。帮助他们树立学好各门知识的信心。

二、掌握教材,掌握重点，突破难点。

小学三年级英语共有十个模块,主要内容是：学习用品，身体部位，颜色，动物，数字等，这些内容都对小朋友们来说是零散。在课前加入，比比读读的游戏，把归类单词依照同学的记忆遗忘规律重复出现，淡化重点。把讲课的时间压缩到十五分钟，把课堂真正的还给同学。引导同学在玩中学习，在唱中学习，在体验胜利中学习，人人都是小老师，人人都是好同学。

三、优化课堂教学，努力提高课堂效率

1.在课堂上，认真授课，运用实物教具、简笔画，情景教学、手势语言等方法来启发、教育学生。教学生做游戏、唱英语歌等来激发学生的学习兴趣。鼓励学生大胆质疑，注重以学生为主体、教师为导的教学方法，充分调动学生的学习积极性。学生有疑难和不懂读的地方，我总是不厌其烦地讲解、分析、带读，力争让他们学了就懂，懂了会用。

2.在批改作业方面。学生的作业总是按时及时地批改，并详细地做好批注，对普遍性错误，在全班重复讲解、分析。针对个别学生的作业还采取面批方法，一一地分析讲解、帮助学生解决疑难习题，大大提高了教学质量。

3.在听力方面。为提高学生的听力水平，常让学生听英语歌曲及英语会话的录音磁带，还让学生表演对话，背书。

总之、一学期以来，我努力做好各项教学工作，孜孜不倦地传授给学生各种英语会话知识，努力开发快乐课堂，取得了一定的成效，学生的成绩也有了很大的提高。

推荐第7篇：冀教版小学三年级英语下册教学计划

三年级英语下册教学计划

细沟小学 刘树旗

一、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。

二、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。

三、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。

四、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。

五、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。

5、多看英语画报，多读英语故事，多看英语书籍。

6、多与学生交流，进行口语交际训练。

六、课时安排：

Unit 1 Leon1-----Leon8 掌握单词：

cat,cow,dog,duck,pig,sheep,farm,farmer,bird,horse,dance,sing,swim,fly.句型: What is it/this? It\'s a_.Unit 2 Leon9-----Leon 16 掌握单词：

zoo,panda,monkey,tiger,elephant,animal,a(an),bear,one,two,three,four,five,six,seven,eight,nine,ten,banana,gra,river,tree 词组：go to the zoo ,how many ,give me a hand, pull out ,want to ,need to, 句型：Let’s go to the zoo! I see a panda .What animal has „? Unit 3 Leon17----Leon 24 掌握单词：

eleven,twelve,thirteen,fourteen,fifteen,table,noodles,soup,rice,chicken,fish,fruit,vegetables,milk,egg,bread,juice,cake,eat词组：want to do sth.句型：建议他人做某事的句型：Let’s do sth.表达想做某事的句型：I want to do sth.提出建议及回答的句型：Would you like „?Yes, please./No, thanks.表达自己喜好的句型：I like sth.I don’t like sth.询问他人喜欢的食物的句型及其回答：What’s your favourite food ? My favourite food is „三餐喜欢吃什么的句型：I like „for breakfast/lunch/supper.到时间该做某事的句型：It’s time for sth.掌握 ：Let’s eat ! I want to eat .I am hungry .Would you like some dumples ?Yse, please./No thanks.I like chicken.I don’t like chicken.Good night.It’s time for lunch.1.学会用英语表达建议以及自己的意愿 2.能够使用本单元句型进行口语交际 Unit 4 Leon25----Leon 32 掌握单词：

apple,orange,tea,water,food,sixteen,seventeen,eighteen,nineteen,twenty,like,hot dog,thanks.词组：bottles of be ready to a bowl of 句式或句型：询问对方想吃什么：Would you like some„ ?表达自己想吃什么的句型：I’d like +食物的名称。询问点餐及其回答：Are you ready to order ?Yes ,Please.I’d like „询问想吃什么

及其回答：What would you like? I’d like „询问可不可以做某事及其回答：May I have„? Sure.询问价格及其回答;How much for „? „yuan/dollars.掌握：Would you like some tea ? I’d like some tea .Are you ready to order ?Yes ,Please.I’d like some noodles.What would you like? I’d like some noodles.

推荐第8篇：冀教版三年级英语下册教学计划新

冀教版三年级英语下册教学计划 （2014-2015学年度第二学期）

一、指导思想

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。

2015-3-5

推荐第9篇：最新版冀教版三年级英语下册总结

一．单词分类总结 any 若干 一些 some 一些but 但是 clever 聪明的favourite 最喜欢的1.动物类 animal 动物 a（an）一个pig 猪 cow母牛 sheep（复sheep）羊for为...关于little小的magic有魔力的many许多much许多bad坏的

cat 猫 dog 狗 duck 鸭 fish 鱼，鱼肉bird 鸟 horse 马 panda 熊猫 great 好极的nice 好看的not 不,没有 now 现在 okay 行 or 或者 out 出来monkey 猴子 （an ）elephant 大象tiger 虎bear 熊ready准备好的 sad 伤心 sorry 对不起 stuck 卡住的 sure 当然 the 这（那）个chicken 鸡、鸡肉 rabbit 兔子 wolf （wolves）狼snake 蛇 then 然后 there 在那儿 this 这个to 向...,对...very 非常 morning早上 相关:farm 农场 farmer 农民 zoo动物园 river河 tree 树 gra草banana香蕉afternoon 下午evening晚上 night 晚上 breakfast 早餐lunch 午餐dinner晚box 盒子 forest 森林 meat 肉 tail 尾巴 nose 鼻 ear 耳 eye 眼 leg 腿2.数字1 one2two3three4four5five6six7 seven8eight9nine 10 ten11eleven12 twelve13 thirteen14 fourteen15 fifteen16 sixteen17 seventeen18 eighteen19nineteen20 twenty

3.食物类及相关 food食物 eat 吃ice cream 冰淇淋vegetable 蔬菜soup 汤 noodle 面条 rice米饭 chicken 鸡、鸡肉egg 鸡蛋bread 面包dumpling 饺子 fish 鱼、鱼肉 hamburger 汉堡包hot dog 热狗 donut 面包圈hungry饿的 table 桌子 restaurant 饭店 4.饮料类 drink 喝,饮料juice 果汁milk 牛奶water 水 tea 茶 thirsty 渴的 5.水果类 fruit 水果 apple 苹果 orange 橘子pear 梨 watermelon 西瓜6.反义词： big大-small小 long长-short短fat胖-thin瘦 old老-young年轻的 7.方位介词： in 在…里面 on 在…上面 under 在…下面

8.动作类：jump 跳 run 跑 fly 飞 swim 游泳 sing 唱歌 dance 跳舞see 看见look 看happen 发生 use 使用want 想要pull 拉make 做read 读say 说go 去take 拿走 get 取得help 帮助,救命live 居住 hello hi 你好 play 玩耍Let’s 让咱们have（ has）有 do 做,干,办某事9.疑问词：what 什么 where 哪里 how 怎样 how many 数量how much 价格助动词： may 可以 will 将要 can 能、会would like 想要do 助动词（帮助构成否定句疑问句） 10.其他: yes 是 no 不,没有 I我 my 我的 me 我 （宾格） you 你 your 你的 he 他we 我们 they 他们like喜欢 it 它 its 它的 喜欢 good 好的 please 请 thanks 谢谢 welcome 受欢迎的,别客气am is are 是 again 又 and 和at 在 餐、正餐meal 餐bye-bye good-bye再见 dad 爸mum 妈book 书 boy 男孩 chair 椅子 friend 朋友school 学校 stone 石头story time故事时间 hey 嘿二.重点句型 1.What’s this? It’s a /an…2.Is it a/an ….? Yes, it is./ No, it isn’t.

3.Can a horse run? Yes, it can./ No, it can’t.4.Can you …? Yes, I can./ No, I can’t.5.I can dance/sing/swim/run/jump/see.I can’t fly.

6.Fish can swim.Birds can fly.Horses can run.Rabbits can jump.7.What animals can fly? Birds can fly.8.Where is the cat? It is in/on/under the box.9.Can I help you? Yes, please.10.How many …（+名词复数） are there? There are… 问数量 11.Where does a … live? In a tree/river/forest.on the farm /at the zoo.单数 12.What do they eat? They eat meat/ gra/bananas/fish.复数 13.I am hungry.I want to eat.I am thirsty.I want to drink.Let’s eat.

Are you hungry? Yes, I am./ No, I am not .14.Would you like some …? Yes, please./No, thanks.15.Do you like…? Yes ,I do / No，I don’t.16.I like … but I don’t like…17.What’s for breakfast/lunch/dinner?I like … for….18.What do you like?I like…问你喜欢不喜欢 19.What would you like? I’d like … 问你想要点什么 20.What’s your favourite food? My favourite food is… 21.How much is a/an …?How much is it?单数 22.How much are the …?How much are they?复数 23.How much for…? 问价格 单复数24.Thank you.You are welcome.25.Good morning 早上好 Good afternoon中午好或下午好Good evening 晚上好

推荐第10篇：三年级英语下册 leon1 on the Farm教案 (新版)冀教版

Leon1 on the Farm chicken chair farm cow chicken field duck mud pig pond 教学过程: Cla Opening and Review GREETING SING \"THIS IS THE WAY WE WASH THE CLOTH\" 二.New Concepts 1.DEMONSTRATE Hold up vocabulary cards (chicken, cow, duck, pig), ask the students the name of each animal in Chinese.Then discu these animals.a.What do you know about these animals b.What food comes from these animals c.Where have you seen a cow, duck, pig or chicken Explain to the students that in Unit3, they will learn about farm animals.2.STUDENT BOOK: L17N1 Point to each picture as the teacher and the students say the words a few times.教学侧记

Discu the pictures in English.a.What color is the pig b.Is the cow big or small Play the audiotape as the students follow in their books.3.DRILL What is it Is this a or a Point to a .4.ALPHABET DRILL Ask the students what letter begins each word.Ask what two animals begin with the same letter.Point out that although chicken and cow start with the same letter, they do not start with the same sound.Ask if anyone remembers another word (chair).Write chair and chicken on the blackboard as you say them a few times with the students. 1 5.STUDENT BOOK: L17N2 Point to the pictures as the teacher and the cla say the words a few times.Ask the students to tell you the name for each word in Chinese.Play the audiotape as the students follow in their books.三.Cla Closing.Let\'s sing a song.教学反思:

第11篇：三年级英语下册 leon5 where？教案 (新版)冀教版

Leon 5where?

一.教学目标：

知识目标：1.能正确地听、说、读、写oninunderbox

2.能综合运用所学的语句进行交际。

Whereisthecat ?It’son\\in\\underthebox.

What’sin thebox?It’sa\\an...

二.能力目标：学生能了解字母m, n, l,i在单词中的发音极其规则。

情感目标：促使学生积极运用所学知识进行表达与交流。

三.教学重、难点：能够运用介词oninunder 来正确表达动物在什么地方。

四、教具：录音机和磁带，课件.

五.教学过程：

Step

1、（1）Greeting: Hello, boys and girls!

（2）师生同唱“Let’schant”，（可以边做动作边唱）

Step

2、引入课题：用张贴画出示本课主题图.

引导学生：oninunder

Step

3、学生模仿读音，找同学领读，分组读。

学习in the box,on thebox,under thebox.

Step

4、What’sin thebox?

What’sin thebox?Ananimal.

Isit a cat? No, itisn’t.

Canitswim ?Yes, it can.

Step

5、Lettersandsounders练习单词的读音部分。

mmouthswim

ndancenose

lleglake

ininefive

Step

6、练习

师生互动，采取不同的形式做本课句型的练习。如分组说，男女生交换说等。 设计意图：使学生能比较熟练地说句型。

Step

7、Cla Closing

六、板书:

Leon 5where?

oninunder

Whereisthecat ?It’sonthebox.

What’sin thebox?Ananimal.

Isit a cat?No, itisn’t.

Canitswim ?Yes, it can.

第12篇：新冀教版三年级英语下册11课教案（材料）

Leon 11 What Do They Eat ? 教学目标：

知识目标：

1、能听、说、读、写单词banana。能听、说、读单词：meat、

eat、they。

2、会运用句型：---What do they eat ?

---They eat …

3、掌握字母S、Z、X、O 的发音。 能力目标：

能够过本课的学习，学生能用英语提问动物吃什么，以及对此能回答。 情感目标：

培养学生学习英语的兴趣，激发他们学习的积极性，培养学生热爱动物，热爱生活。

教学重点、难点：

1、能听、说、读、写单词banana。能听、说、读单词：

meat 。

2、能利用句型：---What do they eat ?

---They eat …

教学准备：

动物、食物的图片，单词卡片，动物生活地点的图片，多媒体课件，录音机，磁带。 教学过程： Step 1 ：Greetings

S : ( stand up )Good morning teacher .

T : Good morning cla .Step 2 : Reviewing

教师选出三名自愿上台的同学，把动物的三种生活环境贴在黑板上，然后把三种动物的单词卡片交给这四名同学，让他们通过老师提问，找到每种动物的生活环境。选对者，得动物的图片一张。

例如 ：

T ：What dose a fish live ? S ：In a river .\\ … Step 3 : 导入新课

1、T ：我们都知道了所学动物的生活环境，那他们都吃什么呢？今天就让我们一起来了解学习动物吃的是什么？ (板书：leon 11 What Do They Eat ?) 教师点击课件，出现一头奶牛。 T ：Where dose a cow live ? S ：On a farm .T ：What dose it eat ? S ：Gra .\\ It eats gra .教师点击牛吃草的画面。 T ：Cows eat gra .用同样的方法教授panda 。 教师点击猴子的图片， T ：What do monkeys eat ？ S ：Monkeys eat bananas .教师板书banana，教读单词banana。 用同样的方法教授单词meat。

2、Play a game 找吃的：

教师任选四名自愿上台的同学，把所学动物食物的图片贴在黑板上，然后让四名同学拿动物单词卡片，通过回答老师提出的问题，为动物选择它们的食物。选对者得该动物图片。

3、let’s do it。看图说句子。

出示四幅图的图片，根据图片，让学生说句子。

4、字母及发音

让学生齐唱字母歌，然后教授字母发音，领读单词。 Step 3 ：Homework 画一下你喜欢的动物生活在哪里，吃什么，并用英语描述一下。 板书设计：

Leon 11 What Do They Eat ？

---What do they eat ? ---Cats eat fish .

---Cows eat gra .---Monkeys eat bananas .

---Tigers eat meat .

第13篇：冀教版九年级英语下册教案

Leon 1: Poetry, Please Mastery words and expreions: poem, decide, nature, expre,

learn/know …by heart, pleased, happine, shut

Oral words and expreions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.2.The grammar: infinitives.3.Some words and expreions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, pictures Type of leon: new leon Teaching Procedure: Step1: Come to “THINK AOBUT IT”.

Let the students talk about the questions in groups. 1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the cla in front of the cla.Step2: Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem? 2.What’s Danny’s poem about? Step3: Reading task: 1.Read the text and underline the new words in this leon.2.Present the meanings of the words with the help of the media computer.We can use our body language if neceary.3.Tell the main idea of this leon.Step4: Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.2.Brian wrote a poem about nature.3.Danny learned his poem by heart.Step5: Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: I haven’t decided what to write about.Would you like to hear my poem? I don’t need to read it.

Let the students sum the use of infinitives of this leon.Then encourage them to make more sentences with the grammar.Step6: Activities 1.Divide the cla into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best? 2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step7: Describe the picture in English.

Ask the students work in their formal groups.Then let them read their poems in cla loudly.Step8: Come to “LET’S DO IT”.

Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? Homework 1.Finish off the activity book.2.Get more information about the English poetry after cla.Feedback：

The students more little of the English, so that the teacher provides them more information about the English poetry is very neceary.We can use the Internet to help us.The teacher should stimulate the students’ interests about the English poetry.The students can have more time to search more information on the Internet after cla. Blackboard Design

Leon 2: Poems About Nature Teaching Content: Mastery words and expreions: hill, clear, brave, pale, golden, softly, ki, noisy Oral words and expreions: swiftly, tiny, warmth, scene, related, topic Teaching Aims: 1.Cultivate the students’ gueing ability of the whole text.2.Enjoy the charming of the English poetry.3.Compare the differences between the English and Chinese poetry.Teaching Important Points: 1.Learn the English poetry about nature by hearty.2.Know how to write an English poem.Teaching Difficult Points: Use what we learn to write an English poem.Teaching Aids: audiotape, pictures Type of leon: new leon Teaching Procedure: Step1: Come to “THINK ABOUT IT”.

Divide the cla into several groups.Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter? Choose several best poems and let the students read them in front of the cla.Show some pictures of winter to the students.Help them to find more words to describe winter.Step2: Listen to the tape and fill in the blanks.1.Does the poem make you think of _______? 2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3: Read the text and find the new words.1.Let the students gue the meanings of the new words.Most of the new words are related nature.So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4: Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today.Encourage them to stand in front of the cla and tell his story to us.Step5: Reading task Encourage the students to ask questions about this text.Finish the task in groups.Let the students design questions and exchange them in groups.They can ask questions like this: 1.What are your ideas for a nature poem? 2.What can you do to describe about something? Step6: Activities.Work in groups.

Write a poem about the two pictures.Finish a poem.Then each student in the group correct it before reading it to the cla.Step7: Come to “LET’S DO IT!”

The task is similar to the step6.Finish it in cla.Try to write a poem about one of the seasons.The teacher shows some pictures about the seasons to the students. Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback：

It is fun and interesting to write a poem in English.The teacher tries to write a poem and presents it to the cla.Let the students correct it if they have any good ideas.Some students are interested in English, and they are also interested in poems.So give them more chances to create their minds.Blackboard Design

Leon 3: Say It in Three Teaching Content: Mastery words and expreions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling Oral words and expreions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, Teaching Aims: 1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.3.Compare the differences between the Chinese and Japanese poems.Teaching Important Points: 1.Learn about an old style of Japanese poem: Haiku.2.Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points: The old form of Japanese poetry: Haiku.Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Show pictures of Japanese poets and poems.Then introduce Haiku to the students.The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in cla in oral.Step3: Read the text and gue the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.

If the students bring some pictures about nature to the cla, let them show them in front of the cla.Step4: Read the text and find the answers to the questions: 1.Do Haikus tell a story? 2.What’s a syllable? Step5: Come to “PROJECT”.

1.Divide the cla into groups to finish the task.2.Finish the three poems in the text.Use the sentence: I need a ______.Let the others give the answers, one student write the words down.3.After finishing the poems, read it to the cla.All the groups have different poems.Do they sound funny? 4.Decide a subject by each group.Then make a pattern according to the subject.Then finish the poem as the models in the text.5.Read the poem to the cla.Homework: 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:

Some students may think the foreign poems are funny and easy.The teacher may also think so.It is poible for the students to create poems like those we have learned in the cla.Give them more chances to create their minds.The teacher can try some poems, too.The cla and the teacher can find much fun in learning foreign poems.Blackboard Design：

Leon 4: The Wish Teaching Content: Mastery words and expreions: wish, in the middle of, stone, friendship, Teaching Aims: 1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points: 1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points: The use of “without”.

Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Listen to the tape for several times.At the same time, ask the students to sing after it.Test how long they grasp the rhythm of the song.Step2: Read the song as a poem.Let the students read the poem as a lyric line by line.Step3: Make a poem like this.

Divide the cla into several groups.Make the similar this.Every group makes a poem.Then present it to the cla.If the others have other better ideas, they can give their advice.Step4: Do with the language points.

Make sentences with the important phrases: in the middle, without.

S1: Danny sits in the middle of the claroom.

S2: There is a stone in the middle of the road.

S3: Fish can’t live without water.

S4: We can’t finish the work without your help.Step5: Come to “PROJECT”.

Finish the task in groups.

1.Everyone in the group chooses one pattern of these poems and writes one by yourself.

2.After writing the poem, show it to the others in the group.

3.Each exams the others’ poems and gives his advice.

4.After examine all of their poems, change them with the other group.Give their reasonable advice.

5.The teacher gives them chances to expre themselves.Homework：

1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Feedback: The students are familiar to the Chinese poetry, but the foreign ones are hard for them.When the students practice, the teacher should give them a hand if neceary.It is a challenge for the Chinese students to write foreign poems.Encourage them more in order to stimulate their interests of learning English.Blackboard Design:

Leon 5: That’s a Funny Limerick!

Teaching Content: Mastery words and expreions: both…and… Oral words and expreions: blank, motion Teaching Aims: 1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.3.Compare the differences between the Chinese and foreign poetry.Teaching Important Points: 1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points: Know how to write a limerick.Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Come to “THINK ABOUT IT”.

Let the students answer the questions in cla in oral.1.Ask several students to say funny sayings in English.If they can’t expre themselves in English, they can say them in Chinese.

2.Let some students tell jokes.Encourage them to tell jokes in English.Step2: Listen to the tape and fill in the blanks.

1._______ and _______ help Jenny fill in the blanks in her limerick.2.They choose _______ to describe the weight.Step3: Read and get the main idea of the text.1.Let the students scan the text.Then tell the main idea of the text.2.Find the new words and gue their meanings according to the text.Step4: Do with some language points.Either…or…, both…and…

Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5: Come to “LET’S DO IT”.

Limerick is a kind of poem that has a pattern.Study the “Limerick”.Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks.Show them to the cla and let them find the patterns of “limerick”.

3.Let different groups act the dialogue out in front of the cla.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:

Limerick is fun.It’s interesting for the students.The students may like to practice it very much.Everyone writes a limerick.The cla will be full of laughter.Ask the students to begin the similar dialogue in cla to practice the limerick.Blackboard Design

Leon 6: Say It in Five Teaching Content: Mastery words and expreions: create, single, thought Oral words and expreions: fur, stretch, hum, adjective Teaching Aims: 1.Improve the students’ listening and reading abilities. 2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points: 1.Grasp the pattern of the five-line poem.2.Use the pattern to describe something.Teaching Difficult Points: Use the pattern to describe something.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Come to “THINK ABOUT IT”.

We all know Chinese poetry has different kinds of patterns.Let the students give some examples.Step2: Listen to the tape and answer the following questions: 1.Who created the five-line poem? 2.How many poems does the text show us? Finish the listening part in cla in oral.Step3: Reading task: Read and tell the main idea of the text.This is a game to practice the students’ memories.It can improve the students’ summary abilities.Step4: Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in cla in oral.Step5: Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the cla. It’s easy to finish the task, but it is hard to do it well.Step6: Come to “LET’S DO IT”.Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem.Say about their different forms and different patterns.A haiku is just a description of a scene.It is simply what is happening in this place, at this moment.Five-line poem has five lines.It is always about a single topic.Each line has a set number of words.The first line has one word.The second line has two words.The third, or middle, line has three words.The fourth line has four words.The last line has one word.2.Finish the task in groups.Choose one topic as they like.Then exchange the poems among the groups.Step7: Homework 1.Finish off the exercises in activity book.2.Ask the students to find more topics after cla.Summary:

We learn different kinds of foreign poetry.They are limericks, five-line poems and Haiku.The students may think they are very interesting.Some students have surprising poems that you didn’t think of.Give them more chances to practice so that they can create their minds.

Leon 7: Trading Poems Teaching Content: Mastery words and expreions: awake, riddle Oral words and expreions: avenue Teaching Aims: 1.Know more about the foreign culture.2.Create the student’s cooperation ability.Teaching Important Points: 1.Master the written style, letter.2.Learn the differences between Chinese and foreign poetry.Teaching Difficult Points: Write a letter with what we learn in this unit.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Show the type of the letter.Let the students sum how to write a letter.Pay attention to the written style of the envelope.Step2: Listening task Listen to the tape and fill in the blanks.1._______ is a beautiful way to expre thoughts and feelings.2.Danny’s teacher says Danny’s always saying _______ things.Let the students listen to the tape and finish the listening task in cla in oral.Step3: Read the text and answer the following questions: 1.Does Danny think it is hard to write a poem? 2.Did Li Ming write back to Danny? Ask the students scan the text and answer the questions.Step4: Practice Write a letter to your friends about what we learn in this unit.The teacher encourages them to write a poem to their friend, too.It’s hard, so they can choose any topic that they like.They only write for friends.We don’t need to demand too much.Step5: Come to “LET’S DO IT”.

Finish the task in groups of three or four students.In a small group, write a poem like the one in Li Ming’s postcard.

1.First, choose a word your group like.They can choose any word that they like.Because the task is to begin a poem with the letters in this word, everyone can write a word on a piece of paper.Then they can choose one from these.2.Use each letter in this word to begin a line of our poem.Everyone in the group can write different poem according to the word.Then they can exchange their poems and give advice to each other.3.Make a poster to display your poems on the wall.It takes some time to design the poster.

4.Which one do you think is the best? Give your reasons.

Let the students choose the best poem that they like best and give their reasons in front of the cla.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The last poem that we learn in Li Ming’s postcard is very interest

Leon 8: Unit Review

Teaching Content: Mastery words and expreions from Leon1 to Leon7.Oral words and expreions from Leon1 to Leon7.Teaching Aims: 1.Improve the students’ ability of using what we learn in this unit.2.Stimulate the students’ mind of learning about Chinese and foreign poetry.3.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.Making suggestions.2.Master the use of infinitives.Teaching Difficult Points: The use of infinitives.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: review leon Teaching Procedure: Step1: Listen to some beautiful poems in Chinese or in English.Music usually creates atmosphere for the students.

If anyone can recite some English poems, the teacher can give them chances to recite in front of the cla.Step2: Do the exercises in Leon8.At the same time, the teacher walks in the claroom and see if they have any trouble to solve.Step3: Let the students write some difficulties on the blackboard.Then let’s try to solve them together.

The most important grammar is the infinitive.For example: I haven’t decided what to write.

Li Ming has something important to do, so he can’t come to your party.My wish is to go to space.It’s not easy to walk against a strong wind.Step4: Practice the spoken English.Make a similar dialogue according to the Speaking the Language part.It’s how to make suggestions.

Ask the students work in pairs to make up dialogues like this.Then present it in front of the cla.Step5: Play “Story Game’.

Work in groups to finish the task.When the students play the game, the teacher walks around the claroom and see if any group needs help.At last, ask each group presents their stories to the others in front of the cla.Whose story is the funniest? Step6: Homework 1.Finish the exercises in activity book.2.Preview the next leon.Summary:

Poetry is an important part of culture.So it is useful to learn it well.This unit gives us opportunities to practice.Making suggestions is important, too.So let the students make dialogues to practice it.The teacher should pay attention to the infinitives in this unit.We should practice more in this cla.

Leon 9: What’s a “Horkey”?

Teaching Content: Mastery words and expreions: helpful, at the same time Oral words and expreions: DNA, combine, juicy, mule, donkey Teaching Aims: 1.Know more about cloning. 2.How to combine two different things.Teaching Important Points:

1.Talk about the ability and inability.2.The use of coordinating conjunctions.3.Combine two different things.Teaching Difficult Points: Talk about the ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in the cla by showing some pictures about combining to the students.They may be about different things, such as food, fruit, animals and other things.

