【正文】 e students to read SectionA3 and fill in the blanks Play the tape recording of SectionA3 and check the to 1a and predict the answers of （7mins)：While – listening Play the tape recording of SectionB1a and check the answers in to 1a and tick the problems and suggestions they the students to read 1a and fill in the blanks in 5（14mins)：Postlistening Ask the students to practice the conversation in some questions on 6（5mins)：Summarizing and assigning HMK Summarize what they have learned 、板書設計：九、后記：上課時間：第 3 周星期 2017年2月 27 日 備課節(jié)次累計：9一、內容：Unit 5 Topic 2Section B2a,2b Section C2 Section B3a,3b二、教學目的要求：本話題的詞匯是描述感受和感情的形容詞以及提出建議的動詞。(2)學生如何給情緒低落的同伴提建議。目的是讓學生更深入地理解對話并運用目標語言。SectionA3是Helen寫給Li Hong的安慰郵件，承接上節(jié)課的內容并與本節(jié)課SectionB1a的對話內容相關，所以很適合作為Prelistening的一部分。四、教法：任務型教學五、教具：多媒體課件/圖片六、課時安排：1課時七、教學過程：Stage 1(2mins)：Get ready for the the tape recording or the video of the song If You Are 2（12mins)：RevisionMake conversations about the activities during the last weekend to review Linking verb + 3（5mins)：Pre – listening Talk about pictures to use adverbial clauses of a picture and lead to 1a and then ask the students to read the form in 1b and predict the （7mins)：While – listening Play the tape recording of 1a and show some questions on the many people are there in this conversation? Who are they? are they talking about? does Li Hong feel? T: Listen to the conversation for the first time and answer the : How many people are there in this conversation? Who are they? T: Who are they talking about? T: How does Li Hong feel? Play the tape recording of 1a and check the answers of 5（14mins)：Postlistening Ask the students to act out the conversation in 6（5mins)：Summarizing and assigning HMK Encourage the Ss to summarize the key points八、板書設計：九、后記：上課時間：第 2 周星期 2017年2月 23 日 備課節(jié)次累計：8一、內容：Unit 5 Topic 2Section A3 Section B1a,1b,1c二、教學目的要求：本節(jié)課的課型為聽說課。之后利用本課所學自編對話談論自己的經歷，達到學以致用的目的。Stage 2（12mins)：RevisionShow some pictures of the roles in Beijing Beijing Opera and solve the possible problems in down the new words and 3（5mins)：Pre – listening Have a contest to review the linking verb + the students to make sentences according to the linking verbs and adjectives on the Bb in a limited （7mins)：While – listening Ask the students to talk about the pictures in 2b and then write a short : You did better than I ’m sure you can use “l(fā)inking verb + adjective” correctly and work in groups and talk about the pictures with the help of the key : Can you describe the pictures? Each student describes one picture with at least two sentences, 5（14mins)：Postlistening Ask the students to introduce their favorite movie, play or : In this topic we mainly talk about movie and Beijing think everybody has his favorite movie, play or ’s your favorite? Work in pairs and share with your questions in the form may help 6（5mins)：Summarizing and assigning HMK(1)e into being(2)agree with sb.