Step2.Listen to the tape and answer the following questions: 1.Can Danny combine a donut and a pizza? 2.Who wants to combine a cow and a chick? Let the students answer the questions with the help of the pictures.Finish the task in oral in cla.Step3.Read the text and fill in the blanks with the correct words. 1.We can combine two different ______ or two different ______.2.Brian would combine ______ and ______.Look through the whole text quickly and answer the questions in cla in oral.Step4.Encourage the students find the new words in this leon.Give more examples and let the students understand more about the words.I would combine a donut and a pizza.Then I could have breakfast and lunch together.Then I would have little, juicy bananas.Do you know what a mule is? It has a horse as mother and a donkey as a father.Step5.Read the text again and encourage them to find more questions about the text.One student stands up and asks a question.The others who want to answer can stand up and answer it as quickly as he can.For example: 1.What would you combine? 2.What about combining a duck and a deer? 3.Can we combine apples and bananas? Step6.Come to “PROJECT”.

Finish the task in groups of three or four students.Think about something that is combined by two different things.Each of the group writes his answer down and shows it to others.Then choose the most meaningful one to study.What will your group combine? What if you combine the two things? What can it do for us? What’s its advantage? Talk about the questions above, then sum their ideas.Give a report in front of the cla.Demonstrate your ideas.Describe the thing that you combine in detail.Describe its advantages and disadvantages.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary In this leon, we learn to combine two different things together.In order to get new living things, we must make full use of our imagination.What can the things that we combine are used for? It is important for us to discu.During the discuion, we practice our spoken English.

Leon 10: What is DNA? Teaching Content: Mastery words and expreions: generally, twin, clone, not only…but also Oral words and expreions: blueprint, identical, egg, identify Teaching Aims: 1.Know how to write a paage on science.2.Learn something about DNA.3.Know more about our body.Teaching Important Point: 1.Master the words and expreions of this leon.2.The ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Point: The use of DNA.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in the text by discuing what DNA is.Divide the cla into several groups.Then talk about the subject for several minutes.Then one of the groups presents their opinions in front of the cla.Step2.Listening task:

Listen to the tape and fill in the blanks with the correct words you hear.1.Generally speaking, a ______ is a drawing.2.______ for identical twins, each living thing has its own unique DNA.Play the tape once.Then let the students try to finish the task in cla in oral.Step3.Reading task: Read the text quickly and answer the following questions: 1.Where does your DNA come from? 2.Is your DNA in every part of your body? Finish the reading task in cla in oral.Try to get more information about the text at the same time.Step4.Read the text again.Find the sentences with the new words.Try to create situation about the new words.Then make sentences with the new words.If someone can make a whole story with the new words that we learn in this leon, the teacher must encourage her. The sentences with the new words: Generally speaking, a blueprint is a drawing.Identical twins are two children that grew from the same egg.They are clones.From your DNA, scientists can identify not only you, but also people related to you.Step5.Let some students tell some details about the text. What is DNA?

Where is your DNA from? What is DNA used for? Step6.Come to “LET’S DO IT”.

Finish the task with a partner.Find the things about you that show your parents’ DNA.Talk about if for a while.Then let some volunteers come to the front to talk about the subject.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

You look like your father or your mother.That identifies the DNA of your body from your parents.DNA is very fascinating.Each living thing has its own unique DNA.Try to find more ways to use the DNA in many fields.Discu the use of DNA in this cla.Make full use of it to help more people in the world in more fields

Leon 11: Cloning People? Teaching Content: Mastery words and expreions: exactly, divide, crazy Oral words and expreions: human being, original, adult, Dolly, insect Teaching Aims:

1.Know more about cloning.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.The advantages and disadvantages of cloning.2.The expreion of ability and disability.3.The use of coordinating conjunctions.Teaching Difficult Points: The advantages and disadvantages of cloning.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure:

Step1: Show a picture of Dolly.Then let the students discu what our life will be if we make a clone of ourselves.

Divide the cla into groups of three or four.Discu for five minutes.Then present their results to the cla.Step2.Listening task: Listen to the tape and fill in the blanks with the correct words you hear.1.The clones are the ______ height.2.There are ______ ways to clone people.Finish the task in cla in oral.Step3.Reading task: Read the text and decide whether the following statements are true (T) or false(F).1.We can make clones from dead animals.2.Each clone would be a different person.3.We can combine the DNA of pigs and dogs.Finish the task in cla in oral.Step4.Pair work: Read the text again and find more details about the text.Try to solve the following problems.Talk about them with your partner.At the same time, encourage them to ask more questions about the text.How many ways are there to clone people? What are they? Do you want a clone of your self? Why? What is the use of cloning? Try to finish it in a limited time in order to improve their comprehension ability.Step5.Read the text by the students.Give the students time to listen to the tape again.Then make a chance for them to practice in front of the cla. Step6.A debate Divide the cla into two groups.One group is for the advantages of cloning.The other is for the disadvantages of cloning.The teacher designs the task in order to find out the meanings of cloning.Step 7.Come to “LET’S DO IT’.

This task is similar to the one is step6.This topic is about the food.The students can use their imaginations.Of course the best way is to search on the Internet for more information about the subject.Step8.Homework 1.Search more information about cloning on the Internet or in the newspaper.

2.Finish off the exercises in the activity book.Summary:

Cloning is a popular subject in the modern society.It is good for the students to know more about that.Encourage the students to find out more information on the Internet.They can use other tools to get more.Give them chances to present their results in the next leon.Leon 12: Did You Ever See a “Chorse”?

Teaching Content: There are no new words and expreions in this leon.Teaching Aims: 1.Know more about combining.2.Find the differences between the Chinese and foreign songs.Teaching Important Points: 1.The expreion of ability and disability.2.The use of coordinating conjunctions.3.Sing the song fluently.Teaching Difficult Points: Combine two different living things.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Show some pictures of animals to the students.Let them imagine what animals what animals they would like to combine. What would they look like? What are they used for? Divide the cla into groups of three or four.Then discu the questions for five minutes.After a while, show their results to the cla in front of the cla.Step2.Listen to the song and repeat after it.Play the tape for several times.Let the students to be familiar to the rhythm of the song.Step3.Read the song as a lyric.Then let the students make up other similar songs according to their imagination. Let some volunteers present their song to the cla.

Step4.Let the students try to sing the song together.Play the tape again.Ask them to sing after it for several times again. Step5.Ask some volunteers to sing in front of the cla. Step6.Come to “LET’S DO IT”.Work in a small group to finish the task.

Use the pattern in the song to tell customers about your new animals.Describe the new animals in the following ways.What animals will you combine? What is the new animal look like? What are they used for? What will you name them? At last, they can present their result in words or in pictures.Let the students talk about the subject for five minutes.Then let one of the members come to the front and present their result.Step7.Homework 1.Finish off the exercises in activity book.2.Practice the song after cla. Summary:

This song is about combining.Combine two different things together by changing their DNA.It is a new technique.We must make full use of it in many ways.The students today are the future scientists and engineers.So let them know more about coming is good for them.Give them more chance to search after cla.Help them to use many tools to teach themselves.

Leon 13: Clones Are the Same Teaching Content: Oral words and expreions: laboratory Teaching Aims:

1.Practice the students’ spoken English.2.Create the students’ imaginations.Teaching Important Points: 1.Know more about cloning.2.The expreion of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The expreion of ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Talk about the question “What would you like to clone?” in groups.They can use the following patterns: What would you like to clone? Why? Give the students five minutes.Then let them act their dialogues out in front of the cla.Step2.Listening task: Listen to the tape and answer the following questions: 1.Jenny would like to clone a dog.2.Danny would clone himself.Finish the task in cla in oral.Step3.Reading task: Scan the text and answer the following questions: 1.What would Jenny like to clone? 2.What would Brian like to clone? 3.Why would Danny like to clone himself? Finish the task in cla in oral.Step4.Read the text again and find the main idea of the text.Ask some students to say it in front of the cla.Step5.A Game Make up a similar dialogue according to the text.Finish the task in groups of three or four.Give them five minutes.And then ask the students to present their dialogues in front of the cla.Step6.Discuion Discu the use of the clones of yourself.If you have a clone of yourself, what would you like him to do for you? Do you think it is very useful? Step7.Come to “PROJECT”.

Divide the cla into groups of three or four.Talk about the subject “Have you heard of cloned animals?” The next is “If you are a scientist, what would you like to clone? Why?”

Talk about the subjects in groups.The students may have five minutes to finish the task.Then try to present your result to the cla in front of the cla.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Cloning is new to some students.It is useful to give them more time to talk about the subject.They can find more information about cloning on the Internet or with other tools.Encourage them to know more after cla by themselves

Leon 14: A Clone of My Own Teaching Content:

Mastery words and expreions: secret, copy, doubt, stupid, che, robot Oral words and expreions: foolish, flute, closet, prefer, play che, prefer…to… Teaching Aims:

1.Improve the students’ written ability.2.Create the students’ imaginations.Teaching Important Points: 1.Imagine the use of cloning in our daily life.2.The expreion of ability and inability.3.The use of coordinating conjunctions. Teaching Difficult Points: The use of coordinating conjunctions.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Talk about the question: Would you like to have a clone of yourselves? Why? Finish the task in groups.Give the students five minutes to discu the subject.Then let the students present it in front of the cla.Step2.Listening task: Listen to the tape and answer the flowing questions: 1.How old is Kate? 2.What does “foolish” mean? Finish the task in cla in oral.

Step3.Scan the text and decide the following statements are True or False: 1.Katie would like a secret clone.2.Katie already has three sisters.3.Katie’s clone would live the living room with Katie.Finish the task in cla in oral.Step4.Read the text again and try to find the sentences with the new words.What does Katie mean by “a secret clone”? I doubt what she says! “Foolish” means “silly or stupid”.Also, she would play che with me.Maybe I need a robot! She would feed my tow cats, clean my room and practise my flute. Step5.Ask some students to tell the main idea of the text.Let some students say it in front of the cla.Step6.Group Work Talk about the subject in groups.Talk for about five minutes.If you have a clone of yourself, what would you like her or him to do for you? Write what you think of down on a piece of paper.Then exchange their ideas in groups.One of the members sum what they think of.Then present it in front of the cla.Step7.Come to “LET’S DO IT”.

Finish the task in pairs.Make up a dialogue with a partner and act it out in front of the cla.

Encourage them to make the story funny. Make the ending surprising.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

It is fun to give the students chances to speak in front of the cla.Sometimes they think they are not happy in their daily life.They don’t want to do something sometimes, so they want someone else to do it for him or her.Maybe some students think clones of themselves are useful to them.

Leon 15: Cloning Questions

Teaching Content: Mastery words and expreions: neither, nor, neither…nor…, dead Oral words and expreions: mammoth Teaching Aims:

1.Be familiar to the e-mail.2.Know more about cloning.Teaching Important Points: 1.The expreions of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in by showing some pictures of cloning.Let the students talk about the use of cloning. What is cloning? What is cloning used for? What can we do with cloning? Step2.Listening task: Listen to the tape and answer the following questions: 1.What did Li Ming study this week in school? 2.What’s the name of the first cloned animal? Ask the students to answer the questions in cla in oral.Step3.Reading task: Read the text and decide the statements are True or False.1.Li Ming doesn’t think cloning is interesting.2.Li Ming knew how the sheep Dolly cloned.3.Jenny has ever studied cloning.Finish the task in cla in oral.Step4.Read the text again and find the sentences with the new words.Let the students gue the meanings of the new words.Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor… He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5.Sum the main idea of the two e-mails.Let the students tell them in their own words, not word by word according to the content of the e-mails. Step6.Come to “LET’S DO IT”.

Divide the cla into groups of three or four.Use the Internet or other tools to find more information about cloning.

Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short paage, then exchange it with the others.Next one of the members of the group gives a report in front of the cla.Step7.Homework 1.Finish off the exercises in the activity book.2.Ask your parents for some information about cloning.Summary:

Cloning is new to the students.Let them get more information on the Internet.That is helpful for them.It is helpful for them to use the Internet for some important information.On th the coordination conjunctions are important in this unit.So make more practice in cla.

Leon 16: Unit Review Teaching Content: Mastery words and expreions in this unit.Oral words and expreions in this unit.Teaching Aims: 1.Learn to use the Internet and other tools to search more information.2.Know more about cloning.Teaching Important Points: 1.The expreion of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: review leon Teaching Procedure: Step1.Group work Talk about the question in groups.“What do you like to clone the most? Why?” Let the students write their opinions down on a piece of paper.Then exchange their opinions.At last, one of the members sums the opinions and gives a report in front of the cla.Step2.Finish the exercises in this leon.Find out the problems and write them down on the blackboard.

Discu the problem together and find out the correct way to solve the problems.Step3.Do with “Grammar in Use”.

Let the students finish the exercises.Then ask the students to make some sentences with neither…nor…, not only…but also….Not only he but also his father is handsome.Neither my mother nor my father likes this kind of fruit.Step4.Come to “Speaking the Language”.

Complete the dialogue.Then ask the students to make a similar dialogue with his partner.Then present it in front of the cla. Step5.Play the game “Stop-Go”

Play the game in front of the cla.Start the game with 10 volunteers from the cla.Play the game to practice the “ability and inability” expreions on this page.Change the students to play the game if the time is enough.Step6.Group work Divide the cla into several groups.Ask them to introduce themselves in the group.Then choose two best ones to present in front of the cla.Step7.Homework 1.Finish off the exercises in activity book.2.Find out more information about cloning on the Internet.Summary:

This unit is designed to review the main language points in this unit.It is used to build the vocabulary of the unit.Practice the grammars and spoken English in this unit.All those are put in a situation of cloning.Cloning is a new subject for the students.It is very interesting to discu.

Leon 17: Do Mistakes Matter? Teaching Content:

Mastery words and expreions: pardon, mention, pocket, double, mistake, make a mistake, depend, common Oral words and expreions: Bruce, confused, confusing, depend on, bargaining Teaching aims: 1.Know the cultural differences between China and western countries.2.Improve the students’ abilities of speaking English.Teaching Important Points:

1.Target language: I made a mistake.He looks confused.Buying things in China is confusing.2.Train the students’ focus abilities and cooperation spirit.Teaching Difficult Points: the difficult cultures of different countries Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Leon: new leon Teaching procedures: Step1.Lead in The teacher shows some pictures to the students with the Multi-media computer.The pictures show the differences between China and Western countries. From the people’s appearance and the colour of the skin，We can tell the differences.The others show cultural differences.We use chopsticks but they use the fork and knives.Divide the cla into several groups and finish the task.Encourage the students to speak more.They can use their own pictures to help them. Step2.Listening task

Listen to the text and answer the following question: 1.Where is Bruce from? 2.What does Bruce’s father do?

3.How much does Li Ming pay for the two pops? 4.How much did Bruce pay for one pop?

Ask the students to listen carefully and answer the questions.We can arrange the students to listen to the part that is connected with the two questions.Step3.Read and find the new words: He looks confused.

Buying things in China is confusing. I made a mistake.

Let the students try to make sentences with the new words. Step4.Reading task:

Read the text again and answer the questions: What are Bruce and Li Ming doing? Is Bruce confusing?

Where don’t people try to change the price, in China or in North America?

Encourage the students to ask more questions by themselves. Step5.Fill in the blanks with the right forms of the words given. 1.My brother is _______(迷惑的). 2.It is so ______(迷惑的) a thing. 3.Does he often ______(犯错误)?

This part is used to check if they have grasped the new words. Step6.Activity

Suppose you and Bruce are shopping, you are bargaining with the clerk.Bruce can bargain, too.

Divide the cla into several groups and talks about the questions.After a while, let the students act their out in front of the cla.

Encourage the students to speak loudly in front of the cla.Choose the best group and praise them.Step7.Think about: What’s the difference between people in China and North America when they are shopping?

Use the formal group to finish the task.When the students discu, the teacher walks around the claroom to see if they need any help. Step8.Talk about: Where would you like to buy things, in shopping center or market? Let them debate the questions.As usual, the cla can be divided into two groups.One group thinks the shopping center is good.The other thinks the market is better.Let them debate for five minutes.Then let one student in each group to sum the opinions of his own group. Step9.Homework

Find more information about the differences between China and western countries. Summary:

This interesting text is about bargaining in China.It’s based on the different cultures between Chinese and Western countries.In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China.Try to help them when you meet foreigners.Try to find more differences between Chinese and Western countries on the Internet.

Leon 18: Wait! Don’t Eat Yet!

Teaching Content:

Mastery words and expreions: society, politely, manner, especially, unle, polite, fork, serve, forever, act, compare, theirs Oral words and expreions: custom, tablecloth, rude, toothpick, Spaghetti, sauce Teaching Aims: 1.Find the differences between the Chinese and Western customs at table.2.Cultivate the students’ creation and cooperation spirit.Teaching Important Points: 1.The expreions of similarities and differences.2.Grasp the Past Future Tense. Teaching Difficult Points: The expreions of similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Leon: new leon Teaching Procedures: Step1.Lead in: a pair work.

The teacher asks the students the following question: Have you ever traveled to other places? Where have you been?

Show some pictures with the help of the multi-media.The pictures are from Australia, France, China, England, America and Japan.

Let the students discu for 2 or 3 minutes.Then let them say in front of the cla.When the student is speaking, the others can ask him or her questions about his subject. Step2.Listening task Listen and answer the following questions: 1.Table manners in China and Canada are quite ______.2.In China, if your guests have no food on their plates, putting food on their plates is ______.3.It’s ______ to use a toothpick at the table.Finish the task in cla in oral.

Step3.Read the text and find out the sentences with the new words.All societies have customs about how to eat politely.We call these customs “table manners”.

It’s okay to eat it, especially if it’s something dry, like a piece of bread.In Canada, if you drop something on the tablecloth, you pick it up and put it on your plate.Parents are forever telling their children: “Don’t talk with your moth full!”

Step4.Reading task: Read the text and decide the statements are true or false.1.In China, if you drop something on the tablecloth, you usually pick it up and eat it.2.In Canada, to finish the food in front of the cla in rude.In China, everybody has a knife at the table.Exercises: Fill in the blanks with the right forms of the words given.1.I think______(sing) loudly at table is not polite.

2.It’s rude ______ (point) to the others when you eat at table.3.His mother said he ______ (return) the fork to the restaurant tomorrow.4.Nobody ______(know) the secret except me.Step6.Activity:

Project: What’s the story? 1.Find pictures in magazines.

2.Make up a quick story about your picture.

3.Trade your picture with the students from another group.Practice:

Show some pictures to the students.Let the students picture them.Show some different pictures in different situations.Let them give vivid description.When they finish one picture, try to show them the whole story.If we don’t have enough time, show them the main idea. Step8.Consolidation

Suppose you have a foreign friend.He will come to China.Make a chart.Write down his/her name, his nationality, his language and his aims.Show it to your partner, then finish it in cla.

Leon 19：Sayings

Teaching Content: Mastery words and expreions: culture, several, action, fly, as soon as Oral words and expreions: saying, penny, earn, boil, hatch, judge, prevention, cure, worm, fence, spoil, broth, honey, vinegar, Nick, giggle Teaching Aims: 1.Know more about the differences between the Chinese and Western table manners.2.Train the students focus abilities.3.Cultivate the students’ cooperation abilities.Teaching Important Points:

1.Understanding the English saying.2.The expreions of similarities and differences. 3.The past future tense.Teaching Difficult Points: Learn the expreions of similarities and differences between Chinese and Western countries on table manners and sayings.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Leon: new leon Teaching Procedures: Step1.Lead in: The teacher begins the cla by discuing the question.It is a group activity.Ask the students to tell the manners at the table.

In the activity, the students will think of many funny stories.Give them chance to speak in front of the cla.Praise the groups that act well.Step2.Listening task: Listen and answer the following questions: 1.Who does Nick sit beside?

第14篇：冀教版九年级英语下册教案

冀教版九年级英语下册全套教案(48课)

Leon 1: Poetry, Please Teaching Content: Mastery words and expreions: poem, decide, nature, expre, learn/know …by heart, pleased, happine, shut Oral words and expreions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.2.The grammar: infinitives.3.Some words and expreions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Come to “THINK AOBUT IT”.

Let the students talk about the questions in groups.

1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the cla in front of the cla.Step2: Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem? 2.What’s Danny’s poem about? Step3: Reading task: 1.Read the text and underline the new words in this leon.Present the meanings of the words with the help of the media computer.We can use our body language if neceary.3.Tell the main idea of this leon.Step4: Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.2.Brian wrote a poem about nature.3.Danny learned his poem by heart.Step5: Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: I haven’t decided what to write about.Would you like to hear my poem? Do you really want to hear? I don’t need to read it.

Let the students sum the use of infinitives of this leon.Then encourage them to make more sentences with the grammar.Step5: Activities 1.Divide the cla into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best.2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step6: Describe the picture in English.

Ask the students work in their formal groups.Then let them read their poems in cla loudly.Step7: Come to “LET’S DO IT”.

Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? All of the students have seen much Chinese poetry, but few of them have seen English poetry.So present the students several English poems.Let them discu the mean ideas of the poems.Then let them finish the task.Step8: Homework 1.Finish off the activity book.2.Get more information about the English poetry after cla.Summary:

The students more little of the English, so that the teacher provides them more information about the English poetry is very neceary.We can use the Internet to help us.The teacher should stimulate the students’ interests about the English poetry.The students can have more time to search more information on the Internet after cla.

Leon 2: Poems About Nature Teaching Content: Mastery words and expreions: hill, clear, brave, pale, golden, softly, ki, noisy Oral words and expreions: swiftly, tiny, warmth, scene, related, topic Teaching Aims: 1.Cultivate the students’ gueing ability of the whole text.2.Enjoy the charming of the English poetry.3.Compare the differences between the English and Chinese poetry.Teaching Important Points: 1.Learn the English poetry about nature by hearty.2.Know how to write an English poem.Teaching Difficult Points: Use what we learn to write an English poem.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Come to “THINK ABOUT IT”.

Divide the cla into several groups.Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter? Choose several best poems and let the students read them in front of the cla.Show some pictures of winter to the students.Help them to find more words to describe winter.Step2: Listen to the tape and fill in the blanks.1.Does the poem make you think of _______? 2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3: Read the text and find the new words.1.Let the students gue the meanings of the new words.Most of the new words are related nature.So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4: Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today.Encourage them to stand in front of the cla and tell his story to us.Step5: Reading task Encourage the students to ask questions about this text.Finish the task in groups.Let the students design questions and exchange them in groups.They can ask questions like this: 1.What are your ideas for a nature poem? 2.What can you do to describe about something? Step6: Activities.Work in groups.

Write a poem about the two pictures.Finish a poem.Then each student in the group correct it before reading it to the cla.Step7: Come to “LET’S DO IT!”

The task is similar to the step6.Finish it in cla.Try to write a poem about one of the seasons.The teacher shows some pictures about the seasons to the students. Step8: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

It is fun and interesting to write a poem in English.The teacher tries to write a poem and presents it to the cla.Let the students correct it if they have any good ideas.Some students are interested in English, and they are also interested in poems.So give them more chances to create their minds.

Leon 3: Say It in Three Teaching Content: Mastery words and expreions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling Oral words and expreions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, adverb Teaching Aims: 1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.3.Compare the differences between the Chinese and Japanese poems.Teaching Important Points: 1.Learn about an old style of Japanese poem: Haiku.2.Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points: The old form of Japanese poetry: Haiku.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Show pictures of Japanese poets and poems.Then introduce Haiku to the students.The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in cla in oral.Step3: Read the text and gue the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.

If the students bring some pictures about nature to the cla, let them show them in front of the cla.Step4: Read the text and find the answers to the questions: 1.Do Haikus tell a story? 2.What’s a syllable? Step5: Come to “PROJECT”.

1.Divide the cla into groups to finish the task.2.Finish the three poems in the text.Use the sentence: I need a ______.Let the others give the answers, one student write the words down.3.After finishing the poems, read it to the cla.All the groups have different poems.Do they sound funny? 4.Decide a subject by each group.Then make a pattern according to the subject.Then finish the poem as the models in the text.5.Read the poem to the cla.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary: Some students may think the foreign poems are funny and easy.The teacher may also think so.It is poible for the students to create poems like those we have learned in the cla.Give them more chances to create their minds.The teacher can try some poems, too.The cla and the teacher can find much fun in learning foreign poems.

Leon 4: The Wish Teaching Content: Mastery words and expreions: wish, in the middle of, stone, friendship, recite Teaching Aims: 1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points: 1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points: The use of “without”.

Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Listen to the tape for several times.At the same time, ask the students to sing after it.Test how long they grasp the rhythm of the song.Step2: Read the song as a poem.Let the students read the poem as a lyric line by line.Step3: Make a poem like this.Divide the cla into several groups.Make the similar this.Every group makes a poem.Then present it to the cla.If the others have other better ideas, they can give their advice.Step4: Do with the language points.Make sentences with the important phrases: in the middle, without.S1: Danny sits in the middle of the claroom.S2: There is a stone in the middle of the road.S3: Fish can’t live without water.

S4: We can’t finish the work without your help.Step5: Come to “PROJECT”.Finish the task in groups.1.Everyone in the group chooses one pattern of these poems and writes one by yourself.2.After writing the poem, show it to the others in the group.3.Each exams the others’ poems and gives his advice.

4.After examine all of their poems, change them with the other group.Give their reasonable advice.5.The teacher gives them chances to expre themselves.Step6: Homework.1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

The students are familiar to the Chinese poetry, but the foreign ones are hard for them.When the students practice, the teacher should give them a hand if neceary.It is a challenge for the Chinese students to write foreign poems.Encourage them more in order to stimulate their interests of learning English. Leon 5: That’s a Funny Limerick!

Teaching Content: Mastery words and expreions: both…and… Oral words and expreions: blank, motion Teaching Aims: 1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.3.Compare the differences between the Chinese and foreign poetry.Teaching Important Points: 1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points: Know how to write a limerick.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Come to “THINK ABOUT IT”.

Let the students answer the questions in cla in oral.1.Ask several students to say funny sayings in English.If they can’t expre themselves in English, they can say them in Chinese.2.Let some students tell jokes.Encourage them to tell jokes in English.Step2: Listen to the tape and fill in the blanks.

1._______ and _______ help Jenny fill in the blanks in her limerick.2.They choose _______ to describe the weight.Step3: Read and get the main idea of the text.1.Let the students scan the text.Then tell the main idea of the text.2.Find the new words and gue their meanings according to the text.Step4: Do with some language points.Either…or…, both…and…

Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5: Come to “LET’S DO IT”.

Limerick is a kind of poem that has a pattern.Study the “Limerick”.Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks.Show them to the cla and let them find the patterns of “limerick”.

3.Let different groups act the dialogue out in front of the cla.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Limerick is fun.It’s interesting for the students.The students may like to practice it very much.Everyone writes a limerick.The cla will be full of laughter.Ask the students to begin the similar dialogue in cla to practice the limerick.

Leon 6: Say It in Five Teaching Content: Mastery words and expreions: create, single, thought Oral words and expreions: fur, stretch, hum, adjective Teaching Aims: 1.Improve the students’ listening and reading abilities. 2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points: 1.Grasp the pattern of the five-line poem.2.Use the pattern to describe something.Teaching Difficult Points: Use the pattern to describe something.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Come to “THINK ABOUT IT”.

We all know Chinese poetry has different kinds of patterns.Let the students give some examples.Step2: Listen to the tape and answer the following questions: 1.Who created the five-line poem? 2.How many poems does the text show us? Finish the listening part in cla in oral.Step3: Reading task: Read and tell the main idea of the text.This is a game to practice the students’ memories.It can improve the students’ summary abilities.

Step4: Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in cla in oral.Step5: Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the cla.

It’s easy to finish the task, but it is hard to do it well.Step6: Come to “LET’S DO IT”.

Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem.Say about their different forms and different patterns.A haiku is just a description of a scene.It is simply what is happening in this place, at this moment.Five-line poem has five lines.It is always about a single topic.Each line has a set number of words.The first line has one word.The second line has two words.The third, or middle, line has three words.The fourth line has four words.The last line has one word.2.Finish the task in groups.Choose one topic as they like.Then exchange the poems among the groups.Step7: Homework 1.Finish off the exercises in activity book.2.Ask the students to find more topics after cla.Summary:

We learn different kinds of foreign poetry.They are limericks, five-line poems and Haiku.The students may think they are very interesting.Some students have surprising poems that you didn’t think of.Give them more chances to practice so that they can create their minds.

Leon 7: Trading Poems Teaching Content: Mastery words and expreions: awake, riddle Oral words and expreions: avenue Teaching Aims: 1.Know more about the foreign culture.2.Create the student’s cooperation ability.Teaching Important Points: 1.Master the written style, letter.2.Learn the differences between Chinese and foreign poetry.Teaching Difficult Points: Write a letter with what we learn in this unit.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1: Show the type of the letter.Let the students sum how to write a letter.Pay attention to the written style of the envelope.Step2: Listening task Listen to the tape and fill in the blanks.1._______ is a beautiful way to expre thoughts and feelings.2.Danny’s teacher says Danny’s always saying _______ things.

Let the students listen to the tape and finish the listening task in cla in oral.Step3: Read the text and answer the following questions: 1.Does Danny think it is hard to write a poem? 2.Did Li Ming write back to Danny? Ask the students scan the text and answer the questions.Step4: Practice Write a letter to your friends about what we learn in this unit.The teacher encourages them to write a poem to their friend, too.It’s hard, so they can choose any topic that they like.They only write for friends.We don’t need to demand too much.Step5: Come to “LET’S DO IT”.

Finish the task in groups of three or four students.In a small group, write a poem like the one in Li Ming’s postcard.

1.First, choose a word your group like.They can choose any word that they like.Because the task is to begin a poem with the letters in this word, everyone can write a word on a piece of paper.Then they can choose one from these.2.Use each letter in this word to begin a line of our poem.Everyone in the group can write different poem according to the word.Then they can exchange their poems and give advice to each other.3.Make a poster to display your poems on the wall.It takes some time to design the poster. 4.Which one do you think is the best? Give your reasons.

Let the students choose the best poem that they like best and give their reasons in front of the cla.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The last poem that we learn in Li Ming’s postcard is very interest

Leon 8: Unit Review

Teaching Content: Mastery words and expreions from Leon1 to Leon7.Oral words and expreions from Leon1 to Leon7.Teaching Aims: 1.Improve the students’ ability of using what we learn in this unit.

2.Stimulate the students’ mind of learning about Chinese and foreign poetry.3.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.Making suggestions.2.Master the use of infinitives.Teaching Difficult Points: The use of infinitives.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: review leon Teaching Procedure: Step1: Listen to some beautiful poems in Chinese or in English.Music usually creates atmosphere for the students.

If anyone can recite some English poems, the teacher can give them chances to recite in front of the cla.Step2: Do the exercises in Leon8.At the same time, the teacher walks in the claroom and see if they have any trouble to solve.Step3: Let the students write some difficulties on the blackboard.Then let’s try to solve them together.The most important grammar is the infinitive.For example: I haven’t decided what to write.

Li Ming has something important to do, so he can’t come to your party.My wish is to go to space.It’s not easy to walk against a strong wind.Step4: Practice the spoken English.Make a similar dialogue according to the Speaking the Language part.It’s how to make suggestions.

Ask the students work in pairs to make up dialogues like this.Then present it in front of the cla.Step5: Play “Story Game’.

Work in groups to finish the task.When the students play the game, the teacher walks around the claroom and see if any group needs help.At last, ask each group presents their stories to the others in front of the cla.Whose story is the funniest?

Step6: Homework 1.Finish the exercises in activity book.2.Preview the next leon.Summary:

Poetry is an important part of culture.So it is useful to learn it well.This unit gives us opportunities to practice.Making suggestions is important, too.So let the students make dialogues to practice it.The teacher should pay attention to the infinitives in this unit.We should practice more in this cla. Leon 9: What’s a “Horkey”?

Teaching Content: Mastery words and expreions: helpful, at the same time Oral words and expreions: DNA, combine, juicy, mule, donkey Teaching Aims: 1.Know more about cloning.

2.How to combine two different things.Teaching Important Points:

1.Talk about the ability and inability.2.The use of coordinating conjunctions.3.Combine two different things.Teaching Difficult Points: Talk about the ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in the cla by showing some pictures about combining to the students.They may be about different things, such as food, fruit, animals and other things. Step2.Listen to the tape and answer the following questions: 1.Can Danny combine a donut and a pizza? 2.Who wants to combine a cow and a chick? Let the students answer the questions with the help of the pictures.Finish the task in oral in cla.Step3.Read the text and fill in the blanks with the correct words. 1.We can combine two different ______ or two different ______.2.Brian would combine ______ and ______.Look through the whole text quickly and answer the questions in cla in oral.Step4.Encourage the students find the new words in this leon.Give more examples and let the students understand more about the words.I would combine a donut and a pizza.Then I could have breakfast and lunch together.Then I would have little, juicy bananas.Do you know what a mule is? It has a horse as mother and a donkey as a father.Step5.Read the text again and encourage them to find more questions about the text.One student stands up and asks a question.The others who want to answer can stand up and answer it as quickly as he can.For example: 1.What would you combine? 2.What about combining a duck and a deer? 3.Can we combine apples and bananas? Step6.Come to “PROJECT”.

Finish the task in groups of three or four students.Think about something that is combined by two different things.Each of the group writes his answer down and shows it to others.Then choose the most meaningful one to study.What will your group combine? What if you combine the two things? What can it do for us? What’s its advantage?

Talk about the questions above, then sum their ideas.Give a report in front of the cla.Demonstrate your ideas.Describe the thing that you combine in detail.Describe its advantages and disadvantages.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary In this leon, we learn to combine two different things together.In order to get new living things, we must make full use of our imagination.What can the things that we combine are used for? It is important for us to discu.During the discuion, we practice our spoken English.

Leon 10: What is DNA? Teaching Content: Mastery words and expreions: generally, twin, clone, not only…but also Oral words and expreions: blueprint, identical, egg, identify Teaching Aims: 1.Know how to write a paage on science.2.Learn something about DNA.3.Know more about our body.Teaching Important Point: 1.Master the words and expreions of this leon.2.The ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Point: The use of DNA.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in the text by discuing what DNA is.Divide the cla into several groups.Then talk about the subject for several minutes.Then one of the groups presents their opinions in front of the cla.Step2.Listening task:

Listen to the tape and fill in the blanks with the correct words you hear.1.Generally speaking, a ______ is a drawing.2.______ for identical twins, each living thing has its own unique DNA.Play the tape once.Then let the students try to finish the task in cla in oral.Step3.Reading task: Read the text quickly and answer the following questions: 1.Where does your DNA come from? 2.Is your DNA in every part of your body? Finish the reading task in cla in oral.Try to get more information about the text at the same time.Step4.Read the text again.Find the sentences with the new words.Try to create situation about the new words.Then make sentences with the new words.If someone can make a whole story with the new words that we learn in this leon, the teacher must encourage her. The sentences with the new words: Generally speaking, a blueprint is a drawing.Identical twins are two children that grew from the same egg.They are clones.From your DNA, scientists can identify not only you, but also people related to you.Step5.Let some students tell some details about the text. What is DNA? Where is your DNA from? What is DNA used for? Step6.Come to “LET’S DO IT”.

Finish the task with a partner.Find the things about you that show your parents’ DNA.Talk about if for a while.Then let some volunteers come to the front to talk about the subject.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

You look like your father or your mother.That identifies the DNA of your body from your parents.DNA is very fascinating.Each living thing has its own unique DNA.Try to find more ways to use the DNA in many fields.Discu the use of DNA in this cla.Make full use of it to help more people in the world in more fields

Leon 11: Cloning People? Teaching Content: Mastery words and expreions: exactly, divide, crazy Oral words and expreions: human being, original, adult, Dolly, insect Teaching Aims:

1.Know more about cloning.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.The advantages and disadvantages of cloning.2.The expreion of ability and disability.3.The use of coordinating conjunctions.Teaching Difficult Points: The advantages and disadvantages of cloning.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure:

Step1: Show a picture of Dolly.Then let the students discu what our life will be if we make a clone of ourselves.

Divide the cla into groups of three or four.Discu for five minutes.Then present their results to the cla.Step2.Listening task: Listen to the tape and fill in the blanks with the correct words you hear.1.The clones are the ______ height.2.There are ______ ways to clone people.Finish the task in cla in oral.Step3.Reading task: Read the text and decide whether the following statements are true (T) or false(F).1.We can make clones from dead animals.2.Each clone would be a different person.3.We can combine the DNA of pigs and dogs.Finish the task in cla in oral.Step4.Pair work: Read the text again and find more details about the text.Try to solve the following problems.Talk about them with your partner.At the same time, encourage them to ask more questions about the text.How many ways are there to clone people? What are they? Do you want a clone of your self? Why? What is the use of cloning? Try to finish it in a limited time in order to improve their comprehension ability.Step5.Read the text by the students.Give the students time to listen to the tape again.Then make a chance for them to practice in front of the cla. Step6.A debate Divide the cla into two groups.One group is for the advantages of cloning.The other is for the disadvantages of cloning.The teacher designs the task in order to find out the meanings of cloning.Step 7.Come to “LET’S DO IT’.

This task is similar to the one is step6.This topic is about the food.The students can use their imaginations.Of course the best way is to search on the Internet for more information about the subject.Step8.Homework 1.Search more information about cloning on the Internet or in the newspaper.

2.Finish off the exercises in the activity book.Summary:

Cloning is a popular subject in the modern society.It is good for the students to know more about that.Encourage the students to find out more information on the Internet.They can use other tools to get more.Give them chances to present their results in the next leon.Leon 12: Did You Ever See a “Chorse”?

Teaching Content: There are no new words and expreions in this leon.Teaching Aims: 1.Know more about combining.2.Find the differences between the Chinese and foreign songs.Teaching Important Points: 1.The expreion of ability and disability.2.The use of coordinating conjunctions.3.Sing the song fluently.Teaching Difficult Points: Combine two different living things.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Show some pictures of animals to the students.Let them imagine what animals what animals they would like to combine. What would they look like? What are they used for? Divide the cla into groups of three or four.Then discu the questions for five minutes.After a while, show their results to the cla in front of the cla.Step2.Listen to the song and repeat after it.Play the tape for several times.Let the students to be familiar to the rhythm of the song.Step3.Read the song as a lyric.Then let the students make up other similar songs according to their imagination.

Let some volunteers present their song to the cla.

Step4.Let the students try to sing the song together.Play the tape again.Ask them to sing after it for several times again.

Step5.Ask some volunteers to sing in front of the cla. Step6.Come to “LET’S DO IT”.

Work in a small group to finish the task.

Use the pattern in the song to tell customers about your new animals.Describe the new animals in the following ways.What animals will you combine? What is the new animal look like? What are they used for? What will you name them? At last, they can present their result in words or in pictures.Let the students talk about the subject for five minutes.Then let one of the members come to the front and present their result.Step7.Homework 1.Finish off the exercises in activity book.2.Practice the song after cla. Summary:

This song is about combining.Combine two different things together by changing their DNA.It is a new technique.We must make full use of it in many ways.The students today are the future scientists and engineers.So let them know more about coming is good for them.Give them more chance to search after cla.Help them to use many tools to teach themselves.Leon 13: Clones Are the Same Teaching Content: Oral words and expreions: laboratory Teaching Aims:

1.Practice the students’ spoken English.2.Create the students’ imaginations.Teaching Important Points: 1.Know more about cloning.2.The expreion of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The expreion of ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Talk about the question “What would you like to clone?” in groups.They can use the following patterns: What would you like to clone? Why? Give the students five minutes.Then let them act their dialogues out in front of the cla.Step2.Listening task: Listen to the tape and answer the following questions: 1.Jenny would like to clone a dog.2.Danny would clone himself.Finish the task in cla in oral.Step3.Reading task: Scan the text and answer the following questions: 1.What would Jenny like to clone? 2.What would Brian like to clone? 3.Why would Danny like to clone himself? Finish the task in cla in oral.Step4.Read the text again and find the main idea of the text.Ask some students to say it in front of the cla.Step5.A Game Make up a similar dialogue according to the text.Finish the task in groups of three or four.Give them five minutes.And then ask the students to present their dialogues in front of the cla.Step6.Discuion Discu the use of the clones of yourself.If you have a clone of yourself, what would you like him to do for you? Do you think it is very useful? Step7.Come to “PROJECT”.

Divide the cla into groups of three or four.Talk about the subject “Have you heard of cloned animals?” The next is “If you are a scientist, what would you like to clone? Why?”

Talk about the subjects in groups.The students may have five minutes to finish the task.Then try to present your result to the cla in front of the cla.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Cloning is new to some students.It is useful to give them more time to talk about the subject.They can find more information about cloning on the Internet or with other tools.Encourage them to know more after cla by themselves Leon 14: A Clone of My Own Teaching Content: Mastery words and expreions: secret, copy, doubt, stupid, che, robot Oral words and expreions: foolish, flute, closet, prefer, play che, prefer…to… Teaching Aims:

1.Improve the students’ written ability.2.Create the students’ imaginations.Teaching Important Points: 1.Imagine the use of cloning in our daily life.2.The expreion of ability and inability.3.The use of coordinating conjunctions. Teaching Difficult Points: The use of coordinating conjunctions.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Talk about the question:

Would you like to have a clone of yourselves? Why? Finish the task in groups.Give the students five minutes to discu the subject.Then let the students present it in front of the cla.Step2.Listening task: Listen to the tape and answer the flowing questions: 1.How old is Kate? 2.What does “foolish” mean? Finish the task in cla in oral.

Step3.Scan the text and decide the following statements are True or False: 1.Katie would like a secret clone.2.Katie already has three sisters.3.Katie’s clone would live the living room with Katie.Finish the task in cla in oral.Step4.Read the text again and try to find the sentences with the new words.What does Katie mean by “a secret clone”? I doubt what she says! “Foolish” means “silly or stupid”.Also, she would play che with me.Maybe I need a robot! She would feed my tow cats, clean my room and practise my flute.

Step5.Ask some students to tell the main idea of the text.Let some students say it in front of the cla.Step6.Group Work Talk about the subject in groups.Talk for about five minutes.If you have a clone of yourself, what would you like her or him to do for you?

Write what you think of down on a piece of paper.Then exchange their ideas in groups.One of the members sum what they think of.Then present it in front of the cla.Step7.Come to “LET’S DO IT”.Finish the task in pairs.Make up a dialogue with a partner and act it out in front of the cla. Encourage them to make the story funny. Make the ending surprising.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

It is fun to give the students chances to speak in front of the cla.Sometimes they think they are not happy in their daily life.They don’t want to do something sometimes, so they want someone else to do it for him or her.Maybe some students think clones of themselves are useful to them.Leon 15: Cloning Questions

Teaching Content: Mastery words and expreions: neither, nor, neither…nor…, dead Oral words and expreions: mammoth Teaching Aims:

1.Be familiar to the e-mail.2.Know more about cloning.Teaching Important Points: 1.The expreions of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in by showing some pictures of cloning.Let the students talk about the use of cloning. What is cloning? What is cloning used for? What can we do with cloning? Step2.Listening task: Listen to the tape and answer the following questions: 1.What did Li Ming study this week in school? 2.What’s the name of the first cloned animal?

Ask the students to answer the questions in cla in oral.Step3.Reading task: Read the text and decide the statements are True or False.1.Li Ming doesn’t think cloning is interesting.2.Li Ming knew how the sheep Dolly cloned.3.Jenny has ever studied cloning.Finish the task in cla in oral.Step4.Read the text again and find the sentences with the new words.Let the students gue the meanings of the new words.Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor… He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5.Sum the main idea of the two e-mails.Let the students tell them in their own words, not word by word according to the content of the e-mails. Step6.Come to “LET’S DO IT”.

Divide the cla into groups of three or four.Use the Internet or other tools to find more information about cloning.

Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short paage, then exchange it with the others.Next one of the members of the group gives a report in front of the cla.Step7.Homework 1.Finish off the exercises in the activity book.2.Ask your parents for some information about cloning.Summary:

Cloning is new to the students.Let them get more information on the Internet.That is helpful for them.It is helpful for them to use the Internet for some important information.On th the coordination conjunctions are important in this unit.So make more practice in cla.

Leon 16: Unit Review Teaching Content: Mastery words and expreions in this unit.Oral words and expreions in this unit.Teaching Aims: 1.Learn to use the Internet and other tools to search more information.2.Know more about cloning.Teaching Important Points: 1.The expreion of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: review leon Teaching Procedure: Step1.Group work Talk about the question in groups.“What do you like to clone the most? Why?” Let the students write their opinions down on a piece of paper.Then exchange their opinions.At last, one of the members sums the opinions and gives a report in front of the cla.Step2.Finish the exercises in this leon.Find out the problems and write them down on the blackboard.

Discu the problem together and find out the correct way to solve the problems.Step3.Do with “Grammar in Use”.

Let the students finish the exercises.Then ask the students to make some sentences with neither…nor…, not only…but also….

Not only he but also his father is handsome.Neither my mother nor my father likes this kind of fruit.Step4.Come to “Speaking the Language”.

Complete the dialogue.Then ask the students to make a similar dialogue with his partner.Then present it in front of the cla. Step5.Play the game “Stop-Go”

Play the game in front of the cla.Start the game with 10 volunteers from the cla.Play the game to practice the “ability and inability” expreions on this page.Change the students to play the game if the time is enough.Step6.Group work Divide the cla into several groups.Ask them to introduce themselves in the group.Then choose two best ones to present in front of the cla.Step7.Homework 1.Finish off the exercises in activity book.2.Find out more information about cloning on the Internet.Summary:

This unit is designed to review the main language points in this unit.It is used to build the vocabulary of the unit.Practice the grammars and spoken English in this unit.All those are put in a situation of cloning.Cloning is a new subject for the students.It is very interesting to discu.

Leon 17: Do Mistakes Matter?

Teaching Content:

Mastery words and expreions: pardon, mention, pocket, double, mistake, make a mistake, depend, common Oral words and expreions: Bruce, confused, confusing, depend on, bargaining Teaching aims: 1.Know the cultural differences between China and western countries.2.Improve the students’ abilities of speaking English.Teaching Important Points:

1.Target language: I made a mistake.He looks confused.Buying things in China is confusing.2.Train the students’ focus abilities and cooperation spirit.

Teaching Difficult Points: the difficult cultures of different countries Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Leon: new leon Teaching procedures: Step1.Lead in The teacher shows some pictures to the students with the Multi-media computer.The pictures show the differences between China and Western countries.

From the people’s appearance and the colour of the skin，We can tell the differences.The others show cultural differences.We use chopsticks but they use the fork and knives.Divide the cla into several groups and finish the task.Encourage the students to speak more.They can use their own pictures to help them. Step2.Listening task

Listen to the text and answer the following question: 1.Where is Bruce from? 2.What does Bruce’s father do?

3.How much does Li Ming pay for the two pops? 4.How much did Bruce pay for one pop?

Ask the students to listen carefully and answer the questions.We can arrange the students to listen to the part that is connected with the two questions.Step3.Read and find the new words: He looks confused.

Buying things in China is confusing. I made a mistake.

Let the students try to make sentences with the new words. Step4.Reading task:

Read the text again and answer the questions: What are Bruce and Li Ming doing? Is Bruce confusing?

Where don’t people try to change the price, in China or in North America? Encourage the students to ask more questions by themselves. Step5.Fill in the blanks with the right forms of the words given. 1.My brother is _______(迷惑的). 2.It is so ______(迷惑的) a thing. 3.Does he often ______(犯错误)?

This part is used to check if they have grasped the new words. Step6.Activity

Suppose you and Bruce are shopping, you are bargaining with the clerk.Bruce can bargain, too. Divide the cla into several groups and talks about the questions.After a while, let the students act their out in front of the cla.

Encourage the students to speak loudly in front of the cla.Choose the best group and praise them.Step7.Think about: What’s the difference between people in China and North America when they are shopping?

Use the formal group to finish the task.When the students discu, the teacher walks around the claroom to see if they need any help.

Step8.Talk about: Where would you like to buy things, in shopping center or market?

Let them debate the questions.As usual, the cla can be divided into two groups.One group thinks the shopping center is good.The other thinks the market is better.Let them debate for five minutes.Then let one student in each group to sum the opinions of his own group. Step9.Homework

Find more information about the differences between China and western countries. Summary: This interesting text is about bargaining in China.It’s based on the different cultures between Chinese and Western countries.In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China.Try to help them when you meet foreigners.Try to find more differences between Chinese and Western countries on the Internet.

Leon 18: Wait! Don’t Eat Yet!

Teaching Content:

Mastery words and expreions: society, politely, manner, especially, unle, polite, fork, serve, forever, act, compare, theirs Oral words and expreions: custom, tablecloth, rude, toothpick, Spaghetti, sauce Teaching Aims: 1.Find the differences between the Chinese and Western customs at table.2.Cultivate the students’ creation and cooperation spirit.Teaching Important Points: 1.The expreions of similarities and differences.2.Grasp the Past Future Tense. Teaching Difficult Points: The expreions of similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Leon: new leon Teaching Procedures: Step1.Lead in: a pair work.

The teacher asks the students the following question: Have you ever traveled to other places? Where have you been?

Show some pictures with the help of the multi-media.The pictures are from Australia, France, China, England, America and Japan.

Let the students discu for 2 or 3 minutes.Then let them say in front of the cla.When the student is speaking, the others can ask him or her questions about his subject. Step2.Listening task Listen and answer the following questions: 1.Table manners in China and Canada are quite ______.2.In China, if your guests have no food on their plates, putting food on their plates is ______.3.It’s ______ to use a toothpick at the table.Finish the task in cla in oral.

Step3.Read the text and find out the sentences with the new words.All societies have customs about how to eat politely.We call these customs “table manners”.

It’s okay to eat it, especially if it’s something dry, like a piece of bread.In Canada, if you drop something on the tablecloth, you pick it up and put it on your plate.Parents are forever telling their children: “Don’t talk with your moth full!” Step4.Reading task: Read the text and decide the statements are true or false.1.In China, if you drop something on the tablecloth, you usually pick it up and eat it.2.In Canada, to finish the food in front of the cla in rude.In China, everybody has a knife at the table.Exercises: Fill in the blanks with the right forms of the words given.1.I think______(sing) loudly at table is not polite.

2.It’s rude ______ (point) to the others when you eat at table.

3.His mother said he ______ (return) the fork to the restaurant tomorrow.4.Nobody ______(know) the secret except me.Step6.Activity:

Project: What’s the story? 1.Find pictures in magazines.

2.Make up a quick story about your picture.

3.Trade your picture with the students from another group.Practice:

Show some pictures to the students.Let the students picture them.Show some different pictures in different situations.Let them give vivid description.When they finish one picture, try to show them the whole story.If we don’t have enough time, show them the main idea. Step8.Consolidation

Suppose you have a foreign friend.He will come to China.Make a chart.Write down his/her name, his nationality, his language and his aims.Show it to your partner, then finish it in cla.

Leon 19：Sayings

Teaching Content: Mastery words and expreions: culture, several, action, fly, as soon as Oral words and expreions: saying, penny, earn, boil, hatch, judge, prevention, cure, worm, fence, spoil, broth, honey, vinegar, Nick, giggle Teaching Aims: 1.Know more about the differences between the Chinese and Western table manners.2.Train the students focus abilities.3.Cultivate the students’ cooperation abilities.Teaching Important Points:

1.Understanding the English saying.2.The expreions of similarities and differences. 3.The past future tense.Teaching Difficult Points: Learn the expreions of similarities and differences between Chinese and Western countries on table manners and sayings.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Leon: new leon Teaching Procedures: Step1.Lead in: The teacher begins the cla by discuing the question.It is a group activity.Ask the students to tell the manners at the table. In the activity, the students will think of many funny stories.Give them chance to speak in front of the cla.Praise the groups that act well.Step2.Listening task: Listen and answer the following questions: 1.Who does Nick sit beside? 2.Is Nick full at last? Listening is neceary for training the students listening abilities.Remember to give them a few easy questions to answer. Step3.Reading task:

Read and find the new words:

But as soon as his bowl was empty, the grandmother put more in it. Wu Yang’s little sister giggled.

Let the students make sentences with the new words.

S1: The students stop talking as soon as the teacher comes in. S2: My mother came in as soon as I watched TV.

S3: While I am speaking, Wang Yan giggles all the time. Step4.Read and find the difficult language points: 1.Nick ate it all up.

2.The grandmother kept giving him more.3.Wu Yang was trying not to smile.Let the students try using the phrases in English.

S5: I’m so hungry that I eat up all the food on the table.

S6: He was not good at English, but he kept trying his best.We all admire him. S7: Try to pa the exam, please.

Step5.Divide the cla into several groups in three or four.Gue the meanings of the English sayings.

First let them exchange the meanings of the sayings in the group first.Then exchange the meanings in groups.

Let the students decide which are the correct answers to the English sayings.Step6.Exercises:

1.I will call you __________(一„„就)I come back.2.You must _________(解释) it to your parents.3.Although he failed, he kept _________(努力).4.What _______(其他的) can I do for you? If the teacher wants to know if they have grasped the language points of this leon, he can give them some exercises to see the result. Step7.Project: It is a group activity.Divide the cla into several groups to finish the task.

The people in the story have a problem.They don’t understand each other very well.

Write an ending for the story.Explain why you choose you ending.Search more information about the differences between China and western countries at the table.Leon 20: Where I Come From Teaching Content: Mastery words and expreions: greeting Oral words and expreions: forgive Teaching Aims:

1.Know more about the cultural differences among different countries.2.Cultivate the students’ cooperation spirit.Teaching Important Points: 1.The different greeting ways in different country.2.The Past Future Tense.Teaching Difficult Points: The similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure:

Step1.Lead in by discuing in groups.Finish the task with the help of the flashcards.Divide the cla into groups of three or four.Let each group discu the following questions with the help of the pictures.He /she will come to your home for dinner next Sunday.

What will you prepare for him/her? Try to finish the task in five minutes.Step2.Listen to the tape and let the students sing after it for several times.Step3.Show a globe to the foreign students.Let’s see where we are.Ask some students come to the front and point up where we are on the globe.

A game.Ask two students to the front.Let’s who can find more places in limited time.The one who finds more is the winner.

Step4.Read the text as a poem and find the new words.Then make sentences with in greeting, forgive

Where I come from we shake hands in greeting and ask, “How are you?” During a meeting and forgive a mistake or two. Step5.Group work.Ask the students to say some special customs of the foreign countries.For example, the schools are different in China and other countries.Divide the cla into groups of three or four to finish the task.Step6.Activity

Work in groups.Think about your culture.List some special Chinese customs that aren\'t found in other cultures. Step7.Homework

1.Finish off the exercises in activity book. 2.Go on the next reading in the student book. Summary:

English songs sometimes are the same as the Chinese songs.They also describe a subject and the content is all about it.Because of the English songs, the students know more about the foreign customs and culture.

Leon 21: What’s in a Name? Teaching Content: Mastery words and expreions: given name, family name, sir Oral words and expreions: formal Teaching Aims:

1.Know more about the foreign culture.2.Cultivate the students’ learning abilities.Teaching Important Points: 1.The structure of English names.2.The differences between English and Chinese names.Teaching Difficult Points: The structure of English names.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in by discuing: How much do you know about the differences between Chinese and Western names? Work in groups.Then one of the members of the groups gives a report to the cla.Step2.Listen to the tape and fill in the blanks with the information you hear. 1.In Western countries, people have ______names.2._______ is Li Ming’s first name.Finish the task in cla in oral. Step3.Read and find the new words in the text. 1.My given names are “Brian” and “James”.2.My family name is “Smith”.3.That’ formal in English.Practice the new words in cla.Stp4.The language points: I’m a little confused.

But in China it comes last! What do they say when they meet on a formal occasion? Make sentences with the language points.Step5.Practice: Tell us why Danny is confused.If you understand, give us an example.Let some students say give some examples to show the differences between Chinese and English names.Step6.Work with a partner.Write a dialogue in which Brian and Wang Mei meet and introduce themselves.What do they say when they meet on a formal occasion. Step7.Homework

Give English names to each of your family members. Summary:

English names are so different from Chinese names that some Chinese students are confused about them.Let the students choose English names themselves.Then they can choose English names for their family members.I believe practice makes perfect.

Leon 22: Do Manners Matter? Teaching Content: Mastery words and expreions: praise Oral words and expreions: Joe Teaching Aims:

1.Know more about the foreign culture.2.Cultivate the students’ abilities about learning English.Teaching Important Points:

1.Good manners in China and North America.2.Apologies, similarities and differences.3.Past Future Tense.Teaching Difficult Tense: Past Future Tense.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in by a group work.Ask the students to tell the differences about the manners when you receive the presents.

Work in groups of three or four.Everyone writes his or her answers down on a piece of paper.Then exchange their ideas.Next sum the main ideas and present them to the cla. Step2.Listen to the tape and fill in the blanks with the correct words.1.Wu Zhou has lived in Canada for ______ years.2.Good manners in North America are ______ from good manners in China.3.When people give you gifts in Canada, you ______ them with many words.Finish the task in cla in oral.Step3.Read the text and decide the following statements are true or false.1.In North America, there are no words for being polite.2.When people give you gifts in Canada, you might say, “I don’t want your gift.” 3.Wu Zhou is a teacher in a university in Canada.Finish the task in cla in oral.Step4.Read the text again.Tell the main idea of the text and encourage the students to ask more questions about the text.They can ask questions like these: S1: Wu Zhou calls himself Joe Wu, why? S2: Because “Joe” is an English name that sounds like “Zhou”.

S3: If you don’t say “please” or “thank you”, what will people think of you? S4: They will think you are rude.Step5.Act

Work with your partner.Suppose you receive a present from your friends, what will you say if you are Chinese and what will you say if you are Canadian? Act your dialogue out in front of the cla.Let the students get the differences by their acting.Step6.Come to “LET’S DO IT”

Before we do this, the teacher can show the students more about the differences between Chinese and Canadian culture on the Internet.

Divide the cla into groups of three or four to finish the task.Everyone write his or her ideas down then exchange the ideas in the group.Make up a dialogue or give a report.Then present it in front of the cla.Step7.Homework 1.Finish the exercises in the activity book.2.Go on the next reading in the student book.Summary:

The culture differences show in different ways.Let the students think of more situations and let’s find out how to do on the Internet.Teach the students how to learn is more important than what to learn.So give the students more time to practice in cla.Leon 23: Supper with the Bradshaws

Teaching Content: Mastery words and expreions: trouble Oral words and expreions: peppermint, tradition Teaching Aims: 1.Know about the similarities and differences between China and Western countries.2.Cultivate the students’ abilities.Teaching Important Points: 1.Apologies.2.Similarities and differences.3.Past Future Tense.Teaching Difficult Points: Past Future Tense Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in by discuing what you will do when your friends say goodbye to you.

Divide the cla into groups of three or four.Everyone writes their ideas down then exchange them in groups.Sum the ideas then give a report in front of the cla.Step2.Listen to the tape and answer the following questions: 1.We just came home from the ______.2.Bruce and his father had trouble with Chinese ______ and culture.3.Last night, we eat in the ______.Finish the task in cla in oral.Step3.Scan the text and answer 1.Did Bruce and his father make mistakes in China? 2.Western people never eat duck’s feet, do they? 3.Does Li Ming like peppermints? Finish the task in cla in oral.Step4.Read the text again.Find the sentences with the new words.But he and his father sometimes had trouble with Chinese customs and culture.At the end of the meal, Mr.Bradshaw opened a box of peppermint candies.In good Chinese tradition, I told him that I enjoyed it.Show some pictures to help the students remember the new words.Step5.Act it out.Divide the cla into several groups.Ask each group to act one part of the text out.Before doing this, let them read the text fluently and decide which part to act it out.If they don’t have real peppermints or something they must use, they can use something else to replace them.Step6.Come to “LET’S DO IT”.

Divide the cla into groups.Ask them to discu what makes them embarraed when they are guests at a dinner.Everyone writes his ideas down.Then exchange them in groups.At last, one of the groups sums the group’s ideas and presents it in front of the cla.They can write a diary entry, an e-mail or a letter about the dinner.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

It is not easy to make friends with foreigners.It is helpful to know more about the differences between Chinese and western customs and culture.Acting the text out is interesting.The teacher can ask the students to bring something useful into the cla.If they don’t have real ones, they can use something to replace it.

Leon 24: Unit Review

Teaching Content: Mastery words and expreions from Leon17 to Leon23.Oral words and expreions from Leon17 to Leon23.Teaching Aims: 1.Know about the differences between Chinese and western customs and culture.2.Cultivate the students’ learning abilities and cooperation spirit.Teaching Important Points: 1.Apologies.2.Similarities and differences.3.The past future tense.Teaching Difficult Points: The past future tense.Teaching Preparation: pictures

Teaching Aids: flashcards, audiotape, pictures Teaching Procedure: Step1.Show some pictures about different table manners to the students.Encourage the students to act out a dialogue to show the differences.Give them five minutes.Let the students act in front of the cla.Step2.Ask the students to talk about the different customs and culture between China and western countries.Show some pictures to remind the students.They can show them in all kinds of styles.They can make a dialogue or write a paage.Step3.Finish the exercises in cla in oral.Write some problems down on the blackboard.Discu in the cla.Then choose the correct answer.Step4.Come to “Grammar in Use”.

Let the students make more sentences with the past future tense.It is often used in the object clause, when the subject is past tense, the object clause is often used the past future tense.Encourage them to give more examples to practice it.Step5.Come to “Speaking the Language”.

Ask volunteers to act the dialogue out in front of the cla.Encourage the students to make other dialogues and act them out.Step6.Come to “Written work”.

Let the students write it as homework if we can’t finish it in cla.It’s practice of the main ideas of this unit.It can also build the students’ vocabulary.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

The students practice their reading, speaking and written English in this text.It is used to build the students’ vocabulary.The teacher must make full use of this part.At the same time, encourage them to remind the main ideas of this unit.Give them more time to use what we learn in this unit.

Think over after cla :

Leon 25: Talk! Don’t fight!

Teaching Content: Mastery words and expreions: fight, spend Oral words and expreions: fought, spent Teaching Aims: 1.Let the students know the importance of peace.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: Talk about the agreement and disagreement.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Come to “THINK ABOUT IT”.

Divide the cla into groups of three or four.Discu the following questions: What would you do if you found some money on the street? Give the students five minutes to finish the task.Pay attention to all the students’ feelings.Let all of them take part in the discuion.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Jenny and Brian see Danny ______ on the street, _______ a bag.2.The money that Danny found was on the _______.Step3.Read the text and answer the following questions: 1.Who did Danny buy the shirt for? 2.How much money did Brian lose? Step4.Read the text and tell the main idea of the text in the students’ own words.

Let the students speak in front of the cla.Encourage them not to be shy when they stand there.Give the students chances to speak loudly in front of the cla.Step5.Encourage the students to ask more questions about this part.

Divide the cla into groups of three or four to finish the task.Ask all of the students to take part in the discuion.They can ask questions like this: S1: When you are Jenny, what should you do to stop the fight? S2: Do you think the ten dollars is Brian’s?

S3: Do you think Danny should spend the ten dollars that he found on the street? Step6.Come to “LET’S DO IT”.

Divide the cla into groups of three or four, talk about what Danny should do.Everyone writes his or her opinion on a piece of paper.Everyone must write his or her reasons down.Choose the best from their opinions.Then report it to the cla. Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:

Activities are the main style of the cla.The students learn their knowledge in the games and role-plays.It’s a good way to make the English cla interesting.Always remember to improve the students’ cooperation spirit.Let everyone in the group to have the chance to speak.This is very important for the English teaching.Think over after cla :

Leon 26: Good Friends Shouldn’t Fight

Teaching Content: Mastery words and expreions: enemy, behave, gentleman, honest Oral words and expreions: thief, unhappy, agreed Teaching Aims: 1.Let the student’s grasp the four basic skills of English: listening, speaking, reading and writing.2.Know about the importance of peace in the world.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: The agreement and disagreement Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Come to “THINK ABOUT IT”.

Divide the cla into groups of three or four.Talk about the following questions: Have you ever had a fight with a friend? What happened? If you had a fight with your friends, how do you make up after the fight? Everyone writes their opinions down on a piece of paper, then show it to the others of the group.Remember to demonstrate their reasons.The group chooses the best to present in front of the cla.Step2.Listen to the tape and fill in the blanks with the words you hear.1.Brian thinks Danny is a ______.2.Jenny thinks Danny and Brian should stop _______.3.They will have a ______ at Jenny’s house.

Step3.Read the text and answer the following questions: 1.Has Brian found his lost money? 2.Did Danny feel sorry to Brian? 3.Is Brian still angry with Danny? Step4.Read the text and act the role-play in front of the cla.Encourage them to make up a role-play by themselves.If they like, they can add any ending for the story.After they act, the others can say where they should improve and how they should improve it.Step5.Group work Divide the cla into groups of three or four.Discu the following questions:

Talk about your fight with your members of the groups.Tell them: what happened to you? How long did the fight last? Who helped you to solve it? After one student finishes his speech, the others can tell him or her whether his actions are right or wrong.Step6.Come to “LET’S DO IT’.

Finish the task in pairs.Ask the students to think about the fight between Danny and Brian.Is Brian right to be angry with Danny? Why? The key is to describe the reasons.Is Danny right to say that he doesn’t want to be Brian’s friend anymore? With a partner, debate which character is right, Danny or Brian? Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Activities give the students chances to practice their spoken English.During the activities, some students may have trouble in expreing themselves.The teacher should help them if neceary.Provide them pictures to help them remind the stories or experience in their life.Show them some English words that are about their topics Think over after cla :

Leon 27: The Dove and the Olive Branch

Teaching Content:

Mastery words and expreions: flood, peaceful, raise, symbol Oral words and expreions: dove, olive, Adam, Eve, Eden, God, Noah Teaching Aims: 1.Stimulate the students’ ideas of loving our country.2.Improve the students’ spoken English.Teaching Important Points: 1.Talk about the agreement and disagreement.2.Grasp the object clause.Teaching Difficult Points: the object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure:

Step1.Lead in by discuing “Do you know the story of the dove and the olive branch?”

Divide the cla into group of three or four.Discu the question.At the same time, show the students the picture of the dove and the olive branch with the help of the audiotape.Everyone in the group writes their answers down.Then discu it in the group.Choose the best to show in front of the cla.Step2.Listen to the tape and decide the following statements are true or false.1.Noah is a good man.2.Noah and his family in the Great Flood for a hundred days.3.Since then, people use a picture of a dove with an olive branch in its mouth to show their love for peace.After listening to the tape, ask the students to finish the task in cla in oral.Step3.Scan the text and tell the main idea of it.Remember to say with their own words.Not one word by one word from the text.

Step4.Read the text carefully and answer the following questions: 1.Did God think there are too many bad people in the world? 2.What did Noah do to escape the Great Flood? Finish the task in cla in oral.Step5.Group work Discu the following questions in groups of three or four.

What do you think breaks the peace in our life? What can you do to prevent this happen?

Make a list of it.Then exchange the ideas in groups.Choose the best to present in front of the cla.

Before the students finish the task, the teacher had better show some new words to them on the blackboard.Step6.Come to “LET’S DO IT”.

Ask the students to finish the task in formal groups.

First, discu whether or not you think the story of Noah is real.Why or why not? What do they think of the God’s idea?

Second, tell other famous stories about making peace.Many students may know some Chinese stories about making peace.

Show some pictures to help them remind the old stories.Many people died in order to get a peaceful world for us. Step7.Homework 1.Finish off the exercises in activity book.2.Write down your story in the exercise book.Summary:

Remind the students to respect the dead men who died in the anti-Japanese wars.Many stories also write down some great men who devoted themselves to the peace of China.Let’s remember them forever.Without them, we haven’t the peaceful world and the happy life.

Think over after cla :

Leon 28: Please Let There Be Peace Teaching Content: Mastery words and expreions: army, prepare, gun, agree, agree to, imagine Oral words and expreions: obey, battle, rage, suffering Teaching Aims: 1.Cultivate the students’ abilities of listening, speaking, reading and writing.2.Learn to love and care for the people around us.Teaching Important Points: 1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Show a picture of a dove and the olive branch to the cla.Let them show their opinions about the peace of the world.If you are a member in the U.N, what should you do to stop fighting? Peace and development are the main topics now.

Make a list of the plan that you make.Then present it to the cla.

Step2.Listen to the tape for two times.Let them know the rhythm of the song.Can someone sing in front of the cla? If anyone can, the teacher let them have a try.Step3.Read the song as a poem line by line.Translate it into Chinese.If neceary, help them.There are some new words in it.Some words are difficult to understand.

Step4.Play the song again for several times again.Let the students sing after it.Step5.Practice Divide the cla into two groups to read the song.Then sing the song together.If neceary, play the tape again.If they can’t sing it well, the teacher teaches them line by line.Step6.Come to “PROJECT”.

Finish the task in groups of three or four.

Wars bring suffering to people.We all love peace and hate war.We have an organization called the U.N.which is to stop fight and keep peace in the world. It is made up of six main countries in the world.

When there is a fight on the earth, we may think it’s time for the U.N.to play an important part.Now imagine you are representing China at the U.N.Make a speech about how the U.N.should work to stop war.Present your speech to a small group of clamates and listen to their speeches.As a group, talk about your speeches.Ask each other questions about your opinions and information. After five minutes, ask several groups to present their result to the cla.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book Summary:

We all hate wars because we see what wars bring us on TV, in newspapers and on Internet.We must do something to stop them.Give the students chances to open their minds.Maybe it is they that can save the earth someday. Think over after cla :

Leon 29: Jenny’s Good Advice

Teaching Content: Mastery words and expreions: agree with, probably, belong, belong to Oral words and expreions: opinion, have a talk Teaching Aims: 1.Cultivate the students’ abilities of learning English.2.Know about the importance of peace.Teaching Important Points: 1.Talk about the agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Come to “THINK ABOUT IT”

Lead in by discuing the following questions: Why do you sometimes fight with others? How do you feel after the fight? Finish the task in groups.After discuing it for a while, make the best one to show it in the cla.Step2.Listen to the tape and answer the following questions: 1.Where do Danny and Brian meet? 2.Do Danny and Brian stop fight in this leon? Finish the task in cla in oral.Step3.Read the text and tell the main idea of the text.Pay attention to Danny’s and Brian’s opinions about this.Step4.Read the text and decide the statements are true or false.1.Danny and Brian both think Jenny’s cookies are good.

2.Brain didn’t think the money that Danny’s picked up was his.3.Danny can’t agree with Brian’s opinion.Finish the task in cla in oral.Step5.Pair work Work with your partner.If you were Jenny, what would you do to stop them from fighting? Do you have any other good ideas? Work in pairs.Then discu it for a while.

Let some volunteers come to the front to give their advice.Step6.Come to “LET’S DO IT”.Finish the task in group work.Ask them to make up a dialogue or a role-play.

First, they must make a plan for the play.What happened to you? Who are fighting? Why? Give them five minutes to finish the task.If they don’t have enough people to play, they can ask the teacher to take part in it.Step7.Homework 1.Have you had a fight with your friend? Write it down.2.Go on the next reading in the student book.Summary:

The teacher can take part in the students’ activities.They can help the students make a plan to play it better.The teacher can provide them some new words if neceary.Praise them after they act a dialogue out.

Think over after cla :

Leon30: Let’s Work for Peace

Teaching Content: Mastery words and expreions: provide, disagree, trust Oral words and expreions: religion Teaching Aims: 1.Learn about the importance of peace.2.Know more about the foreign culture.Teaching Important Points: 1.Know about a student council in Canada.2.Talk about the agreement and disagreement.3.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Come to “THINK ABOUT IT”.

Lead in by discuing the following questions: How many clubs are there in your school? What are they?

If there aren’t any clubs in the school, we can think about who works for the peace of your school.What do they often do when someone fights in school? Discu it in groups.Then choose the best to present it in front of the cla.Step2.Listen to the tape and answer the following questions: 1.What grade is Danielle in? 2.What does the student council do? Finish the task in cla in oral.Step3.Read the text and decide the statements are true or false.1.Student councils work to make schools better places.2.All the students in Danielle’s school wear the same clothes.

3.We need to learn about different cultures and make friends with people from other cultures.Finish the task in cla in oral.Step4.Tell the main idea of this text.Remember to answer the questions: 1.What does the student council do? 2.What is Danielle’s school like?

3.What do we do in order to make our school a better place? Step5.Group work Work in groups of four or three to discu the following questions: If you are a member of the student council, make a plan about how to make the school a better place.Make a list of the things that you think must be done according to the situation of the school.Discu the question in groups.Then show it to the others in cla.Discu the plan in cla.At last, give the advice to school.Step6.Come to “LET’S DO IT”.

Work in groups.Plan a debate about this topic: countries should never go to war to solve disputes.Are there any wars today? Where are they? Are wars good or bad? Are there better ways to solve problems? Give them enough time to debate the interesting topic.Let them open their minds to create good ideas.Then present their ideas group by group in front of the cla.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Students are old enough to think about these questions.They watch TV to pay attention to the development of the world.They have much to say in this part.Show some pictures about the disaster that wars bring to the people in the world.Call on the students to study hard to create a more peaceful world for the people.Think over after cla :

Leon 31: Peace at Last Teaching Content: Mastery words and expreions: at last, pity, angry, decision, fair, conversation, regret There are no oral words and expreions in this leon.Teaching Aims: 1.Learn to love and care for the others.2.Practice the students’ written English.Teaching Important Points: 1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in the text by discuing the following question: What should you do if you have trouble with your friend? Finish the task in groups of three or more.Let’s see how they solve their problems.Many students may write a diary.Others tell his or her trouble to his friend or teacher.

Tell the students: when you meet trouble, find some effective and fast ways to help yourselves out.Step2.Listen to the tape and answer the following questions: 1.Who has trouble with the basketball game, Li Ming or Danny? 2.Did Li Ming go to the basketball game at last? 2.What is Danny going to deal with the money problem? Finish the task in cla in oral.Step3.Read the text and then tell the others what Li Ming’s trouble is.Do you think how to solve it? Is Li Ming right or wrong? Tell the cla the reasons.

Step4.Read the text and decide the statements are true or false.1.Li Ming has been invited to a party on Friday evening.2.Li Ming’s friend was angry because Li Ming mied the game.

3.Brian wrote a letter to Danny and told him he didn’t want the ten dollars any more.Finish the task in cla in oral.Step5.Find out the sentences with the news and practice them in cla.After I mied the game, my friend was very angry.What a pity.She said that the decision was mine.It wouldn’t be fair for me to go to the game.Jenny said we should have a conversation.I regret what I did.Let the students make up sentences with the words and expreions that we learn in this leon.Show some flashcards to help them. S1.Don’t be angry with me.

S2: It is neceary for us to have a conversation with my mother.S3: His sister regrets doing that.Step6.Group work Divide the cla into groups of three or four.Write experience that you have had.Then share it with your members.Tell who is right in the story.What should we do to solve the problem correctly? Step7.Come to “LET’S DO IT’.

Finish the task in groups.Write a diary entry, an e-mail or a letter about the topic below. Have you or anyone in your family experienced war before? What is war like? If they have no experience, they can describe a war that they have heard before.After they write their experience down, share them in the group.Then choose a special to give a report in front of the cla.Step8.Homework

1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

We all have a fight with our friends.Write your experience down and share with your clamates.You may think it’s funny for to do such a thing at that time.It will help you to analyze yourself.Think over after cla :

Leon 32: Unit Review Teaching Content:

Mastery words and expreions from Leon25 to Leon31.Oral words and expreions from Leon25 to Leon31. Teaching Aim: 1.Learn to love and care for others.2.Know about how important the peace is for us.Teaching Important Points:

1.Talk about agreement and disagreement.2.The object clause.Teaching Difficult Points: The object clause Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of leon: review leon Teaching Procedure: Step1.Lead in by discuing the importance of peace for us in the world.Finish the task in groups of three or four.Show some pictures to the students.Analyze the disadvantages that wars bring us.Make a list of it and show it to the cla.Step2.Do with the exercises the leon.Write down some difficulties on the blackboard.Then discu the use of them.Practice them again. Step3.Come to Grammar in Use.The object clause is the main part.Let some student make similar sentences in front of the cla.The others listen and find if they are right.Step4.Come to “Speaking the Language”.

Fill in the blanks with correct words.Make up similar dialogues in front of the cla.

Step5.Do with the comprehension part.Can the students answer the question fluently? If they have any difficulties, help them. Step6.Come to “Take This Quiz”.

Search on the Internet to find more information.Ask the students what they want to know.Let them search on the Internet before the cla.Then give a report to the cla the next day.Step7.Do with written part.If we have time in cla, finish it in cla in groups.If we don’t have enough time to do with it, we can have it done after cla.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

This is the summary of the unit.It includes the main points in this unit.Arranging it carefully before the cla, we can have a good review in the cla.We can do with the language points, the main grammar and practice the spoken English.Think over after cla :

Leon 33: Welcome, Guest!

Teaching Content: Mastery words and expreions: shape, perhaps, though Teaching Aims:

1.Know more about the foreign culture.2.Good manners at table.Teaching Important Points: 1.Learn different cultures.2.Practice the object complements and attributive clauses.Teaching Difficult Points: The object complements.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Come to “THINK ABOUT IT”.

Lead in by discuing the following questions: What do you know about dinosaurs? List the names of some types of dinosaurs you know of.Discu the questions in groups.Every member writes his or her answers down.Then discu it in groups.Make a complete answer.Then present it in the cla.Step2.Listen to the tape and answer the following questions: 1.Where was Danny yesterday afternoon? He was at Dinosaur School.2.Did Danny learn Dinosaur song at school? Yes, he did.Finish the task in cla in oral.Step3.Reading task Read the text and encourage the students to ask more questions about this part.S1: What did Danny learn at Dinosaur school? S2: He learned dinosaur culture.S3: When will they have dinner together? S4: On Saturday.Step4.Practice Do with the main grammar: the object complements.Point out the sentences with object complements: I find other cultures interesting.Make examples by the students: We must keep the claroom clean every day.Step5.Activity Invite your friend to your home.What do you do? Make up a dialogue with your partner.Then let them present it in front of the cla.Step6.Come to “LET’S DO IT”.

What do you think dinosaur food is like? Do you think Brian and Jenny will like the food? Write down your ideas.Then share it with your partner.After a while, let some students show their answers in front of the cla.Remind them to tell the students why they think so.Step7.Homework 1.Finish off the exercise book.2.Go on the next reading in the student book.Summary:

Students are strange to hear of the Dinosaur culture.We all want to know what real Dinosaur culture is, including their food, songs, clothes and so on.Give the students time to say some other countries’ culture in front of the cla.Let them search on the Internet for more information.Think over after cla :

Leon 34: Danny’s Dinosaur Dinner

Teaching Content:

Mastery words and expreions: knock, hang, hang up, offer Oral words and expreions: hung, hanged Teaching Aims: 1.Know about the Dinosaur culture.2.Cultivate the students’ cooperation ability.Teaching Important Points: 1.Learn something about having a meal.2.The object complement and the attributive clause. Teaching Difficult Points: Have a meal.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Come to “THINK ABOUT IT”.

Lead in by discuing the following questions:

Have you ever invited a guest to your home? Have you ever been a guest? What’s the worst food you’ve ever had?

Discu the following questions in groups.Then present it in front of the cla. Step2.Listen to the tape and fill in the blanks with the correct words you hear.1.When Jenny and Brian come to Danny’s home, he is in the _____.2.Danny gives Brian and Jenny some _____ to eat.Finish the task in cla in oral.Step3.Reading task Read the text and decide the following statements are true or false.1.Jenny and Brian come to Danny’s home on Sunday.2.Jenny and Brian drink some milk in Danny’s home.3.Dinosaur food is certainly different.Finish the task in cla in oral.Step4.Read the text again and retell the story in their own words.Correct their grammar mistakes after he finish telling the story. Ste5.Do with the language points: Make sentences with the useful phrases: Would like to…? Help yourself to… S1: Would you like some dumplings? S2: Yes, I’d love to.

S3: Would you like to have an apple? S4: No, thank you.Step6.Come to “LET’S DO IT”.

Divide the cla into several groups to finish the activity.Every member writes his ideas on a piece of paper.

Are guests important in your home? What do you do to make guests feel comfortable? Let the students show their dialogues out in front of the cla. Step7.Homework 1.Finish off the exercises in cla.2.Go on the next reading in the student book.Summary:

It is important for you to make your guests feel comfortable.At first, you must be polite.Then you can provide them with different drinks and fruits.Ask them what their favourite food is.Of course, as a guest, you must be polite enough, too Think over after cla :

Leon 35: Keeping Culture Alive Teaching Content:

Mastery words and expreions: hand in, strange, mind, share Oral words and expreions: Chinatown Teaching Aims:

1.Learn more about foreign cultures.2.Cultivate the students’ abilities.3.Grasp the important grammars.Teaching Important Points: 1.Know more about the Chinatown.2.Having meals.3.Object complements.Teaching Difficult Points: Object complements Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in by discuing the following questions: Have you ever heard of Chinatown? What do you think of it?

Work in groups.Everyone writes his or her answers down.Then discu for five minutes.Present it in front of the cla.Step2.Listen to the tape and fill in the blanks.This is the _____ time for Danny to Chinatown.Would Chinese students visit _____ _____ _____.Finish the task in cla in oral.Step3.Read the text and answer the following questions: 1.Did Brian enjoy the school trip?

2.Is there an area called Little North America in Beijing? Finish the task in cla in oral.Step4.Read the text again.Then ask the students to retell the story in their own words.They can practice with her partner first.Step5.Do with the language points: Let the students read the text again.Sum the new words and language points in this leon.Make up sentences with the new words and the language points.S1: Must I hand in the paper now? S2: Let’s share the experience in the summer holiday.S3: I shall share the fruit with the little girls.S4: Will it rain tomorrow? S5: I don’t think so.Step6.Activity Group work.If there were Little North America in Beijing, what will it be like?

Divide the cla into groups to finish the task.Every member writes his or her answers down.Then change it with the others.Then choose the complete one to present in front of the cla.Step7.Come to “LET’S DO IT”.

Finish this part in groups of three or four.One student sums his group’s advice.Then present it in front of the cla.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Chinatown is used for Chinese in America.They can speak Chinese.It if convenient for those people who can’t speak English live there.They are all kinds of shops there.Think over after cla :

Leon 36: So We Can Be Friends Teaching Content: Mastery words and expreions: difference Oral words and expreions: Peru, Scotland, bagpipe Teaching Aims:

1.Learn more about the foreign culture.2.Learn to sing English songs.Teaching Important Points: 1.Keep one country’s culture.2.Grasp the object complement.3.How to use keep.Teaching Difficult Points: Keep one culture’s culture.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Show some pictures about the foreign culture.Pointing to the pictures, ask the students to gue where they are and what special culture they have.Step2.Listen to the tape for two times.While they are listening, let the students sing after it in a low voice.Step3.Read the song as a poem.Let them find if it has rhythms.

Step4.Ask the students to know the meaning of the song with the help of the pictures.Step5.Listen to the tape again and sing after if for several times. Step6.Let the volunteers sing in front of the cla.Step7.Come to PROJECT.1.List the differences between the Chinese and Chinese cultures.Finish it in work group.Talk about the different ways in China and Canada.What are the differences between the two countries?

2.Ask the students to act short plays out in front of the cla.Show what would happen in Canada and what will happen in China.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:

Different countries have different culture.We must keep it.Students should know more about it.It can help them when they go abroad to study further.Ask the students to search more after the cla.Then present it in the next leon Think over after cla :

Leon 37: The Fox and the Stock

Teaching Content: Mastery words and expreions: fox, flat, hardly, fetch, thin, stick, regard, realize, promise Oral words and expreions: stork, Aesop, rudely, beak Teaching Aims: 1.Learn about more about the foreign culture.2.The importance of cooperation in the world.3.Improve the student’s creation ability.Teaching Important Points: 1.The leons we learn from the story.2.The object complement and the attributive clauses.Teaching Different Points: Practice object complement and the attributive clauses.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Lead in by discuing the following questions: Tell a story about the animals.What can we learn from the story? Finish the task in groups.Let some students come to the front and tell his cla his wonderful story.Step2.Listening task Listening to the tape and find the correct answers to the following questions.1.There is a _____ and a _____ in the story.2.The fox brought the soup in large flat _____.Finish the task in cla in oral.Step3.Read the text and answer the following questions: 1.Is the fox polite to the stork? 2.What are the stock’s noodles in? 3.Were they still friends? Finish the task in cla in oral.

Step4.Read and tell the stories by their own words.Step5.Do with the new language points in this text.1.“Certainly” said the stork, who was doing her best to be polite.Do one’s best

S1: I am doing my best to learn well.2.The stork fetched two tall, thin jars.Fetch=go and come back S2: Can you fetch me two bottles of water, please? Step6.Work in groups.Divide the cla into groups.Then one member of the group tells a story which are with animals about characters.Then let the others sum the leons that we learn from the story.Step7.Homework Find the most wonderful story after cla.Prepare to tell the cla in the next leon.Summary:

All of the students know many interesting stories about animals.We can learn important leons from the story.They must respect others in their life, or they might have a fight.This is the same as man.We must respect others in our life.Then we can have a peaceful world. Think over after cla :

Leon 38: One Country, Many Cultures

Teaching Content: Mastery words and expreions: central, although, respect Oral words and expreions: immigrant, tolerant, dancer Teaching Aims:

1.Know about the culture in the world.2.Keep one country’s culture.

3.Create the students’ basic abilities.Teaching Important Points: 1.The details about Canadian cultures.2.Different cultures have different features.1.Practice the object complement and the attributive clauses.Teaching Difficult Points: The object complement and the attributive clauses Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of leon: new leon Teaching Procedure: Step1.Come to “THINK ABOUT IT”.

Lead in by discuing the following questions: How many cultures does China have? How many can you name? What are some of the interesting things in your culture? Discu the questions above in groups.Then every group answers the questions one by one.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Only _____ percent of all Canadians are from First Nations.2.Canada has _____ official languages.Finish the task in cla in oral.

第15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yesterday\today\tomorrow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16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17篇：冀教版七年级英语下册教案

冀教版七年级英语下册教学工作计划

本学期的教学重点是围绕教学大纲，努力调动学生的学习积极性，引导他们热爱学习，表现为他们自觉学习的行为，认真完成教学工作。现将本学期担任的初一英语课教学工作计划如下：

一、指导思想：

在本学期的英语教学中，坚持以下理念的应用：

1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神；

2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础；

3、突出学生主体，尊重个体差异；

4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老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；

5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。

总之，让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。

二、学生基本情况分析：

本届七年级新生和以往初一学生相比在英语基础方面很薄弱，由于在小学英语课并未受到足够的重视，他们在写的技能方面基本上没有得到过训练，连音标和字母的拼读都没有掌握好。经过上学期努力，年段学生的基础知识得到了加强，学习态度也有所好转。但是学生整体的惰性还是很强，自觉性很差。 另外，学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。

三、奋斗目标：

钻研新课标，提高教学水平，真正做到教学相长，努力达到学校规定的教学指标。

四、具体措施：

1、抓好英语的常规教学，加强基础知识训练：①归纳学过的词组，方便学生记忆；②用词组造句和中译英训练；③组织学生结对子，一有空就你问我答，营造学习氛围，同时加强笔头的练习，使学生能熟能生巧；④把课文分段，按学习组为单位，进行朗读比赛，对学过的课文尽量做到人人会背，有些课文还要求学生会默写。

2、抓好语法学习：①掌握形容词、副词的比较级和最高级的构成和用法。区分单音节词和多音节词的构成，规则和不规则变化。②学习一般过去时态，重点突破不规则动词。③学习过去进行时与现在进行时的区别。④学习联系词的用法。

3、培养学生综合运用知识的能力：每个单元围绕着知识点反复训练，层层渗透。每个单元结束都进行测验，找出存在问题，及时补漏补缺。

4、抓好阅读能力培养：每周规定学生阅读三篇短文，带着问题阅读，阅读之后要回答问题。

5、培养学生写作能力：逐步创作一些简笔画要学生写出他们的动作编成故事，逐步培养他们看图写话的能力。

6、努力做好后进生转化工作，促进全体学生共同进步。多关心后进生的思想和学习，平时要检查和督促他们的作业及时给予他们帮助

7、关注学生的情感，营造宽松、民主、和谐的教学氛围。

8、实施\"任务型\"的教学途径，培养学生综合语言运用能力

9、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

10、加强对学生学习策略的指导，为他们终身学习奠定基础。

五、教学进度：

第一周：准备周（开学思想教育） 第二周—第三周：Unit 1 A Trip to Beijing 第四周—第五周：Unit 2 On the Train 第六周—第七周：Unit 1—Unit 2 阶段检测

Unit 3 Having Fun in Beijing 第八周—第九周：Unit

4Did You Have a Nice Trip?

期中复习考试（Unit 1—Unit 4） 第十一周—第十二周：Unit 5 Li Ming Goes to Canada 第十三周—第十四周：Unit 6 Winter in Canada 第十五周—第十六周：Unit 5—Unit 6 阶段检测 Unit 7 Sports and Good Health 第十七周—第十八周：Unit 8 Li Ming Goes Home 第十九周—第二十周：期末复习、考试

2011-3-7

二单元教案

Leon 9: Getting on the Train

Teaching Aims：

1． words: get, get on, very, stop, onto, ready, stand, where, see, first, man, excuse, pardon, move, problem

2．sentences: Jenny and Mrs.Li are getting on the train. Don’t jump onto the train! You are in my seat. What did that man say? You have to move.Teaching Resources: audiotape, cards, pictures Language Points: get on, jump onto, in my seat, have to You have to move.Teaching Procedures： Step 1: Greeting.Step 2 Revise Unit 1 How far is it from China to Canada? It is about eight thousand five hundred kilometers.May I go on a trip to Beijing? Yes, you may./No, you may not.I want to go to the Great Wall.Let us take a train. Step 3 Presentation 1.Ask the students to discu the questions: Do you argue with your friends? Why? Do you have a friend who gets very excited? Who? Why? 2.Play the tape and get the students to answer the question: Why is Jenny angry with Danny? 3.Teach the new words and expreions: get on, jump onto, ready, beside, run onto, in the first/my seat, pardon, have to, move Write them on the blackboard.4.Explain the language points.Step 4 Play the tape again and get the students to read after the tape.Step 5 Work in pairs.Ask the students to practice the dialogue.Step 6 present the dialogue.Step 7 Homework.

1 Finish off the activity book.2.Recite the dialogue in this leon.3.Preview Leon 10.

Leon 10 What are they looking at ? Cla opening 1.Greeting.2.Duty report.3.Ask several volunteers to act out the dialogue in Leon 9.4.Sing “The trip song.” 5.Sing “I walked to zoo.” Look out of , point to.There is/are--- Can you see ---? Step1: Presentation Demonstrate there be with real objects.Teacher: (holding a book) There is a book.(Holding two books) There are two books.Step2: Drill Teacher Three books.Students: There are three books.Teacher: Many people.Students: There are many people.Teacher: I see a woman with a sheep.Can you see them? Step3:Practice

1.Books closed! Ask this question: What do Danny and Jenny see outside? Play the audiotape.2.Check the answers.3.Play the audiotape again as the students follow in their student books.4.Ask volunteers to read the dialogue.5.Ask volunteers to present the dialogue.Cla closing 1.Finish off the activity book.2.Sing the song “Who’s drawing.” 3.Practice the dialogue in this leon.4.Preview Leon11.

Leon 11: Danny’s New Friend Teaching Aims： 1．words: farm, suddenly, hear, voice, ah, scare, meet, course, of course, lot, a lot of, interest, hope, enjoy, well 2．sentences: He hears a voice. There are a lot of places of interest in Beijing. I hope you will enjoy your trip. We are going on a trip to Beijing with Li Ming and his mother.Teaching Resources: audiotape, cards, pictures Language Points: Teaching Procedures： Step 1: Greeting.Step 2 Revise Leon 9 语法： there be 结构 词汇： here and there

look out of

something/anything

far away

at the top of--- Step 3 Presentation 1.Discu the question

Do you like to make new friends? Why or why not?

Who is your newest friend? How do you meet? Explain “make friends with”and “newest” 2.Play the tape and ask the students to answer the following questions: What does Danny want to buy in Beijing? Where is Wu Li from? Where does he live? Are there many places of interest in Beijing? Step 4 check the answer.

Step 5 Teach the new words and Explain the language points

farm, suddenly, hear, voice, ah, scare, meet, course, of course, lot, a lot of, interest, hope, enjoy, well Step 6 Play the tape again and get the students to read after the tape.Step 7 Practise the dialogue in pairs.Step 8 Present the dialogue Step 9 Homework.

1 Finish off the activity book.2.Recite the dialogue in this leon.3.Preview Leon 12. Leon 12: Lunch on the Train Teaching Aims：

1．words: wait, finally, cart, waitre, drink, fruit, some, grape, any, mi, snack, thirsty, bottle, nothing, own, bowl, anything, else, maybe 2．sentences: It’s time for lunch.

Everyone is waiting for the food to come. What would you like? I would like a bottle of tea. May I have some donuts, please? We don’t have any grapes. Anything else? Teaching Resources: audiotape, cards, pictures Language Points: It’s time for--- be waiting for—

What would you like? I would like--- We don’t have any---. Anything else? Teaching Procedures： Step 1: Greeting.Step 2 Revise Leon 11

hear/listen to

places of interest Step 3 Presentation 1.Discu the question

Do you like to eat lunch on the train or bus?

What do you like to eat when you travel? 2.Play the tape and ask the students to answer the following questions: What do Danny, Jenny and Li Ming want to eat? Step 4 check the answer.

Step 5 Teach the new words and Explain the language points

wait, finally, cart, waitre, drink, fruit, some, grape, any, mi, snack, thirsty, bottle, nothing, own, bowl, anything, else, maybe Step 6 Play the tape again and get the students to read after the tape.Step 7 Practise the dialogue in a small group.Make a menu for the train.Write the menu on a piece of paper.Practice using the menu with others.

Step 8 Present the dialogue Step 9 Homework.

1 Finish off the activity book.2.Recite the dialogue in this leon.3.Preview Leon 13.

Leon 13 What are you doing ?

Cla opening 1.Greeting.2.Duty report.3.Play “Draw and gue”.4.Watch and Gue.The teacher does some actions (singing, talking, eating, drinking, crying ) and asks the students to gue what am I doing? Quiet , play with, join Step1: Presentation Show a picture in which some children are playing games.Teacher: What are the children doing now? Students: They are playing games.Teacher: Who are they playing with? Students: With their friends.Teacher: Do you want to join them? Students: Yes, I do.Step2: Practice 1.Drill Teacher: Can I join you? Students: Can I join you? Teacher: Do you want to join the game? Students: Do you want to join the game? 2.Books closed! Ask some questions : What is Danny doing? What is the baby doing? Listen to the audiotape.3.Check the answers.4.Play the audiotape again as the students follow in their books.5.Practice the dialogue.6.Make up a similar dialogue.Cla closing 1.Finish off the activity book.2.Practice the dialogue in this leon.3.Preview Leon 14.Leon 14

What’s happening on the train ?

Cla opening 1.Greeting.2.Duty report.3.Act out the dialogue in Leon 13.4.Play “Who AM I? 5.Play “Whisper”.Loud, loudly.Step1: Presentation Talk about the pictures in this leon.What is Danny doing? What is the man doing? What is the baby doing? Step2: practice 1.Drill Teacher: He is very loud.Students: He is very loud.Teacher: He is snoring loudly.Students: He snoring loudly.Teacher: The salesman is too loud.Students: The salesman is too loud.2.Play the audiotape as the students follow in their books.3.Practice in groups.4.Ask several groups to act out the dialogue.5.Make u a similar dialogue.Divide the cla into small groups .Ask each group to make up a dialogue about buying and selling things.Cla closing 1.Finish off the activity book.2.Practice the dialogue in this leon.3.Preview Leon15.

Leon 15 Arriving in Beijing

Cla opening 1.greeting Teacher: Hello, cla.How are you doing today? It’s a lovely day, isn’t it? Are you ready for the cla? 2.Ask this question: Who’s on duty? Then listen to the student’s report.Make sure the next student for “ Who’s on duty?” Knows who he or she is for next time.From today on, you can arrange a student to give a duty report every day.3.Ask volunteers to act out the dialogue in Leon 4 4.Sing a song “A plane Is Fast.”

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.Make a plan.What do you think of it? Step1: Presentation 1.Play “What Day is it?’

2.discu: Do you like to make plans for your life? Step2: Drill T: (Holding a book) What do you think of the book? S: It’s OK.

T: (Holding a pencil case) What do you think of the pencil case? S: it’s nice.

T: How about the picture? Step3: Practice 1.Books closed! Ask this question: What does Li Ming change in the plan? Play the audiotape.2.Check the answer.3.Play the audiotape as the students follow along in their student books.4.Students listen and repeat.5.Get the students to make up new dialogues in pairs.6.Explain “ write home”.It means write a letter to family members.Plan of our trip Step4: Presentation Show the students a calendar to review the words: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.Step5: Practice 1.Play the audiotape as the students follow along in their student books.2.Ask and answer.Students A: What do they on Monday? Student B: They leave Shijiazhuang and arrive in Beijing.Student A: What do they do on Tuesday? 3.Explain that Danny and Jenny shop in Shijiazhuang means Danny and Jenny go shopping in Shjiazhuang.Cla closing Read the story “Li Ming Goes to the Airport” the reader in the activity book and audiotape.

Leon16 Unit Review Teaching Aims：

1.复习本单元词汇、句型。归纳总结本单元单元重点语法项目。检查掌握情况。 2.提高语言综合运用能力和归纳总结能力。

3.注音及时消化和理解各种英语知识，能做到及时记忆、不断积累。Teaching guide:

1.复习名词复数和现在进行时的用法。2．复习用餐的语言。 3．复习元音和辅音及拼读规则。

4．学习策略：每一阶段都有明确的学习目标。学以致用。

7．课前准备：布置学生自行归纳总结本单元重点语法项目和功能项目，重要词汇、句型。Teaching Resources: audiotape, cards, pictures Teaching Procedures： Step 1: Greeting.Step 2 Presentation

1．使用音讯卡片复习检查本单元单词。 2．复习元音和辅音及拼读规则。 3．复习名词复数和现在进行时的用法。 4．请学生归纳总结本单元主要内容。 Step 4 Homework.

1.Finish off the activity book.2.Recite the dialogue in this leon.3.Preview Leon17

Leon 17 A Taxi to the Hotel

Teaching content: 1.Mastery words: driver, drive, quickly, slowly 2.The usage of adj.and adv. 3.A dialogue about how to take a taxi Teaching goals: 1: Remember the mastery words 2.Learn the difference between slow and slowly; quick and quickly 3.Understand the meaning of the text Key points: The usage of slow and slowly; quick and quickly Difficult points: The usage of adj.and adv.Teaching aids: word cards, audiotape, flashcard, slide projector Type: dialogue Teaching procedure 1.Cla Opening 1) Greet the students in everyday English.Make sure they can response correctly.2) Duty report: They can say anything they like to say.3) Check the homework of last leon.Explain if neceary.2.Key Concepts Step 1 Presentation Discu the questions in “THINK ABOUT IT”:

Do you like to take taxi? Why or why not? Have you ever stayed in a hotel? When? Where?

Maybe they have many different answers.Gather them and then say “Today, Li Ming and his friends get to Beijing.They want to go to a hotel by taxi.Danny has a dialogue with the driver.Let’s look at what he says to the driver.”

Step 2 Listening Listen to tape with the following questions: Why is Danny scared? Can Danny speak Chinese? Can the driver speak English?

Step 3 Answer and analyze After listening to the text, discu the questions with the students.Go through the dialogue at the same time.Deal with the language points.You can use the blackboard or the slide projector.Pay attention to the different usages between slow and slowly, quick and quickly.

Step 4 Listen, read and act Listen to the audiotape again and let the students read after it.Then have them read the text for a few minutes and ask them to act out the dialogue in roles.Correct their pronunciation if any. Step 5 Demonstration Demonstrate quickly and slowly by performing an action quickly and slowly as you say the words.Point out the difference between “I am quick/slow.” and “I am ___ing quickly/slowly.”

Ask for volunteers to perform actions quickly and slowly.Describe the volunteers’ actions to the cla.Then ask the cla to describe the actions.

Step 6 Practice Divide the cla into small groups.Ask each group to make a dialogue about taking a walk on a busy street in Beijing.Let them use slow and slowly, quick and quickly.

Step 7 Deal with “LET’S DO IT”

Work in a small group.Imagine you are a tour guide.Your group members are on a trip to Beijing.Where do they want to go? Where do you take them?

Step 8 Consolidation Fill in the blanks with the correct forms of the given words.1) They eat a lot of _____ .(noodle) 2) Look! They are ________ over there.(help) 3) Be ________ , or we will be late.(quickly) 4) The train is _________ tonight.(come) 5) Thank you for _______ me.(help) 6) They found that lost sheep ________.(quickly) 7) The bike is going _________ .(fast) 8) That old man is walking ________ .(slow) 9) That car is _______ (slowly), but this bus is _______ .(fast) 10) _________ , I can’t go down.(help)

Answers: 1) noodles 2) helping 3) quick 4) coming 5) helping 6) quickly 7) fast 8) slowly 9) slow, fast 10) Help

3.Homework 1) Understand the meaning of the text 2) Remember the mastery words 3) Finish the exercise of the workbook 4) Preview the next leon in the student book

Leon 18 Tian’anmen Square

Teaching content : 1.Mastery words: laugh, fly, hard, quietly, worry, put 2.Learn a dialogue about flying a kite 3.Some words such as quiet and quietly, loud and loudly Teaching goals: 1.Understand the meaning of the text 2.Remember the mastery words 3.Learn some words of adj.and adv.Key points: 1.there be…

2.the usage of adj.and adv. 3.some useful words and phrases Difficult points: the usage of adj.and adv.Teaching aids: audiotape, word cards, slide projector, a picture of Tian’anmen Square, a kite Type: text Teaching procedure 1.Opening cla 1) Greet the students in everyday English.Make sure they can response in correct way.2) Duty report.3) Check the homework.

2.Key Concepts Step 1 Presentation Ask the students some questions : Have you ever visited Tian’anmen Square? If yes, when? If no, why not? Do you want to visit Tian’anmen Square? Why or why not?

You may give them some words to help them.

Step 2 Listen, answer and analyze Listen to the tape with the following questions: What happens to Danny？

Can Jenny fly a kite? Can Danny fly a kite?

Answer the questions together with the students and then discu the text again.If they have any question, explain to them.Deal with the language points at the same time.Pay attention to the usage of loud and loudly, quiet and quietly.

Step 3 Listen, read and act Listen to the audiotape again and let the students read after it.Give them a few minutes to practice the text.Correct the pronunciation when neceary.Then have them act out the text in roles.

Step 4 Practice Divide the cla into small groups.Ask each group to make up a dialogue about walking on Tian’anmen Square.Encourage the students to use as much vocabulary as poible from this unit (easy, hard, loudly, quietly, many, men, women, children, people).Encourage the students to be active and praise them for talking risks with English! The more they experiment, the more they learn.

Step 5 Deal with “LET’S DO IT”

Work with a partner.Draw a map of Tian’anmen Square.Describe your maps to each other.What are the people doing? Try to use loudly, quietly, slowly and quickly.

Step 6 Consolidation 1.Translation 1) 放风筝 _____________ 2) 玩得痛快 __________ 3) ** __________ 4) 看见某人放风筝 _________ 4) hurt one’s arm _________ 5) Let’s do sth.___________ 6) laugh at _________

2.Fill in the blanks with the correct forms of the words given.1）We often see boys ________ football.(play) 2) Tom is a ____ boy.He doesn’t like to talk with others.(quietly) 3) The street is so busy, but the people walk ______ (happy) 4) I can’t hear your words, will you please speak ________ (loud)? 5) Let’s _______ the basket on the table.(put)

Step 7 If there is enough time, do the exercises in activity book.

Step 8 Summary Today we learn a text about Li Ming and his friends.They are flying kites.There are so many people on Tian’anmen Square.Some people are loud and some are quiet.After cla you should understand the meaning of the text and try to use loud, loudly, quiet, quietly correctly.

3.Homework 1) Understand the meaning of the text 2) Remember the mastery words 3) Finish the activity book in leon 18

Leon 19 The Palace Museum

Teaching content: 1.mastery words: sky, film, camera, picture, smile, break, tail 2.a dialogue about taking pictures 3.some useful words Teaching goals: 1.understand the meaning of the text 2.remember the mastery words 3.master the usage of some words and phrases Key points: 1.expre taking a picture 2.ask permiion to do sth.: May I …? Difficult points: 1.expre what you see 2.expre taking a picture Preparations: a picture of the Palace Museum, a camera Teaching aids: audiotape, pictures, a camera, flashcards and slide projector Type: dialogue Teaching procedure 1.Opening cla 1) Greet the students in everyday English and make sure they can response correctly.2) Everyday report in English.3) Check the homework and explain if neceary.2.New leon Step 1 Lead in Discu the questions in “THINK ABOUT IT”

Have you ever been to the Palace Museum? If yes, when? What do you know about the Palace Museum? Do you want to live there? Why or why not? Today Li Ming and his friends go to the Palace Museum.The weather is fine.The palace is red and yellow.It’s beautiful.They take some pictures there.Now let’s join them.Step 2 Listen to the tape of the text with the following questions: What happens to Jenny? What’s wrong with Danny’s nose? What do they do for Danny’s nose? What’s wrong with Danny’s tail?

After listening, discu the questions with the students.Make sure they understand the whole text.Deal with any language point at the same time.Pay attention to the usage of the following words: sunny, help sb.(to) do sth., careful, fall, break Step 3 Listen to the audiotape again and let them read after it.Step 4.Have them read the text for a few minutes and then ask some students to act out the dialogue in roles.Pay attention to their pronunciation.Step 5 Practice Divide the cla into small groups.Ask them to make up a dialogue about visiting the Palace Museum.Encourage the students to use much new vocabulary as they can.Divide the cla into small groups.Ask each group to make up a dialogue about taking pictures.Encourage the students to use as much vocabulary from this unit as poible (camera, picture, easy, hard, help, hurt, loudly, quietly, many, everyone, men, women, children, people, quickly, slowly) As the students work on this dialogue, take real pictures of each group with your camera.Later make a poster of these photos to put up in cla.Do this as a cla project! Help the students write English sentences under each photograph to describe the action.Step 6 Deal with “LET’S DO IT”

In a small group, write a dialogue about taking pictures.Where are you taking pictures? What funny things happen? Step 7 A test 根据首字母完成下列单词

1）Can you sing? Yes, it’s e_______ .(容易) 2）Working out the problem is h______ .(难) 3）He b_______ that gla , look! He is crying.(打坏) 4）Don’t w________ , the clamates all help you.(着急) 5）Bad luck! He f________ off his bike.(掉下来) 6）Now Tom is putting the f______ in his c________ .(装胶卷) Step 8 exercise

If time permits, do some exercises in activity book.3.Homework 1) understand the meaning of the text 2) remember the mastery words 3) finish the activity book of leon 19 read the next reading in leon 20

Leon 20 Let’s Write Home

Teaching content: 1.mastery words: letter, dear, dad, soon, bottom, addre,

stamp 2.a text about writing a letter 3.some useful expreions Teaching goals: 1.understand the meaning of the text 2.remember the mastery words Key points: learn how to write a postcard Learn how to write an envelope Difficult points: write a letter Preparations: postcards, letters, envelopes Teaching aids: audiotape, postcards, envelopes, letters Type: text Teaching procedure 1.Opening cla 1) Greet the students in English and make sure they can response correctly.2) Everyday report in English 3) Check the homework and explain something when neceary.

2.Key Concepts Step 1 Presentation Ask the following questions: Have you ever write a letter in Chinese? Do you know how to write a letter in English? Where do you put the addre? Where do you put the stamp?

Today we will learn how to write an English letter. Step 2 Listen and think Listen to the tape of a letter.Then look through the text together with the students.Show the students some letters and envelopes and let them know how to write a letter.Learn the words: top, bottom, left and right.Show a letter to the students when explaining.

Step 4 Demonstration Use objects in the claroom—such as the blackboard, a door or a window—to demonstrate top, left, right, bottom and corner.Ask the volunteers to show you the top, left, right and corner of objects in the claroom.

Step 5 practice

Divide the cla into small groups.Ask each group to make up a dialogue about buying postcards.

Why are they buying postcards? Who do they buy them for？What pictures do the postcards have？

Step 6 Play a game Play “Opposites” with the new words and the words they know.

Step 7 Deal with “LET’S DO IT” Make a postcard.Draw a picture on it including a place for writing a note, a place for the addre and a place for the stamp.Write to a clamate.Do you know his or her addre? Ask！

Step 8 If time permits, do some exercises in the activity book.

3.Homework 1) Finish the remaining exercises in the activity book 2) Preview the next leon in the student book

Leon 21: Sending an E-mail

Teaching Aims：

1．words: send(sent, sent), e-mail, waiter, show, straight, ball, per, hour, welcome, paper, again, all, meage, why 2．sentences: Go straight down this ball. I send my friend an e-mail. It is five yuan per hour. How is the weather in Canada? 通过本课文的教学使学生学习运用本课词汇、句型、理解课文内容。学习英文电子邮件的写法，提高英语运用能力。复习问路指示方向的语言，提高交际能力。 Teaching Resources: audiotape, cards, pictures Language Guide:1.重点词汇 Send, e-mail, show, straight, welcome, go straight down this ball, show sb sth, send sb.Sth. 2.目标标语言

I can show you. Go straight down this ball. Here it is! You are welcome. I am coming home to Canada on February 6th. 3．学习策略

能初步利用网络上的学习资源。

4．课前准备

布置学生了解发送E-MAIL的相关知识。 Teaching Procedures： Step 1: Greeting.Step 2 Revise Leon 20 1．复习有关英文信件和明信片的写法，特别注意时间和地址的写法。 2．请一些学生展示、朗读自己写给亲友的明信片。 Step 3 Presentation Task 1.Danny’s e-mail.

1.Ask the students how to send an e-mail.2.Play the tape and get the students to answer the questions: (1)Can Danny send an e-mail to his friend in the hotel? (2) Who’s the e-mail to? (3) How’s the weather in Beijing?

(4) When is Danny coming to Canada? Task 2.Let’s sing a song! 1． 了解歌词大意。 2． 放录音让学生跟着唱。 3． 进行歌唱竞赛。 Step 5 Homework.

1 Finish off the activity book.2.Recite the dialogue in this leon.3.Preview Leon 22

Leon 22: The Great Wall

Teaching Aims：

1．学习运用本课词汇，理解课文内容。

2．学习有关指路的语言，提高语言综合运用能力。 3．能看懂地图，从中获得帮助。 4．了解世界文化遗产，自觉珍惜、保护。 Teaching guide: 1.重点词汇 today, turn, traffic , light, a map of---, go down this street, turn left, at the bus station, get on, arrive at, stop doing sth, start doing sth, more than 2.目标语言

We can take Bus 919 to the Great Wall.We will go down this street and turn left at the traffic lights.How long is the Great Wall? It’s more than 6500 kilometres long.

Teaching Resources: audiotape, cards, pictures Teaching Procedures： Step 1: Greeting.

Step 2 Revise Leon 20 and Leon 21 Step 3 Presentation

Task 1 How can we go to the Great Wall?

1.在黑板上写：A man who has not climbed the Great Wall is not a true man.叫学生猜是哪个中国谚语。

2．看北京地图，假设从不同地点（如北京西路，王府井或**广场等），怎样到达长城？ 3．导入以下对话：

A: Excuse me.How can I go to the Great Wall? B: Go down this street and turn left at the traffic lights.There is a bus station.You can take a bus to the Great Wall.A: Which number do I need? B: You can take Bus 919.A: Thank you very much.B: You are welcome.练习对话，熟悉问路、指路语言。 Task 2.Listen ,read and act

1.Books closed! Play the audiotape and ask the students to answer the questions: (1) How do they go to the Great Wall? (2) Which bus do they take? (3) How long is the Great Wall? 2.Books open! Get the students to read the text and find the answers.3．Explain the main and difficult points (1) We will go down this street and turn left at the traffic lights. Go/down/on/along this street. Turn left/right.(2) Stop talking and start walking. stop doing sth. stop to do sth. (3) A man who has not climbed the Great Wall is not a true man.1． Read after the tape.2． Practise the dialogue in pairs and then act it out. Task 3 Let’s do it!

1．唱一首有关长城的歌或朗诵有关长城的诗。 2．制作一份有关长城的海报。 Step 4 Homework.

1. Finish off the activity book.2.Recite the dialogue in this leon.3.Preview Leon 23

Leon 23: Shopping in Beijing

Teaching Aims：

1．学习运用本课词汇，理解课文内容。

2．复习时间表达法，学习与购物相关的语言，提高口语交际能力。 3．倡导理性消费，感受生活乐趣。 Teaching guide: 1.重点词汇

chopsticks, gift, want to do sth, buy sth for sb.2.目标语言

What time is it? It’s 2:30.

Who wants to go shopping today? I don’t want to walk.

She buys chopsticks for her mother.You can’t walk to the hotel with that!

Teaching Resources: audiotape, cards, pictures Teaching Procedures： Step 1: Greeting.Step 2 Revise Leon 22 Step 3 Presentation Task 1 Listen, read and act

1.问学生，去旅游有没有给家人朋友买什么纪念品。2．问学生，到北京旅游，可以去哪里购物。 3．Books closed! 放课文录音，回答问题： (1) Who wants to go shopping? (2) What does Jenny buy? (3) What does Danny buy? 4.Books open! 阅读课文，找出答案。 5．讨论思考题。 6．重难点：

(1) My tail and feet hurt.(2) buy sth.for sb.=buy sb.Sth.(3) You can’t walk to the hotel with that! 7.Read after the tape.8.Practise the dialogue in pairs and then act it out.Task 2.Let’s do it!

(1) 写一段关于在北京购物的短文。 (2) 朗读短文。 Step 4 Homework.

1. Finish off the activity book.2.Recite the dialogue in this leon.3.Preview Leon 23

Leon 24: Unit Review

Teaching Aims：

1.复习本单元词汇、句型。归纳总结本单元单元重点语法项目。检查掌握情况。 2.提高语言综合运用能力和归纳总结能力。

3.注音及时消化和理解各种英语知识，能做到及时记忆、不断积累。Teaching guide:

1．复习英文明信片、信件和电子邮件的写法。 2．复习形容词和副词的用法。 3．复习问路与指示方向的语言。 4．复习There be句型。 5．复习元音和辅音及拼读规则。

6．学习策略：每一阶段都有明确的学习目标。学以致用。

7．课前准备：布置学生自行归纳总结本单元重点语法项目和功能项目，重要词汇、句型。准备本单元单词卡片和音标卡片。

Teaching Resources: audiotape, cards, pictures Teaching Procedures： Step 1: Greeting.Step 2 Presentation

1．使用音讯卡片复习检查本单元单词。 2．复习元音和辅音及拼读规则。

3．复习英语明信片、信件和电子邮件的写法。 4．请学生归纳总结本单元主要内容。 5．Go through Page 30 Do you know? Step 4 Homework.

1.Finish off the activity book.2.Recite the dialogue in this leon.3.Preview Leon 25

Leon 25 Good-bye, Beijing

Teaching content: 1.mastery words: begin, never, every 2.a dialogue about leaving Beijing 3.It’s time for sb.to do sth.

4.What about…?

Teaching goals: 1.understand the meaning of the text 2.remember the mastery words 3.learn the usage of some phrases Key points: 1.how to say good-bye to sb. 2.the usage of useful patterns Important points: 1.It’s time for sb.to do sth. 2.Thank you for doing sth. 3.What about…?

Teaching aids: a picture of airport, a picture of Beijing, audiotape, flash cards, slide projector Type: dialogue Teaching procedure 1.Opening cla 1) Greet the students in English and make sure they can response correctly.2) Do the duty report: a student on duty can say whatever he/she likes to say.3) Mainly revision about last unit.2.New leon Step 1 Lead in The teacher can ask some questions as following: Have you ever said good-bye to a good friend? Where? When ? How did you feel? Today we will learn a dialogue about saying good-bye.Li Ming and his friends had a good time in Beijing and they will go home today.So they have to say good-bye to each other at the airport.Step 2 Listen to the dialogue with the following questions: What makes Danny sad? What makes him happy? What can you say if you want to say good-bye to a friend? After listening answer the questions together.Discu the dialogue again and make sure they can understand the meaning of the text.Deal with the language points at the same time.Pay attention to the usage of the following phrases: It’s time for sb.to do sth./Thank sb.for doing sth./ What about doing sth../ You can use the slide projector during this period.Step 3 Listen to audiotape again.Have them repeat the dialogue after it.Step 4 Give them some time to read the text themselves.Then let them act out the dialogue in groups.Correct their pronunciation when neceary.Step 5 Practice Review the story so far.Li Ming, his mother, Danny and Jenny are in Beijing.Look at the pictures.What did they do in Beijing these days? Where did they do? What did they buy? How will they go home? Divide the cla into small groups.Ask each group to review the story.Then ask some students to retell the story in cla.Step 6 Let’s do it!

In a small group, make up a dialogue.You are at the train station or airport.One friend is leaving.The others are saying good-bye.Step 7 A test 用所给单词适当形式填空 1) Jenny ______ (want) to visit her friends.2) Did you _____ (go) there by train or by airplane? 3) She has to _____( walk) to the park.4) Thank you for ______(help) me.5) The boys ran out of the claroom_______(quick).6) My mother _____(buy) some vegetables from the shop.7) What did you ______(have) for breakfast? 8) What about _______(eat) donuts every day at home? 9) It’s time for us_____(meet) our teacher.10) Do you often go _______(shop) on weekends? Step 7 Do some exercises in activity book.3.Homework 1) the remaining activities in the activity book.2) Understand the meaning of the text 3) Remember the words The next reading in the student book.

Leon 26 Li Ming Comes Home

Teaching content: 1: mastery words: store, T-shirt 2.a dialogue between Li Ming and his father The usage of the Past Indefinite Teaching goals: 1.understand the meaning of the text 2.remember the mastery words 3.learn the usage of the Past Indefinite Key points: 1.expre the past experience 2.Did you have fun in Beijing? Important points: the Past Indefinite Teaching aids: two T-shirts or a picture of T-shirts, a picture of Wangfujing in Beijing Teaching procedure 1.Cla opening 1) greet the students in everyday English and make sure they can response correctly 2) duty report 3) review last leon 2.New leon Step 1 Talk about the questions in “THINK ABOUT IN” When you do on a trip, who mies you? When you go home, who do you bring gifts for? They must have different answers.Gather them and discu them with the cla.Today Li Ming comes back home.He bought a gift for his father.Let’s look at what it is.Step 2 Listen to the tape with the following questions: What did Li Ming buy for his father? Why? Did Li Ming have a good time in Beijing? Discu the questions with the cla.Deal with the language points at the same time.Make sure they understand the meaning of the text.Step 3 Listen to audiotape again and let them repeat the text after it.Step 4 Have the students read the text for a few minutes and then have them act out the dialogue in roles.Step 5 Practice Divide the cla into small groups.Ask each group to make up a dialogue about something that happened yesterday.Ask each group to use the phrase “What happened?” in their dialogues. Step 6 Activity book In Number 1, the students circle the correct match to review the past-tense verbs.In Number 2, the students may practice the structure: “What happened?” “I…” Step 7 A test 句型转换

1.They went to Beijjing by plane.(用usually改写) ________________________________ 2.Jim walks to school every day.(用yesterday作时间状语) __________________________________.3.She often looks at the map.(用last week替换often) ____________________________________________.Step 8 Summary Today we learn a dialogue between Li Ming and his father.Li Ming went to Beijing for a few days.He came back from Beijing and bought some gift for his father and his friends.We learned the Past Indefinite in this leon.So after cla you must use some words to expre your past experience.3.Homework 1) understand the meaning of the text 2) remember the mastery words 4) finish your activity book

Leon 27 Jenny Comes Home

Teaching content: 1.mastery words: second, third, homework 2.a dialogue between Jenny and her mother 3.Ordinal Numerals 4.see sb do sth.and see sb.doing sth.Teaching goals: 1.understand the meaning of the text 2.master the mastery words 3.the ordinal numerals Key points: 1.the ordinal numerals 2.the Past Indefinite Tense 3.the usage of every Important points: the Ordinal Numerals Teaching aids: chopsticks, audiotape, flash cards, slide projector Type : dialogue Teaching procedure 1.Opening cla 1) Greet the students in English 2) Duty report 3) Review last leon and deal with some exercises in activity book.2.New leon Step 1 Talk about the questions in “THINK ABOUT IT” What things do you do every day? What did you do last week? What things would you like to do differently? Step 2 Listen to the tape of the text with the following questions: Why did Jenny like Beijing? What did Jenny buy for her mother? Deal with any language points at the same time.Make sure they understand the meaning of the text.Pay attention to the word: every, first, second, third Step 3 Listen to the audiotape again and let the students repeat the text after it.Step 4 Give them some time to read the dialogue themselves.Then have them act out the dialogue in roles.Step 5 Deal with the second part of leon 27.Pay attention to the difference of the Present Indefinite and the Past Indefinite.Master the usage of every and last.You can make some other sentences using the word last.For example, last month, last year and so on.Step 6 Practice Divide the cla into small groups.Ask each group to make up a dialogue about coming home from a trip.Encourage the students to talk about what they did on the trio.Step 7 Deal with “LET’S DO IT”

Work with a partner and write a dialogue.Talk about what you do every day and what you did last week.Was last week the same or different? 3.Cla closing 1) understand the meaning of the text 2) remember the mastery words 3) finish the activity book of leon 27 the next reading of student book

Leon 28 Danny Comes Home

Teaching content: 1.mastery words: happen 2.a dialogue between Danny and Mr Wood 3.the Past Indefinite 4.the usage of fun and fall Teaching goals 1.understand the meaning of the text 2.remember the mastery words 3.master past forms of some verbs Key points 1.some past forms of verbs 2.the usage of word happen and fun Difficult points: 1.the past forms of some verbs 2.I was taking a picture with Jenny’s camera.Type : dialogue Teaching aids: some photos, audiotape Teaching procedure 1.Opening cla 1) Greet the students in everyday English and make sure they can response correctly.2) Duty report 3) Review leon 27 2.New leon Step 1 lead in Discu the following questions: Do you have a favourite teacher? Why is he or she your favourite? Did you ever hurt yourself? How? Gather different answers from the students.Step 2 Listen to the tape of the text with the following questions: Did Danny like his trip to China? What happened to Danny’s nose?

Deal with the language points at the same time.Pay attention to the word happen and have fun.Make some sentences to make the students understand the words.Step 3 Listen to audiotape again and let the students read after it.Step 4 Have them read the text for a few minutes.Then let them act out the dialogue in roles.Step 5 Practice : Ask the students to pretend they have just visited a restaurant.Ask them to write some sentences about where they went, what they ate and what they saw.Ask for volunteers to read their sentences to the cla.Step 6 a test 用所给单词的适当形式填空。

1.Danny fell off the bike and ______ (break ) his arm yesterday.2.Mary was sorry.What ______(happen) to her? 3.Jenny ______(take) a picture when I saw her.4.The boys planned _______(fly) kites in the park.5.Did you have _____(funny) in Dalian? Step 7 Deal with “LET’S DO IT” Work in a small group.Talk about funny stories from your life.What happened to you? Choose the best story and tell it to the whole cla.3.Cla closing 1) understand the meaning of the text 2) remember the mastery words 3) finish the activity book of leon 28 the next reading of student book

Leon 29 Pictures and Gifts

Teaching content: 1.a dialogue about what they did in Beijing 2.the Past Indefinite 3.some past forms of verb Teaching goals:

1.understand the meaning of the whole text 2.master some words: near, fly, buy, welcome, put on 3.learn the Past Indefinite Tense Key points: 1.some past forms of some verbs 2.the usage of some phrases Difficult points: some past forms Teaching aids: some pictures, a hat, a kite, audiotape Type: dialogue

第18篇：三年级科学下册_镜子教案_冀教版

（冀教版）三年级科学下册教案

第9课 镜子

教学目标

过程与方法

●能从照镜子的游戏中知道镜子的作用；

●能用自己最擅长的方式表达自己的研究过程和发现，并进行交流；

●能联系生活说说能照出影像的物体有什么共同特征；

●能描述探究过程中观察到的现象。

知识与技能

●了解镜子可以改变光的传播路线；

●能动手制作简易的万花筒或潜望镜。

情感、态度与价值观

●感受光学世界的无限奥妙；

●愿意合作与交流，分享合作游戏的快乐；体会探究的乐趣；

教学准备

教师准备：大镜子；潜望镜；

学生准备：小镜子、平面镜、长方体橡皮、量角器、万花筒、活动记录表。

教学过程

一、导入新课。

大家已经都知道光是沿直线传播的，所以外面的太阳光不能绕过墙壁，直接照进教室里来。下面老师就要考考大家了，谁有办法把教室外面的太阳光请进来作客？你需要什么帮助吗？

（学生演示：通过一面镜子把阳光反射照进教室）

二、自主研学

（一）改变光的传播路线

1、提问：镜子为什么能把太阳光请进教室呢？光在传播过程中遇到镜子时会发生什么

现象？（学生猜测可能是由于镜面光洁平滑且不透明，能够反射太阳光，镜子可以改变光的传播路线）

2、引导：究竟是不是这个原因呢？同学想不想自己来研究？

3、小组合作：老师给每一组都准备一面镜子、手电筒和带有缝隙的硬纸板面镜子，每

1 个同学都要玩一玩，照一照，比一比然后说说你发现了什么现象？

4、学生汇报：镜子改变了光的传播路线。画出光的传播路线。

5、提出反射定义。

6、小结：镜子改变了光的传播路线。

（二）物体的反光能力

1、导入：我们知道了镜子是反射光能力很强的物体。物体反射光的能力可能与什么有关系？还能找出其他反射光能力较强的物体吗？

2、自学：物体反光能力可能与物体表面的光滑程度或与制造物体的材料有关。

3、小组合作，验证结论：通过做实验回答两个问题：反射能力较强的物体有哪些？物体的反射光能力与什么有关？

实验一：反射能力较强的物体有哪些？ 学生拿出教具进行观察研究，教师巡回指导。

总结：表面光滑的金属、电镀物品等反射光的能力较强。 实验二：物体的反射光能力与什么有关？ 准备深色纸和白色纸、布料和镜子。 总结：：白色纸和镜子反射光的能力较强。

4、展示研究成果：物体反光能力与物体表面的光滑程度或与制造物体的材料有关。

5、学生交流。

6、教师总结：物体反光能力与物体表面的光滑程度或与制造物体的材料有关。表面光滑的物体比表面粗糙的物体反射能力强。浅色的物体比深色的物体反光能力强。

三、学生总结

让学生静下心，回忆这节课学到了什么？收获了什么？

四、拓展活动

收集资料，找找人们利用镜子反射光的性质能做哪些事情？

板书：

第9课 镜子

镜子改变了光的传播路线。

物体反射光的能力与物体表面的光滑程度和颜色有关。

第19篇：三年级下册科学教案冀教版

1、身边的材料

教学目标：

1、知识目标：通过探究使学生知道物体都是由一种或多种材料做成的，我们的周围存在着许多不同种类的材料。

2、探究目标：通过实际观察和操作发展学生观察和辨认不同材料的能力。

3、情感目标：培养学生勇于探索，激发研究材料的兴趣。

教学重点：使学生学会观察和辨认我们周围不同的材料。

教学难点:使学生能准确的辨认我们周围不同的材料。

教学准备：各种常见的物品，每个小组成员都有探究需要的表格。

教学过程：

一、创设情境，导入新课

1、谈话导入。

师：这个单元我们将开始学习“材料”。（板书“材料”）你知道哪些材料的名称？你想知道哪些问题？

2、揭示课题。（多媒体课件展示：生活中的材料）

师：刚才的画面你都看到了哪些物品？这些物品都是由我们周围的材料制成的，今天我们来认识我们周围的材料。（板书：身边的材料）

二、动手操作，探索新知

1、调查身边的材料

（1）写出六种最常见的材料，试着写出一种材料的特性。

（2）观察身上的材料（小组合作）

师：看看自己和小组里的同学，身上穿的、佩戴的和携带的物品都是什么材料做成的，试着把它们写在你手里的表格中。 （3）交流记录的的情况

（多媒体展示台展示学生填的表格，师生对比更正。师板书：木头、塑料、金属、纸、玻璃、纤维）

2、观察书包里的物品

师：观察书包里的物品看看又是什么材料做成的，三人小组合作完成调查表。

（3）全班交流

哪些材料在我们身边被广泛使用着，为什么大量使用它们？

三、拓展延伸

师：我们身边的材料有哪几类？

四、作业

找一找资料看看生活中还有哪些新的材料，把它记录下来。 板书设计：

1、我们周围的材料

木头 → 桌子、板凳……

纸 → 教材、笔记……

金属 → 文具盒、锅……

2、塑料

教学目标：

1、能够运用多种感官和工具对塑料进行研究。能够运用语言、文字符号等多种方式表达探究结果，并进行交流。

2、知道塑料有很多优点，但也有缺点。知道减少塑料污染可以保护环境。

3、养成节约材料的好习惯。体会回收、利用塑料对保护环境的重要意义。 教学重点：体会减少塑料污染的重要性。

教学难点：通过与其他材料的对比，了解塑料的优点。

教学准备：材料的使用对环境造成正面和负面影响的各种材料（报纸、图片、录像、光盘等）木尺、塑料碗和陶瓷碗等。塑料尺、塑料杯、玻璃杯、塑料袋、纸袋等。

教学过程：

一、导入

1、创设情境，解决问题：学校要求每个同学准备一个喝水用的杯子，老师今天带来了几个不同材料制成的杯子，它们分别是玻璃杯、塑料杯、陶瓷杯、金属杯。你们准备选择哪一种材料制成的杯子？为什么？

2、学生交流。

3、谈话：是啊，塑料杯既漂亮又轻，还不容易摔破，非常适合于我们这个年龄的孩子用，怪不得它得到大家的喜爱呢！这节课我们就来研究塑料。（板书课题）

二、小组活动 活动一：

1、问：和天然材料相比，塑料有很多优点，塑料具有哪些优点呢？

3、小组汇报讨论结果，教师随即概括、板书主要观点。

（1）塑料尺与木尺相比，塑料的优点是重量轻、能透明。 （2）塑料袋与纸袋相比，塑料的优点是较为牢固等。 （3）塑料凳与木凳相比，塑料的优点是轻便、可塑性强。

（4）塑料盆与陶瓷盆相比，塑料的优点是重量轻、弹性好、不易破碎。

5、小结：塑料物品大多比较轻便、色彩鲜艳、强度高、经久耐用，而且价格便宜，因此受到了人们的欢迎。

活动二：了解我们周围有哪些物品是塑料制成

1、同学们，我们生活中有哪些物品是用塑料制成的？学生交流。

2、小结：是啊，由于塑料所具有的多种优点，使它在人们的日常生活中具有非常广泛的应用。塑料制品种类繁多，形态各异，五花八门。

活动三：辨证地认识塑料，讨论如何减少白色污染

1、讲解：塑料有一个显著特点，同时也是它的最大缺点：它们不易分解（腐烂），埋在土里几百年也不会发生变化。另外，重新生产新的塑料制品往往比回收利用废旧塑料制品来得便宜。而且，人们为了自己的方便，也非常乐意使用物美价廉的塑料制品。

2、组织学生讨论：不易腐烂的塑料，对环境有什么不好的影响？

3 倾听声音

教学目标：

1、能用科学的表达方式描述自己听到的声音。

2、能够在多个问题中确定适合自己探究的问题。

3、能用“耳”和“眼”共同感觉各种物体发声时产生的现象。教学重点：能够在多个问题中确定适合自己探究的问题。

教学难点：能用“耳”和“眼”共同感觉各种物体发声时产生的现象。 教学准备：按组准备鼓和鼓槌1个、绿豆若干粒、锣1面、钢尺1根、教学过程：

一、引入

在我们的生活中，风声、雨声、读书声，处处充满着各种各样的声音。

二、活动一：寻找声音

1、观察书中的四幅插图

2、倾听声音：让学生倾听声音，知道这个声音是由谁发出的。

3、想一下某些物体和动物在发出声音时的变化。

4、关于声音，你想知道些什么？

三、活动二：观察物体发声时的现象

1、用“耳”和“眼”共同感觉各种物体发声时产生的现象。学生实验

全班讨论，交流得出结论：声音是由物体振动产生的 填写各种物体发声时的现象记录表

讨论物体发声时有什么现象？它们有什么共同之处？

2、提问：用什么办法能使物体停止发声呢？ 演奏者如何使鼓或锣停止发声? 物体停止发声时有什么共同的现象？这说明了什么？

四、小结 板书设计

3 倾听声音

寻找声音

声音的产生：现象：

结论：声音是由物体振动产生的

4 物体传声

教学目标：

1、能利用实验发现声音是靠什么媒介传播的。

2、愿意与同学合作，共同完成研究声音的实验。

3、能举例说明哪些物体能够传声。能用自己的话描述声音是怎样传播的。 教学重点：能利用实验发现声音是靠什么媒介传播的。 教学难点：能用自己的话描述声音是怎样传播的。 教学准备：课桌、水槽、砂纸、水、毛巾 教学过程：

一、引入

声音是怎样传到我们耳朵里的？让我们一起来做个实验吧！

二、活动一：你听到了吗？

1、准备实验材料：课桌

2、注意事项：轻轻挠、把耳朵贴在桌面上。提出问题：为什么离得远的同学反而能听见？

3、提问：这个实验告诉我们什么？ 小组合作，交流。 学生讨论

得出结论：声音是通过桌面传播的

4、还有什么方法能够验证自己的解释呢？

三、活动二：水能传声吗？

1、提出问题：游泳的时候，头浸在水下能听到声音吗？

2、实验：

学生分小组自己设计实验 全班讨论

得出结论：声音能够在液体中传播

3、组织学生学习科学在线

4、提问：为什么我们在地球上可以听到声音？ 全班交流

得出结论：声音可以通过空气传到我们的耳朵里

四、总结全课 板书设计

4 物体传声

声音可在固体中传播

声音可在液体中传播

声音可在气体中传播

5 自制小乐器

教学目标：

1、能通过实验探究哪种材料适合做鼓面。能按照书上的要求制定出制作小乐器的小组计划。能够在教师的指导下制作简单的小乐器。能对自己和别人设计、制作的小乐器进行客观的评议。

2、在制定小组制作计划的过程中愿意提出自己的想法。愿意与小组其他成员分工完成小乐器的制作任务。

3、能说出声音的大小、高低与物体的振动有什么关系。教学重点：能通过实验探究哪种材料适合做鼓面。

教学难点：能说出声音的大小、高低与物体的振动有什么关系。

教学准备：圆口容器、气球、塑料袋、棉布、牛皮纸、橡皮筋或胶带、剪刀等 教学过程：

一、引导学生认识书中的各种乐器，并提问：你们认识这些乐器吗？你会弹奏吗？

告诉学生不同的乐器会产生不同的声音并且声音的高低大小也不同

二、活动一：做小鼓

1、用有圆形口的容器做鼓身，选择不同的材料如橡胶薄膜、塑料薄膜、牛皮纸做鼓面，用橡皮筋和胶带将它绷紧在鼓身上敲击鼓面，仔细听听发出的声音。

以教师演示为主以技能训练为重点

2、提问：敲击不同材料的鼓面发出的声音一样吗？哪种材料更适合做鼓面，为什么？

三、活动三：制作自己的小乐器

1、让学生先欣赏一些同学做的小乐器。学生认乐器 学生动手实验 学生讨论

得出结论：声音与材料的性质有关，材料不同乐器演奏的效果也不同

2、布置制定小组计划 试一试，怎样让自己制作的小乐器发出声音？怎样让小乐器发出高低大小不同的声音？

布置讨论任务：对同学们制作的小乐器进行评价。

四、教师总结全课 制定小组计划 学生得出结论：声音的大小与物体振动的强弱有关；声音的高低与物体振动的快慢有关。

学生讨论：制定小组计划的过程中提出自己的想法

6 声音与生活

教学目标：

1、能从日常现象中总结出声音对我们的生活有哪些作用。能综合运用所学知识和技能设计出“无噪声书房”。

2、愿意把自己知道的减少噪声的办法与同学交流，体会合作的愉快。愿意用所学的知识和技能解决生活中的实际问题，改进生活。

3、能用自己的话描述“乐音”和“噪声”。能举例说明噪声的危害和减少噪声的方法。能举例说明声音给我们带来的“好处”和“坏处”。 教学重点：能从日常现象中总结出声音对我们的生活有哪些作用。 教学难点：能用自己的话描述“乐音”和“噪声”。能举例说明噪声的危害和减少噪声的方法。

教学准备：搜集有关声音作用、噪声危害的文字或图片资料 教学过程：

一、引入：声音与我们的生活有着非常密切的关系，它给我们传来很多信息，帮助我们认识周围的世界。

二、活动一：声音能告诉我们什么？

1、观察图中的图片，声音告诉我们什么？

2、讨论声音还有什么用处？把自己知道的与同学交流。

3、什么样的声音令我们烦躁？

三、活动二：减少噪声

1、组织学习科学在线

2、讨论：噪声对人的身体有什么危害？

3、讲解：噪声是现代社会的一大公害，人们在减少噪声危害方面想了许多办法：路上图标（禁止鸣嗽叭）；耳机内放上厚厚的垫子；马路两旁种许多树木。

讲解：马路两旁的树木不仅可以遮挡强烈的阳光，还可以降低噪声的强度，这是因为浓密的树叶有很强的吸音能力。科学实验证明：10米宽的树带能使噪声减弱30%，20米宽的树带可以使噪声减弱40%。

4、提问：把自己知道的减少噪声的办法与同学交流。

五、拓展

设计一个“无噪声书房”，用文字或图表示出来。

设计前引导学生：设计前要考虑什么材料有利于减少噪声？地墙壁、门窗、地面等应选择什么材料？“无噪声书房”对周围环境有什么要求？

五、总结全课

声音能告诉我们什么？什么样的声音令我们烦躁？噪声对人的身体有什么危害？

六、布置作业

7光的传播

教学目标：

1、能根据课本提供的标准对发光物体进行分类。能够对问题的答案提出自己的猜想。能设计实验证实自己的猜测是否正确。能从多个方面证实最初实验结果的正确性。

2、愿意与小组同学一起研究光是怎样传播的。

3、能说出光（在同一介质中）是沿直线传播的。教学重点：能根据课本提供的标准对发光物体进行分类。 教学难点：能说出光（在同一介质中）是沿直线传播的。

教学准备：尺子、剪刀、固定纸板的橡皮泥、手电筒、蜡烛、火柴、塑料管 教学过程：

一、引入：我们的生活不能没有光。有了光，我们才能看到五彩缤纷的世界。

二、活动一：寻找光源

1、提问：哪些物体能发光？ 学生试说出发光物体。（太阳、电灯等）

2、试着把能发光的物体分类

太阳、火、闪电等为天然光源；电灯、手电筒、蜡烛等为人造光源。

三、活动二：我看见了光

1、哪幅图的做法能使手电筒的光通过硬纸板的孔照射到墙上？ 学生猜想

参照书中图做实验，看看猜想的正确吗？

2、布置学生实验

提示：每块板之间最好相距15厘米左右 学生小组合作实验

多次实验，边实验边记录，把观察到的现象记录在书中。 小组讨论：你得到的初步结论是什么？

四、拓展

学生设计实验，并用文字或者图表示出自己的过程以及结论，并向其他同学展示自己的实验。

再找找生活中的实例，看看能不能证明自己的结论。

五、总结全课

说一所这节课你有什么收获？你学到了什么？（师生共同总结）

六、布置作业

8 透明与不透明

教学目标：

1、能按照物体和透光程度对物体进行分类。

2、愿意把本组的发现与其他组进行交流。

3、能说出将物体分为透明、半透明和不透明物体的依据。能正确说出光照到不透明的物体上会产生什么现象。

教学重点：能按照物体和透光程度对物体进行分类。

教学难点：能正确说出光照到不透明的物体上会产生什么现象。

教具准备：手电筒、一瓶矿泉水、玻璃杯、书本、黑色布料、报纸、卡片纸、小玩具、白纸。 教学过程：

一、引入：光在传播过程中遇到物体时会怎么样？ 学生回答。

二、活动一：

1、提问：光能透过哪些物体？

老师：让教室的光线暗一些，做好分工合作，并提示操作方法，提示后再让学生做实验。（与桌面平行，与物体保持适当的距离，且距离不变）

学生实验并分类记录：

能让绝大部分光通过的物体有： 只能让部分光通过的物体有： 几乎不能让光通过的物体有：

2、教师领着学生总结：提示透明、半透明、不透明三个概念。

3、日常生活中什么地方用了透明、半透明、不透明的物体，把自己的发现与同学交流。

三、活动二：影子

1、光照在不透明物体上时会有什么现象？ 通过实验给学生展示自己的发现。

2、将蜡烛前后、左右、上下移动时，小兔的影子有没有变化？

四、总结全课

光能透过哪些物体？（透明、半透明、不透明）光照在不透明物体上时会有什么现象？

五、布置作业

9 镜子

教学目标：

1、能用实验证明“镜子可以改变光的传播路线”的结论。能够用图形和文字的形式记录观察结果。能用自己的话对实验现象进行解释。

2、能与其他同学交流自己想出的利用镜子能做的事情。能借鉴别人的想法，想出新的使用镜子的方法。

3、能正确说出平面镜可以改变光的传播路线。能用自己的话说出什么是“反射”。

教学重点：能用实验证明“镜子可以改变光的传播路线”的结论。 教学难点：能用自己的话说出什么是“反射”。

教具准备：平面镜、带缝隙的硬纸板、手电筒、纸、尺子、两快大小相同的镜子、一个小熊猫或其他玩具。 教学过程：

一、教师引入新课

光在传播过程中遇到镜子时会发生什么现象？ 学生实践观察。（注意：不要用镜子把阳光反射到同学的眼睛上）

二、活动一：改变光的传播路线

1、为学生准备本活动实验用具。

2、注意：让手电筒发出的光通过缝隙照到镜子上，观察光的传播路线。硬纸板的缝隙在毫米左右。

3、提醒：改变镜子摆放的角度，观察有什么现象？ 学生动手实践并交流自己的想法。

4、给学生展示自己画出光的传播路线图。学生动手一起画一画。并用实验来解释光的传播路线图。

5、当光照到物体上时，有一部分光线被物体的表面反射回去，这就是光的反射。镜子是反射光能力很强的物体。你们还能找出其他反射光能力较强的物体吗？

6、物体反射光的能力可能与什么有关呢？ 学生互相说一说，教师引导学生总结。

三、活动二：利用镜子反射光的性质能做哪些事情？ 将自己想到的例子与同学交流。 学习科学在线

四、拓展：镜子反射光的游戏

1、用两面镜子最多可以看到多少个小熊猫影像？

2、把自己的做法与同学交流，为什么我们能够看到这么多熊猫影像？

五、总结全课

六、布置作业

10 七色光

教学目标：

1、能用两种方法制造“彩虹”。能正确观察并描述将不同色光混合后产生的现象。能设计一个便于记录红、蓝、绿三种颜色的光混合后所产生结果的记录表。

2、愿意探究自然界（彩虹）的奥秘，并从中获得乐趣。能与基他同学合作完成七色光的各种实验。能用语言描述彩虹的美丽。

3、能明确说出阳光是由七种颜色的光混合而成的。教学重点：能用两种方法制造“彩虹”。能正确观察并描述将不同色光混合后产生的现象。

教学难点：能明确说出阳光是由七种颜色的光混合而成的。

教具准备：搜集有关彩虹的图片、三棱镜、手电筒、纸、彩笔、一瓶肥皂水、塑料袋、3支手电筒、红、绿、蓝玻璃纸、胶带、白纸。 教学过程：

一、引入：你见过美丽的彩虹吗？

二、活动一：在哪里可以看到彩虹？

我们还在什么地方看到过彩虹？让我们试一试吧！ 学生小组合作 动手实验

得出：彩虹告诉我们：阳光是由七种颜色组成的，阳光是七色光。

三、活动二：制造彩虹

1、光照在三棱镜上，慢慢转动三棱镜，直到出现七色光带。室内光线弱，把三棱镜旋转直到看到彩虹为止。

2、你还在哪些地方见到过类似彩虹的光现象？让我们试一试吧！用肥皂泡（注意实验安全）。

四、活动三：红、绿、蓝三色光的混合

1、准备用具：3支手电筒、橡皮筋，红、绿、蓝玻璃纸，白纸。

2、按图中的方法做实验，看看不同颜色的光组合在一起会出现什么现象。学生动手实验

设计表格，记录没两种颜色的光混合在一起后的现象。

3、把自己的发现与同学交流。

4、把三种颜色的光混合在一起，会出现什么现象？如果把七种颜色的光混合在一起，又会出现什么现象呢？

想一想，动手做一做。

五、拓展一：光与人类的关系十分密切。查阅资料，看看人类利用光还做了哪些事情？将自己的发现与同学分享。

六、拓展二：在强光下工作、学习有哪些危害？怎样预防和保护？

七、总结全课

11 电在我家中

教学目标：

1、能从“我想知道”的角度提出关于电的问题。能归纳出电是现代生活中宝贵的能源的结论。

2、能与小组其他同学交流自己对于电的看法。能与小组其他同学合作开展调查活动。

3、能举例说出停电对现代人生活会造成什么影响，并说明理由。列举三个以上的实例，说明电在生活和生产中的用途。

教学重点：能归纳出电是现代生活中宝贵的能源的结论。 教学难点：说明电在生活和生产中的用途。

教具准备：收集关于家用电器的文字、图片资料；电源插头和插座以及风力、水力、太阳能、原子能发电站等的图片或影像资料。 教学过程：

一、引入

电改变了我们的生活方式。如果没有电，生活会是什么样呢？想一想，说一说。

看图：它们需要什么才能活动？ 在发明电之前，人们是怎样生活的？

在停电之后，人们的生活会变成什么样？想一想，说一说。 关于电，我们还想提出哪些问题？ 电池里为什么会有电？

灯泡里的灯丝是用什么做的？

二、活动一：它们需要什么才能工作？

1、看课件图片。

2、你认识它们吗？它们有什么用途？说一说自己的想法。

3、关于生活中的电，还知道哪些，与同学交流。

三、活动二：电是怎样来到我们家中的？

1、在日常生活中，接通电源，电器就可以工作了。那么，电是从哪里来的呢？

2、你能在图上画线，说明电是怎样来到我们家中的吗？注意解省路途不浪费。

3、学习科学在线

4、电是人类宝贵的能源，调查生活中节约用电的方法。

四、总结本课

电给我们的生活带来了什么？

12 让灯亮起来

教学目标：

1、能选用一些基本组件和材料，设计简单的电路，并制作开关装置。能用简图或文字表示自己的设计和实施方案。

2、愿意把自己知道的关于电路和开关的知识告诉其他同学。愿意发现自己及别人设计制作的电路与开关有什么缺点。

3、能举例说出常用电器工作时，需要电源、开关、电线。能说出几种常见电池以及电池和开关在电路中的作用。

教学重点：能选用一些基本组件和材料，设计简单的电路，并制作开关装置。 教学难点：能说出几种常见电池以及电池和开关在电路中的作用。 教具准备：电池、导线（若干）、小灯泡、开关、曲别针、灯座、纸、金属夹子、胶布

教学过程：

一、引入：

我们生活中有各种各样的灯。灯可以照明，还可以使夜晚变得绚丽多彩。（课件展示美丽的灯光）

老师给你们带来了一些东西，看看是什么？ 执手电问：关于手电你想知道什么知识？ 怎样让小灯泡亮起来？

二、探究活动

1、认识仪器和材料 我们先来认识这些材料：请你先说出每一种材料的名称，然后说说它是做什么用的。连连看，你能让小灯泡发光吗？

教师按照学生汇报的顺序，依次板画电路元件示意图。学生动手画一画电路元件示意图。

2、布置学生实验 提出要求：用一节电池、一个小电珠、一根导线，你能让小电珠发亮吗？（时间放得充分些，把亮的、不亮的方法都进行研究）

开关是控制电路通断的部件。选择一种材料制作自己的小开关。 再增加一个电池夹、一个灯座、一个开关，让小灯泡亮起来。 试试自制的开关能控制电路中的小灯泡的亮和灭吗？

3、研究电路图

学生汇报实验中电路连接，教师黑板绘图。

看看黑板上的电路图，哪些是相似的，找出来分分类。

3、认识电池

你认识图中的电池吗？你知道这些电池都用在什么地方吗？ 师生共同研究废旧电池的处理。

三、总结本课

13 导体和绝缘体

教学目标：

1、能根据生活经验区分各种材料是否能导电。能用实验的方法验证各种材料是否导电。能说出对实验材料分类的依据，并进行分类和记录。

2、愿意把自己知道的区别导体和绝缘体的方法及安全用电的方法与其他同学交流。

3、能分别举例说明有的材料容易导电，有的材料不容易导电。能用自己的话解释导体和绝缘体的概念。

教学重点：根据生活经验区分各种材料是否能导电。能用实验的方法验证各种材料是否导电。

教学难点：能用自己的话解释导体和绝缘体的概念。

教具准备：曲别针、塑料尺、铁钉、铜线、气球、干木条、玻璃片、橡皮、铝片、陶瓷片、电池1节、灯泡1个、导线3根、电池盒1个、灯座1个、螺丝刀、电线、插头、灯口、钳子等。 教学过程：

一、引入新课

提问：这些物体是用什么材料制成的？把它们连接在电路中会怎么样？

二、活动一：

1、将图中物体分别连接到电路中，观察灯泡是否发亮。将自己的预测记录在下表中。

2、让学生实验验证

4、引导总结导体、绝缘体的概念。

5、得出导体、绝缘体的概念。

6、容易使电通过的物体叫导体；不容易使

三、活动二：导体和绝缘体的应用

1、图中的物品是由什么材料制成？为什么要用这种材料？ 理解导体和绝缘体的概念，能区分导体和绝缘体。

四、活动三：安全用电

引导学生认识：导体和绝缘体不是绝对的，条件变化了，绝缘体也可以变成导体。人体、大地和不纯净的水都是导体。例如：干木头、毛巾是绝缘体，当木头、毛巾受潮，含有水分时，就变成了导体。因此，在生活中要特别注意。

引导学生了解几种安全用电的基本常识：不要用东西去捅交流电插孔；不要用力拉拽电线，防止拉断，发生漏电现象；在检查电器时，仅仅关闭电器开关还不够，检查必须在断开电源的情况下进行。

五、拓展：选择一种电动玩具，看看它的各部分是用什么材料制成的。判断下图中的做法哪个对？哪个错？为什么？全班交流。

六、总结本课

14 磁铁的力量

教学目标：

1、能说出研究测量磁铁的磁力大小的方法与以前研究其他事物的方法有什么不同。能设计实验证明磁极的磁力最强。能用图正确记录各种形状磁铁吸引力最强的部位。

2、愿意与小组其他同学共同完成有关磁铁的实验。能意识到得出的有关磁铁性质的结论需要通过实验反复验证。

3、能说磁铁的基本特性。能从实验结果中归纳出磁铁的两极吸引力最强。 教学重点：能说出研究测量磁铁的磁力大小的方法与以前研究其他事物的方法有什么不同。

教学难点：能说磁铁的基本特性。

教具准备：条形磁铁、蹄形磁铁、钥匙、钉子、纸、大头针、石头、曲别针、塑料尺子、小弹簧、剪刀、螺钉、橡皮、支架、铁沙、指南针、红、泡沫板、水盘、玻璃杯、磁铁、曲别针、水。 教学过程：

一、教学引入

小魔术：会飞的小蜜蜂。

提问：小蜜蜂为什么会在空中飞来飞去？

二、活动一：磁铁能吸引哪些物体？

1、组织学生对身边的材料、及教师准备的材料进行猜测。并进行实验。

2、设计一个实验，来证明自己的预测。

3、再用蹄形磁铁和环形磁铁试一试

2、组织全班讨论：被磁铁吸引的物体是用什么材料做的？

三、活动二：哪种情况吸得多？

1、既然磁铁可以吸引铁质材料，那么在哪种情况下磁铁的力量最大？吸得最多？

2、组织学生实验

3、指导学生正确使用尺子：尺子平直不倾斜，看刻度时眼平视直对着数字。

4、全班交流

5、讨论：通过实验，我们发现了什么规律？

四、活动三：磁铁的什么部位吸引力最强？

1、猜想与假设

磁铁的什么部位吸引力最强？

2、设计一个实验，来证明自己的预测。

3、再用蹄形磁铁和环形磁铁试一试，看看结果怎么样？

4、指导学生画磁铁。

5指导学生得出结论：磁铁让我们知道了一种神奇的力——磁力，磁铁的两端磁力特别强，我们称为磁极。不论什么形状的磁铁，都有两个磁极。

五、活动四：磁极的指向

1、教师如图：悬吊条形磁铁，当它最终停下来时，会出现什么现象？

2、教师讲解：北在英文中是North，南是South。因此，我们把磁铁指向北的一端叫N极，指向南的一端叫S极。

15制作小磁针

教学目标：

1、能从两块磁铁相互作用的实验现象中，归纳出关于磁极相互吸引和排斥的规律的假设。能设计实验验证关于两块磁铁的磁极靠近时，相互吸引和排斥的规律的假设。

2、能将自己制作小磁针的方法告诉别人；同时，能学习别人的方法。能说出反复实验的重要性。

3、能用自己的话描述两块磁铁相互靠近时，同极相斥，异极相吸。能用自己的话解释在地球上磁铁能指南北方向的原理。 教学重点：能从两块磁铁相互作用的实验现象中，归纳出关于磁极相互吸引和排斥的规律的假设。

教学难点：描述两块磁铁相互靠近时，同极相斥，异极相吸。

教具准备：条形磁铁、蹄形磁铁、环形磁铁、玩具小汽车、缝衣针、大头针、曲别针、指南针 教学过程：

一、教学引入

你能使缝衣针吸起曲别针吗？

二、活动一：磁极的相互作用

1、把两个磁铁的两极相互靠近，看看会发生什么现象？

2、讨论：实验中出现的现象说明了什么问题？

3、用实验进一步证明自己的解释。

把两个条形磁铁分别放在两个玩具小汽车上，多次变换磁极相对的方向，看看发生什么现象？

4、全班交流实验结果

5、得出结论

6、组织学习“科学在线”。

三、活动二：自制小磁针

1、实验用具准备：缝衣针、具有较强磁力的磁铁、曲别针。（注意还可以选其他材料，用同样的方法制作不同的小磁针。磁铁不要来回磨擦，应始终按一定的方向磨擦。）

2、提示：把缝衣针放在桌面上，用磁力较强的磁铁慢慢从缝衣针的一端划向另一端，至少划20次。（注意小别扎手！）

3、试一试，自己制作的小磁针能吸引曲别针吗？能用几种方法找出小磁针的N极和S极？

4、讨论：把自己使用的方法与同学交流，比比谁的方法又快又准。

四、总结本课

16磁的应用

教学目标：

1、能说出搜集有关应用磁铁解决生活和生产中实际问题的信息资料的方法。能通过观察和测试，找出哪些日常生活用品中使用了磁铁。

2、愿意关注磁铁在生活和生产中的应用情况。能从别人那里获得有关磁铁在实际生活和生产中应用的实例。

3、能列举我国古代人们利用磁铁的实例。能说出指南针是我国古代四大发明之一。

教学重点：出哪些日常生活用品中使用了磁铁。

教学难点：明确有关磁铁在实际生活和生产中应用的实例。 教具准备：小电机、小喇叭、耳机、话筒、大头针、图片资料。 教学过程：

一、教学引入

指南针是我国古代四大发明之一，两千多年前，中国人最早发现了磁石，制作了司南。

在现代社会中，磁在许多方面发挥了重要作用。

二、活动一：

找找磁在生活中的应用

1、说说人们利用磁能做什么？

2、讨论：磁具有广泛的用途，我们还知道生活中什么地方用了磁？举例说明。

三、活动二：哪里有磁铁？

1、想办法检验一下，音箱、话筒等物体中有没有磁铁？

2、下面这台机器中装有磁铁，让我们来找一找。给这台机器起个名字吧！

3、在哪些家用电器中还用到了磁铁？把自己的发现与同学说一说。

四、活动三：磁悬浮列车

1、引导学生看图 讨论：磁悬浮列车是根据磁铁的什么性质设计而成的？与一般列车相比，有哪些优点？

2、感受一下磁悬浮的力量吧？动手实验，并记录自己的发现。学习科学在线

五、拓展：磁记忆

1、你知道吗？磁还可以用来记录信息。录音机就是用磁带记录声音的，计算机磁盘也是用磁来储存信息的。

2、还能举出更多的例子吗？

六、总结本课

说说生活中磁的应用。

17传递信息

教学目标：

1、能够根据各种信息的特征对传递信息的方式进行分类。能编写出一些简单的旗语密码。能设计一种简单的传递信息的方法。

2、能举例说明一年来在科学课上进行的讨论和交流有哪些好处，从而体会信息传递的重要性。

3、能举例说明自己所知道的人类传递信息的方式。能说出传递信息时，需要哪些基本条件。

教学重点：能够根据各种信息的特征对传递信息的方式进行分类。 教学难点：能说出传递信息时，需要哪些基本条件。 教具准备：准备一些生活中常用的图像符号的图片、分组准备一对红黄两色的小旗、一张坐标纸。 教学过程：

一、教学引入

人类传递信息的方式有哪些？ 课件展示传递信息的方式。

根据自己制定的标准，给图中传递信息的方式分分类吗？ 小组合作，对传递信息的种类进行分类。

二、活动一：认识标志符号

课件展示生活中常见的标志符号。

不同文化、不同语言的人们经常用易于识别的标志符号来传递信息。 假如你是一位游客，第一次来到下图中的火车站，你能根据标志符号很快找出邮筒、电话、问询台、出站口的位置吗？

小组合作，互相说一说。

把自己见过的其他标志符号画下来。并和其他同学交流，看看谁画的多。

三、活动二：旗语游戏

1、你能通过旗语向同学传递一些信息（如生日、字母等）吗？

2、把要传递的信息（字母、图形等）编成“数学密码”，在操场上用旗语发给同学，接收密码的同学用彩色笔把它涂在表格中看看谁能正确解密？

谁来发密码？谁来接受密码？谁来记录？小组分工合作。

3、讨论：用旗语传递信息有哪些优点，有哪些不足？

四、拓展：设计其他传递信息的方法。

学习科学在线，光可以用在通信方面。光导纤维就是人们对光的一种利用。

五、总结本课

人类传递信息的方式有哪些？

18通信的发展

教学目标：

1、能从图表中发现通信方式发展的过程。能分析归纳出信息技术发展的趋势。能根据自己的标准对人类传递信息的方式进行分类。

2、能与其他同学交流自己对信息传递方式的发展过程以及信息技术发展趋势的看法。同时也能听取别人的看法。

3、能举例说明通信方式发展的简要历史。能联系本学期所学的声、光、电、磁等有关知识，说出它们在通信中的作用。

教学重点：根据自己的标准对人类传递信息的方式进行分类。 教学难点：举例说明通信方式发展的简要历史。 教学准备：课件 教学过程：

一、教学引入

一段对话、一封信、一张报纸、一个微笑、一个电话、一页传真，都是通信的形式。声、光、电、磁的广泛应用，使快速、简便、准确的远距离通信成为可能。

通信的方法有多种多样。

二、新授

1、让我们根据下图认识通信的发展。课件展示通信的发展图片。

说一说各种通信方式所在的历史条件，以及我们现在是用哪种通信方式。

2、讨论：从传递信息的快慢来看，通信是怎样发展的。

3、你能根据传递信息的距离，按照由近到远的顺序给图中的传递方式排序吗？

小组合作来排序，并交流自己的看法。

4、讨论：把自己从前面两幅图中的发现与同学交流。

5、组织学生学习科学在线

除了传统的人工电话、自动电话外，还出现了许多特种电话。如录音电话、书写电话、电视电话、移动电话。

联系本学期所学的声、光、电、磁等有关知识，说出它们在通信中的作用。

6、讨论：我们希望电话还有哪些特殊功能

小组讨论，全班同学进行交流。

三、课堂小结

19畅想通信

教学目标：

1、能说出在书刊或网络上查阅资料的方法。能够大胆设计一种未来通信方式。

2、能对畅想未来通信的发展产生兴趣，并能大胆想像未来传递信息的方式。能说出开展合作研究活动对自己有什么帮助。

3、能说出设计活动需要经历确定设计目的、查阅资料、设计图纸、交流讨论、修改完善、制出模型等过程。

教学重点：能说出在书刊或网络上查阅资料的方法。

教学难点：说出设计活动需要经历确定设计目的、查阅资料、设计图纸、交流讨论、修改完善、制出模型等过程。 教学准备：课件 教学过程：

一、教学引入

未来通信将向更快捷、更便利、更准确的方向发展。 教师介绍一些现代通信和未来通信的知识和技术，让学生对未来通信的发展展开想象。

二、新授：想像中的未来通信是什么样的呢？

1、书中62页下面的插图

2、根据自己的想像，设计一种未来的通信方式

通信方式总是向最便利、最快捷、最全面的方向发展。启发学生思考：自己认为现有的通信方式，比如电话，有哪些不便利的地方，希望做哪些改进？未来的通信会向什么方向发展。

要求：利用本学期所学的声光电磁等方面的知识，设计一种具有特殊功能的通信方式，与远在加拿大的小朋友进行交流。

3、画出小组的设计图

4、分析小组所设计的未来通信有哪些特点？

5、比一比，哪个小组设计的未来通信方式最好？

6、自己小组设计的怎么样？哪些需要改进？

小组间交流，引导学生取长补短，欣赏别人的作品。

三、课堂小结

四、布置作业

第20篇：冀教版三年级下册科学实验

三年级下科学实验

实验名称

比较塑料尺和木头尺的性质

实验目的

借助感觉器官，通过比较塑料尺和木头尺，找出塑料和木头 的特性。

实验器材

每位学生准备一把塑料尺、一把木头尺

实验过程：

1、观察、比较塑料尺和木头尺的特点。

2、学生分组实验，填写观察记录表。

塑料尺子 木头尺子

轻便

透明

防水

耐磨

实验结论及反思评价：

塑料具有防水、轻便、透明等性质。木头耐磨

实验名称

塑料杯遇热水的研究

实验目的

通过实验验证塑料杯遇热后的变化，使学生体验到科学探究 要重证据。

实验器材

三个相同质地的塑料杯或矿泉水瓶、热水、冷水、空水槽。

实验过程：

1、把一个塑料杯放入水槽（防止水洒在桌子上）中，在塑料杯内倒入热水，盖上瓶盖，静置2分钟。用手感觉一下，与空塑料杯做比较，他们有什么不同。

2、把另一个塑料杯放入水槽中，在塑料杯内倒入冷水，盖上瓶盖，静置2分钟。用手感觉一下，与空塑料杯做比较，他们有什么不同。

实验现象：装热水的杯子形状变了，变软了。装冷水的杯子，形状不变。

实验结论及反思评价：

塑料杯遇热会变软，遇冷形状不变。

实验名称

比较塑料与布的性质

实验目的

通过对比实验，进一步认识塑料不具有透水性和透气性的特点，培 养学生根据现象分析原因并用科学的知识进行解释的能力。

实验器材

每位学生准备一只塑料手套、一只棉布手套、水槽、水

实验过程：

1、两只手分别戴一只塑料手套，一只棉布手套。同时把两只手放在强光下晒3分钟左右，体会手的感觉。摘下手套，观察手（尤其是手指、手心）是否有汗珠。

2、将戴有两只不同材料手套的手伸入盛有水的容器中，2分钟后体会手的感觉，并摘掉手套观察两只手是否湿润。

实验现象：阳光下戴塑料手套的手感觉很热，手心有汗，戴棉布手套的手感觉不很热，手心基本没有汗；伸入水中的戴塑料手套的手不湿，戴棉布手套的手湿润。

实验结论及反思评价：

塑料不具有透水性和透气性

实验名称

观察物体发声时的现象

实验目的

1、使学生知道声音是由物体振动产生的。

2、培养学生的实验能力和归纳概括能力。

实验器材

钢直尺（废锯条或塑料尺）、音叉、锣、鼓、豆子、培养皿、水。

实验过程：

1、将直尺一端紧压在桌面上，一端悬空，用手指拨直尺。可以听到直尺发出的声音，看到直尺在振动。用手按住直尺，使振动停止，声音也就停止。

2、敲击悬挂的锣，听到锣声；用手轻摸锣面，可以感到锣的振动。用手按住锣面，不使其振动，锣声也就停止。

3、在鼓面上放两粒豆子，敲鼓，听到鼓声，同时可以看到豆子在鼓面上跳动，说明鼓皮在振动。停止敲鼓，鼓皮停止振动，豆子停止振动，鼓声也就停止。

4、敲击音叉，可以听到音叉发出的嗡嗡声；用手轻摸音叉，可以感到音叉在振动。这时如果把音叉接触培养皿内的水面，可以看到溅起水花，水面出现水波。音叉停止振动，嗡嗡声也就停止。

实验结论及反思评价：

各种物体发声时都在振动，声音是由物体振动产生的。

实验名称

做小鼓

实验目的

会用各种材料制作小鼓，并能通过实验找出最适合做鼓面的 材料应具备的特点。

实验器材

圆形的容器（碗、罐头瓶等）、塑料袋、气球、棉布、牛皮 纸、报纸、橡皮筋或胶带、剪刀等。

实验过程：

1、用圆形的容器（碗）做鼓身，分别选择一种材料（如：橡胶薄膜、塑料薄膜、牛皮纸、棉布、报纸）做鼓面，用橡皮筋（或胶带、胶水）将它绷紧在鼓身上。鼓就做成了。

2、敲击鼓面，比较用不同材料制成的鼓面发出的声音。

实验结论及反思评价：

敲击不同材料的鼓面发出的声音不一样，声音与材料的性质有关。弹性好、韧性大的材料做鼓面材料好。

实验名称

水传声实验

实验人

实验目的

1、通过实验，使学生理解声音在液体中都能传播。

2、通过实验，培养学生对自己生活周围自然现象的研究兴趣。

实验器材

水槽 水 砂纸 石块

实验过程：

1、往水槽中加入多半槽水

2、将两个石块或两块砂纸在水中摩擦，让一个同学耳朵紧贴到水槽边上听。可以听到摩擦声，说明液体能传声。

实验结论及反思评价：

声音在液体中都能传播

实验名称

制作小乐器（用瓶子做风琴）

实验目的

培养学生研究乐器的兴趣

实验器材

6个大小相同的玻璃瓶、水、钢笔（或铅笔）

实验过程：

1、把6个大小相同的玻璃瓶排成一排，每瓶间隔4厘米。

2、

2 都不同。利用此原理可以制作简单的乐器。

实验名称

光是沿直线传播的

实验目的

1、通过实验使学生知道光是沿直线传播的。

2、培养学生的实验能力和归纳推理能力。

实验器材 每组三块厚纸板（长、宽约20厘米）、尺子、剪刀、固定纸 板的橡皮泥、手电筒、蜡烛、火柴、塑料管。

实验过程：

方法一：

1、用厚纸板做成大小、形状一样的纸屏，将其编成

1、

2、3号。在1号、2号屏的中心打一直径为4~5毫米的小孔。

2、将蜡烛和1号屏、3号屏按序排成一条直线。调整蜡烛高度，使其与1号屏上的透光孔高度一致。观察。可看到通过小孔的光束投射到屏3上，形成一个光斑。用直尺测量可发现光源、小孔、光斑的中心处在同一直线上。说明光是沿直线传播的。

3、在蜡烛与屏1之间或屏1与屏3之间插入屏2。调整屏2的位置，可发现只有当屏2上的小孔与屏1和光源在同一直线上时，屏3才能看见光斑。这说明光在空气中是沿直线传播的。

方法二：

1、点燃蜡烛或让电灯通电，蜡烛和电灯发出的光射向四面八方，像蜡烛、电灯等能自己发光的物体叫光源。

2、将一个纸筒的一端用蜡纸封口（或装一主玻璃片）。再用硬纸做一个稍小的圆筒，筒的一端用硬纸板封口，在硬纸板的中央用针钻一小孔。

3、将两筒套在一起，使大筒的蜡纸面向外，小筒的针孔面向外。

4、将小孔对准作为物体的蜡烛，眼睛挨着蜡纸，前后调节两筒间的距离。可看到蜡烛火焰上部的光通过小孔后照到纸屏的下部，而蜡烛下部的光通过小孔后照到纸屏的上部。这样，在纸屏上就会出现与蜡烛火焰形状相似的倒立的像。这一现象叫小孔成像。小孔成像的实验说明光是沿直线传播的。

方法三：

用笔直的塑料软管对准点燃的蜡烛时可以看到光，而当软管折成一定角度时再看蜡烛，就看不到光。

实验结论：光在空气中是沿直线传播的。

实验注意事项：

1、每块硬纸板之间最好相距15厘米左右。

2、点燃蜡烛，划火柴时、硬纸板上打孔时都要注意安全。

3、要保护眼睛，不要直视光源。

实验结论及反思评价：

光在同种媒介中沿直线传播。通过正反两方面的对比实验，即同一束光在直线通道中能通过，在弯曲通道中不能通过的实验，可以很好的说明这个问题。

实验名称

光能透过哪些物体

实验目的

1、使学生通过实验区分不同物体的透光程度，会根据透光 程度对物体进行分类。

2、培养学生的实验探究能力。

实验器材

手电筒、白纸、玻璃、毛玻璃、书

3 本、卡纸、矿泉水等。

实验过程：

1、一位同学站在桌边，将一张白纸立在桌子上当屏幕。

2、另一同学拿着手电筒，手电筒距白纸平面大约10厘米。

3、

4 名称

镜子反射光

实验目的

1、通过实验使学生知道光可以在几面镜子之间进行多次反 射。

2、培养学生初步的实验能力。

实验器材

两块大小相同的平面镜、一支铅笔、胶布。

实验过程：

1、用胶布黏贴在两面镜子的背面，把它们连接起来。

2、把两面镜子立在桌面上，使它们构成大于900的夹角，将铅笔放在镜子前面。数一数镜子里有几个像。

3、将两镜面慢慢合靠，使夹角减小，观察镜子里的所成像的数目。（发现夹角减小，经两平面镜所成的像越来越多。）

4、将两平面镜相对，从两个镜子中可以看到无数个铅笔的像。

实验结论及反思评价：

将两镜面连接起来，构成一定的角度。在两面镜子的夹角中立一个物体，由于光的多次反射，可以看到镜中出现很多的像；角度越小，看到的像越多。

实验名称

制造彩虹

实验目的

1、通过认识彩虹的成因，使学生知道太阳光是由七种不同的单色光组成的。

2、通过实验使学生知道三棱镜的作用，同时培养学生的推 理能力和实验能力。

实验器材

三棱镜、平面镜、白色的纸屏

实验过程：

方法一：

实验材料：三棱镜、平面镜、白色的纸屏

实验步骤：

自制三棱镜的方法：用无色透明有机玻璃片或玻璃片粘成三棱柱体，在它的一侧开一小孔。用注射器往小孔里灌满清水，塞上塞子，就能当三棱镜使用。

1、用平面镜把太阳光反射到三棱镜上。

2、将三棱镜绕它的轴转动，当调到一个适当位置时，在屏幕或白墙上会看到一条彩色的光带。

3、观察这条彩色的光带，它是由红、橙、黄、绿、蓝、靛、紫七种颜色组成的。这说明白光能分散成七种单色光。

方法二：

实验材料：水盆、平面镜

实验步骤：

1、在盆里倒入三分之二容积的水，将平面镜斜放在水中，把水盆放在向阳处。

2、调整镜面的斜度，使照在镜子上的太阳光经水反射到白墙上。

3、观察反射到墙上的光，是一条彩色的光带，由红、橙、黄、绿、蓝、靛、紫七种颜色组成。这说明白光能分散成七种色光。

方法三：

实验材料：喷雾器、水

实验步骤：在室外，背对太阳，用喷雾器喷水，让太阳

5 光照射到雾状的水珠上。观察，可以看到它会像三棱镜一样把阳光分散成七种色光，形成彩虹。

实验结论：阳光是由七种色光混合而成的。下雨时或雨后，空中悬浮着很多小水滴，它们会像三棱镜一样，将阳光分散成七种色光，形成彩虹。

实验注意：提醒学生不要用眼睛直视阳光，以免灼伤眼睛。

实验结论及反思评价：

色散是指复色光（例如白光）通过透明介质以后分解成单色光的现象。要做成光的色散实验，首先要选用合适的复色光，一般都用日光。因为日光是多种单色光的混合体，光线强烈，色散后形成的光谱明显。其次，要选用对一切单色光都具有较高折射率的透明介质，一般都用三棱镜。入射的白光进入三棱镜后发生折射，由于各单色光的折射率不同会产生不同的折射角度，这样，一束白光便分解成为带状的七色光谱。

实验名称

三色光混合实验

实验目的

观察红绿蓝三原色光混合后的色彩，使学生知道利用这三种 色光可以混合出不同的色彩来。

实验器材

3支手电筒、红绿蓝玻璃纸、胶带、白纸。

实验过程：

1、分别往3支手电筒上用胶带蒙上红、绿、蓝三种颜色的玻璃纸。

2、将白纸放在地上，两个同学任意分取两只手电筒，将三种色光在白纸上两两混合，观察混合后的色彩并记录。

3、将3支手电筒同时照射白纸，即让红绿蓝三种色光混合，观察并记录。

红绿

红蓝 蓝绿 红绿蓝 混合后的色彩

实验现象：红绿蓝三种色光混合在一起，会出现白光；红光与绿光混合出现黄光；红光与蓝光混合出现品红色光；绿光与蓝光混合出现深蓝色光。

实验结论及反思评价：

红绿蓝三原色光混合后会出现新的色光 实验名称

制作开关

实验目的

1．利用身边的材料设计并制作一个简单的开关，并用 它来控制电路。

2．培养动手实践能力和创新意识。

实验器材

小灯座、小电珠、开关、电池盒、电池一节、导线、软木块 （约10cm×6cm×1cm ）、图钉、回形针。

实验过程：

1.制作小开关。（扣式开关或按压式开关）

（1）把回形针伸开成S形，用图钉把回形针的一端与导线一起固定在木板上，另一端固定另一个图钉，就做成了一个扣式开关。如需接通电路，回形针的另一端与另一个图钉相接触即可。 （2）将回形针的一头翘起，另一头用图钉固定在软木块上，做一个按压式开关。如需接通电路，将翘起的一头按下与图钉接触即可。

2．连接简单电路：用导线、小电珠、开关、电池连接成一个电路。合上开关，小电珠发光，说明有电通过电路中的各个部分，包括通过开关。

3.取掉开关，在开关处接入自制的小开关，先后闭合、断开开关，观察自制小开关能否控制小电珠的发光。

实验结论及反思评价：

【注意事项】

教材中制作开关的连接零件是裸线型的回形针。虽然教材中用到了一节电池，其电压很低，人触摸根本没有感觉，但对一个尚未接触过有关电知

6 识的三年级学生来说无疑会造成一种错觉，对他们来说电器的开关就可以照着书中的方法去做。其实我们生活中的开关外部(手触摸的部分)是绝缘材料制作的。因此要提醒学生绝对不能用220伏做电源进行该实验。

提醒学生：不能用湿布擦电器开关，也不能用湿手触摸电器开关。使学生懂得安全用电常识，逐步养成安全用电的习惯。

实验名称

磁极的指向

实验目的

1、通过实验使学生知道磁铁有指南北的性质。

2、培养学生的实验能力和归纳概括能力。

实验器材

水槽、水、泡沫塑料、条形磁铁

实验过程：

方法一：

实验材料：水槽、水、泡沫塑料、条形磁铁

实验步骤：

1、辨别教室的东西南北四个方向。

2、在水槽里倒入多半槽水，将条形磁铁放在泡沫塑料上，轻轻放入水中。静止后观察。

实验现象：磁铁一端指南，叫南极，用s表示；一端指北，叫北极，用N表示。

实验结论：磁铁具有指南北的性质。

方法二：

实验材料：条形磁铁、牛皮纸条（宽3厘米、长8厘米）、棉线 实验步骤：

1、将牛皮纸条对折成一纸套，用棉线把纸套吊起。

2、将条形磁铁插入纸套中，待磁铁稳定下来时，可以看到它指南北方向。实验结论：不论什么形状的磁铁，都有指南北的性质。磁铁N级指向北方，S级指向南方。

实验结论及反思评价：

磁铁有指南北的性质

实验名称

制作指南针

实验目的

1、通过制作指南针，使学生知道指南针是利用磁铁指南北 的性质制成的、测定方向的仪器或工具。

2、培养学生的动手能力，练习制作指南针。实验器材

大号或2号缝衣针、图钉、磁铁、泡沫塑料块、大瓷碗、水 等。

实验过程：

1、用强磁铁的一个极，对着缝衣针沿同一方向摩擦二十多次。

2、用缝衣针接近大头针，观察能否吸引。（能吸大头针，证明缝衣针有磁性。）

3、利用小磁针可以指南北的性质通过悬吊法、顶针法、悬浮法等方法找出它的N极和S极。

（1）在一小张硬纸片的中心扎一孔，用打结的线穿过孔，再将纸片对折，从纸片的侧面插入磁化了的缝衣针，把纸片挂起来，调节缝衣针的位置，使它保持平衡，就成了悬吊指南针。它静止后指南北方向。（悬吊法）然后利用磁铁N极指

7 北，S极指南的性质找出小磁针的N极和S极。

（2）在新的图钉尖上固定一块泡沫塑料，在塑料泡沫上横向插入一根磁化了的缝衣针，调节缝衣针保持平衡，将图钉倒放在一块玻璃上，缝衣针静止后指南北方向。（顶针法）

（3）将一根磁化了的缝衣针穿在一小块泡沫塑料上，放在有水的瓷碗里，缝衣针漂浮在水面上，也是一个指南针，静止后指南北方向。（悬浮法）

实验结论：磁化了的缝衣针能吸铁，能指南北。利用磁铁指南北的性质还可以确定小磁针的N极和S极。

实验结论及反思评价：

指南针是利用磁铁指南北的性质制成的、测定方向的仪器或工具

实验名称

磁极的相互作用

实验目的

1、通过实验使学生知道磁铁的两级同级相斥、异级相吸。

2、培养学生的实验能力和归纳概括能力。

实验器材

条形磁铁两块

蹄形磁铁两块、直尺

实验过程：

方法一：

实验材料：条形磁铁两块，圆铅笔两支。

实验步骤：将条形磁铁甲架在两支铅笔上，用条形磁铁乙的两极分别接近条形磁铁甲的两极。观察会有什么现象发生。 实验现象：

1、当乙磁铁的N极与甲磁铁的N极相接近时，两磁铁相斥，条形磁铁甲向后退。

2、当乙磁铁的S极与甲磁铁的S极相接近时，两磁铁相斥，条形磁铁甲向后退。

3、当乙磁铁的S极与甲磁铁的N极(或乙磁铁的N极与甲磁铁的S极)相接近时，两磁铁相吸，条形磁铁甲向前进。

实验结论：条形磁铁同极相斥异极相吸。

方法二：

实验材料：蹄形磁铁两块、直尺

实验步骤：

1、把两块蹄形磁铁平放在桌面上，使他们的N极与N极、S极与S极相对，相距5~10厘米。用手轻轻推着两块磁铁，使他们的磁极逐渐相互接近，观察。可发现：当接近到一定的距离时，就不容易使它们继续接近。如果用力把这相同的两极推在一起，只要手一松，它们就会互相推开，这时两手可以明显的感到它们之间相互排斥的力量。

2、把两块磁铁拉回到原来的位置上，将其中一块磁铁翻过来，使他们的N极与S极相对，相距5~10厘米。用手轻轻推着两块磁铁，使他们的磁极逐渐互相接近，观察。可以发现：当接近到一定距离时，不用手推，它们的N极与S极便相互吸在一起。当把他们分开时，可以明显的感觉到他们之间相互吸引的力量，而且只要手一松，他们就又互相吸引在一起。

实验结论：同名磁极相互排斥，异名磁极相互吸引。

实验结论及反思评价：

磁铁同极相斥异极相吸

学 生 实

实验名称

影子游戏

实验目的

8 1.玩一玩、做一做、画一画等活动，引发学生自我探究和发现的热情，激发学生爱科学、学科学和用科学的兴趣。

2.通过学生在实践活动中的自我探究和发现，培养学生的创造思维能力与实践能力，同时培养学生的观察能力、分析能力和逻辑思维能力等。

实验器材

手电筒、小玩具、白纸。

实验过程：

我们用手遮住等的光线，做出各种形状的手势投影在墙上，可以玩许多有趣的手影游戏。

实验结论及反思评价：

影子的方向和太阳的方向正好相反，影子随着太阳移动的变化而变化

实验名称

光能透过哪些物体

实验目的

1、使学生通过实验区分不同物体的透光程度，会根据透光 程度对物体进行分类。

2、培养学生的实验探究能力。

实验器材

手电筒、白纸、玻璃、毛玻璃、书本、卡纸、矿泉水等。

实验过程：

1、一位同学站在桌边，将一张白纸立在桌子上当屏幕。

2、另一同学拿着手电筒，手电筒距白纸平面大约10厘米。

3、

9 三年级下册科学实验操作指南

实验

一、观察物体发声时的现象

（一）

一、实验题目：音叉振动发声实验。

二、实验要求：声音是物体振动产生的。

三、实验器材：音叉、木棰、盛有少量水的烧杯。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、敲击音叉，使音叉振动发声。

3、将音叉上端放入烧杯中水面。观察有何现象产生。

4、整理物品放回原处。注意：

A、将音叉放入烧杯时，速度要慢要小心，以防碰坏烧杯。

B、杯内水要适当少些，杯要大些，以防实验时水大量溅到杯外。 实验

二、观察物体发声时的现象

（二）

一、实验题目：气体振动发声实验。

二、实验要求：声音是物体振动产生的。

三、实验器材：玻璃瓶。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、手握玻璃瓶，嘴放瓶口，调节口的位置及吹气力量，使空气振动发出声音。

3、边吹边观察谁振动发声。

4、整理物品放回原处。实验

三、水能传声

一、实验题目：液体传声实验。

二、实验要求：理解液体可以传声。

三、实验器材：盛水烧杯。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、将盛水烧杯的侧壁紧贴在耳上。

3、在保证不碰杯壁的情况下，用另一只手的拇指与食指，用力在水中摩擦，听到了什么。

4、烧杯离开耳朵，再用拇指食指摩擦实验一下，还能听到声音吗？

5、整理物品放回原处。注意：

A、烧杯内装水应满一些。

B、保证摩擦产生声音的手不碰杯壁。 实验

四、我看见了光

一、实验题目：纸筒实验。

二、实验要求：验证光直线传播的性质。

三、实验器材：纸筒（或可弯折饮料吸管）、蜡烛、火柴、污物桶。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、点燃蜡烛，置于教室前面讲桌上。

3、让学生通过直纸筒（弯折纸筒）观察蜡烛火焰。

4、比较一下，哪次能看到蜡烛火焰。

5、整理物品放回原处。注意：

实验时看别的物体也可以。 实验

五、改变光的传播路线

一、实验题目：镜子反光

二、实验要求：知道镜子能反光。

三、实验器材：幻灯机、平面镜。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、开亮幻灯机，让学生指出幻灯机光照向哪个方向。

3、在幻灯机光中放一平面镜，让学生指出现在光照射的方向。

4、拿走平面镜，观察幻灯机光还能返回吗？

5、关闭幻灯机，镜子照射到墙上的光还有吗？

6、改变镜面与幻灯机照射光的角度，观察发生了什么现象。

7、整理物品放回原处。

实验

六、制造彩虹

（一）

一、实验题目：三棱镜实验。

二、实验要求：了解太阳光是由七种不同颜色的光组成。

三、实验器材：三棱镜。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、把三棱镜放在有阳光的地方。使三棱镜纵轴与光线大体垂直。

3、绕纵轴转动三棱镜，观察有什么现象。当发现产生彩色光带时，停止转动。观察光带是不是由红、橙、黄、绿、蓝、靛、紫七种色光组成。

4、整理物品放回原处。注意：

三棱镜绕纵轴正转反转均可，但速度要慢。

实验

七、制造彩虹

（二）

一、实验题目：彩虹实验。

二、实验要求：了解彩虹的形成原因。

三、实验器材：水杯、水。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、拿一杯水，背对太阳，含一口水向前方，从上到下多次用力喷出，找到出现彩虹的喷水方向。

3、按此方向，多次喷水制造彩虹。仔细观察从外到内彩虹的彩色排列。观察何时有彩虹，何时无彩虹。

4、整理物品放回原处。注意：

A、实验时向太阳所在方向对面喷水效果好。

实验时彩虹的形成位置是有规律的：早上形成在前上方。越到中午，彩虹形成越到下方。正午12时，彩虹形成在视平线稍下的方向上。

实验

八、红、绿蓝三色光的混合

一、实验题目：物体反光实验。

二、实验要求：了解不同颜色的物体，反射的光的颜色不同。

三、实验器材：红、黄、蓝、绿等不同颜色电光纸各一张，白板纸五张。双面胶条若干。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、将红、黄、蓝、绿各色电光纸，用双面胶条分别贴在白板纸上，制成各色纸板。

3、将一张白纸板正面向内沿中线适当弯折，制成屏幕。

4、将纸屏背面向光，立于课桌近光一侧。

5、依次取不同颜色纸板做反光实验。实验时，沿纸板纵轴和横轴转动，使光线反射到白色纸屏上。

6、观察不同颜色的物体，反光能力不同。

7、整理物品放回原处。注意：

A、电光纸大小约为15X15（厘米）。

B、做反光实验时，反光纸板应躲开屏幕黑影。

C、实验时反光纸距离屏幕不要太远（约20厘米左右）。 实验

九、让小灯泡亮起来

一、实验题目：点亮小电珠实验。

二、实验要求：知道小电珠通电能发亮。

三、实验器材：小电珠、电池一节、导线两根。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、用一根导线、一节电池、一个电珠，实验一下怎样可以把小电珠点亮。

3、用两根导线、一节电池、一个电珠，实验一下怎样把小电珠点亮。

4、学生比较一下，各种接法有什么共同的地方。

5、整理物品放回原处。注意：

A、导线两端露出的金属线，不超过3毫米。 B、如果使用电池盒，防止电池在盒内短路。 实验

十、导体和绝缘体

一、实验题目：导体和绝缘体。

二、实验要求：导体、绝缘体验证实验。

三、实验器材：电池盒（带电池）、小灯座（带灯泡）、导线、铁、铜、铝、橡胶、玻璃、瓷、塑料、木、纸、布、丝绸。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、按下面电路图分别实验各种物体是导体还是绝缘体。

3、整理物品放回原处。注意：

A、要去掉铜、铁、铝表面的锈及其他脏物，使表面光亮，以利导电。 B、导线与被试物体紧密接触。 实验十

一、磁铁能吸引哪些物体

一、实验题目：磁铁能吸铁实验。

二、实验要求：认识磁铁能吸铁。

三、实验器材：蹄形磁铁或条形磁铁一块、铁钉、螺钉、曲别针、纸片、薄木片、塑料片、玻璃片、正反面贴有名称和汉语拼音的铜片、铁片、铝片。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、提问：平时发现磁铁有什么性质？吸引木头、铜等东西吗？

3、让学生把各种东西整齐地摆在桌上，用磁铁轻轻接触每个物体，看看学生的想法对不对。

4、将实验用品收起，轻轻放回原处。

实验十

二、磁极的指向

一、实验题目：磁铁指南北。

二、实验要求：知道磁铁有指南北性质。

三、实验器材：小条形磁铁、小塑料盒、硬泡沫塑料块、水杯、水。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、将水杯倒满水，使水面略高于杯边，形成凸形水面。

3、将条形磁铁放在塑料盒上，再将塑料盒轻轻放在水面。

4、旋转塑料盒，稍等，观察磁铁的指向。

5、整理物品放回原处。注意：

A、形成凸形水面，可使小盒浮于水面中心，不碰杯边，实验效果好。 此实验易受环境影响，要选择位置，排除铁器的干扰。

实验十

三、磁铁隔着物体能吸铁

一、实验题目：磁铁隔着物体能吸铁的实验。

二、实验要求：认识磁铁能隔着物体吸铁的性质。

三、实验器材：蹄形磁铁或条形磁铁一块、纸片、铜片、铝片、薄木片、塑料片、玻璃片、小铁钉少许。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、把小铁钉放于桌上。

3、一手拿纸片、一手拿磁铁，像图上那样轻轻接触小铁钉，试一试磁铁隔着东西能不能吸铁。

4、轮流用玻璃片、塑料片等进行实验。

5、将材料收起，轻轻放回原处。

磁铁纸片铁钉 注意：

A、隔着物体吸铁时，要像图上那样物体不与磁铁分开。 B、间隔物体不可用铁，以免造成科学性错误。

实验十

四、磁极的相互作用

一、实验题目：磁极相互作用。

二、实验要求：知道磁铁同极相斥，异极相吸。

三、实验器材：条形磁铁两块、旋转架或木制吊架。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、将一磁铁置于旋转架或吊于木制架下。

3、用另一磁铁的两极分别与架上磁铁的两极接近，观察有什么现象。通过反复实验，得出结论。

4、整理物品放回原处。注意：

A、磁铁易碎，要轻拿轻放。

B、两块磁铁要相互接近，不要接触。

实验十

五、用指南针测定方向

一、实验题目：用指南针测定方向。

二、实验要求：会用指南针测定方向的方法。

三、实验器材：指南针投影器件、投影仪、指南针。

四、操作步骤：

1、检查器材：检查器材是否齐全、适用。

2、将指南针投影器件放在投影仪上。

3、待指南针停止转动，转动底盘，使南北刻度线与指针重合，磁针南极正指盘上“南”字。

4、根据底盘上八个方向刻度，指出八个方向。整理物品放回原处。

14

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