(3)be full of(4)make peace with...(5)in the end(6)be popular with sb.(7)be/bee interested in...八、板書設計：九、后記：上課時間：第 2 周星期 2017年2月 22 日 備課節(jié)次累計：7一、內容：Unit 5 Topic 2Section A2, 1a, 1b, 1c二、教學目的要求：本課從復習感官動詞表感受入手，繼而談論不同情緒的原因，引出原因狀語從句的學習和運用。二、教學目的要求：通過三個競賽活動復習感官動詞和形容詞及系表結構的用法。第二，通過三個競賽活動復習感官動詞和形容詞及系表結構的用法。 points：綜合運用本話題的語法，詞匯，句型描述故事中人物的不同情緒。如：lonely, frightened, worried, interested, upset, surprised等，并通過Project的活動以作報告的形式介紹自己最喜歡的電影、劇目或者故事，對本話題所學內容進行真實的應用。三、重點：學生能正確運用“l(fā)inking verb+ adjective”結構造句。Stage 3（5mins)：Prelistening Work alone and fill in the blanks in ，鞏固以ing結尾和以ed結尾的形容詞的用法。復習導入仍以系動詞的基本用法為主，以師生討論的方式復習情緒形容詞的用法，引出形容詞的概念。Listen to 1a again and answer the 5（14mins)：Postlistening Read and practice the conversation in the conversation with the help of the key words in 1c and then change the conversation into a passage in 6（5mins)：Summarizing and assigning HMK Ss Summarize this ，幫助學生使知識條理化。（2）聽懂本課表示個人喜好的表達法。所使用的句型仍然是感官動詞+形容詞。Postlistening Step Teacher activity 1(Group work)Ask the students to read ，完成2?？梢圆捎枚喾N方式，如唱歌、游戲、值日報告、自由討論等。（3）能夠運用本課所學到的表示問候與轉達感謝、惋惜、詢問和表達個人觀點和看法以及引出話題的表達法進行日常的交流。follow me。掛圖、錄音機、附頁小丑圖 六．教學步驟?！癟ouch your nose/ears/mouth/eyes.”及相應的反應。Lesson 7Play a game。：Can you ?? 三．課前準備：教師準備本課內容的朗讀帶和表示sing、dance和jump的單詞卡片。（四）Oral practice：Sing a song to your partner．（五）HomeworkSing the song to your 6：Let’s sing together一．教學目標：：sing togethersing alongdancehappy。Step 3 Presentation（一）Guessing game：老師出示一個畫有幾種顏色的轉盤，然后讓學生以分小組的形式各自大聲喊出自己組喜歡的顏色，老師轉動轉盤，哪個小組的顏色剛好能與轉盤的指針停住后所指向的顏色板塊一致時，該組則為贏家。Homework：①、聽錄音，仿讀歌謠The wolf and the lamb.②、唱歌曲Do you understand?給家長聽。Step分小組比賽朗讀歌謠。３ HomeworkSing this song for their Four:Do you understand ?第一課時（學習歌謠、歌曲）一、教學目標:模仿朗讀歌謠：Do you understand ? 能正確、流利朗讀歌謠。如Rabbits’ parents： “Are you number one ? Are you number one ?Rabbit one : “Yes ,I ,I am.” 暗號對上找到Rabbit one 運用同樣的方法教學：two, three, fourＣ．運用Ａgame ＂劃拳＂游戲改編的游戲來操練One ,two, three, four，讓學生進一步鞏固四個新單詞。〈２〉若干小白兔的頭飾和十幅小白兔的圖片。運用游戲訓練學生對所學的數(shù)字１－１０的英語說法。規(guī)范讀音看圖片，讀一讀變變看，說單詞猜猜我扮演的是誰？我們認識了這么多的朋友，Lily也想認識你們。讀單詞擊退大章魚。怎么問呢？What’s your name?（貼出句子）（學生跟讀。二、教學重點：What’s your name? baseball, basketball, 、教學難點：basketball四、教學過程：（一）導入 : 今天我給你們帶來一樣你們會喜歡的東西。3)A):老師把圖片發(fā)給不同的學生，圖片背面朝上，老師和學生玩BINGO游戲。第一篇：一年級英語教案(下)三年級下冊英語科教案Lesson oneWhere are you from(一)Teaching aims: 1)Learn a story2)讓學生使用Where are you from? /I’m from?..這個對話進行問答交際。注意提醒/m/ 的發(fā)音。：友好，愛交朋友。但是咱們需要先知道他們的名字，好把他們叫出來。）講授baseball棒球，basketball籃球, volleyball排球baseball, 棒球（說兒歌，讀一讀。）（三）鞏固練習聽錄音，指一指，讀一讀。Lesson ThreeLet’s count一．教學目標：利用歌曲幫助學生學會說＂One ,two, three, four, five, six ,seven, eight, nine ,ten ＂的數(shù)詞。三．課前準備〈１〉１－１０的數(shù)字圖片和單詞卡片。Ｂ．Rabbits’ parents找到一個藏著一些小白兔的樹洞用唱歌對暗號認回小白兔。讓學生戴上小白兔的頭飾，唱一句，就跳出一只小白兔來，邊唱邊玩，邊學邊唱，邊理解，最后讓學生表演歌曲。二、教學重點: 歌謠：Do you understand ? 歌曲：A funny : Do you understand ? 詞匯: funny, story, running, 、教學過程：Warm up： ①、師生友好對話： T：Hello!What’s your name? S1：I’m ? T: Where are you from? S1: I’m from? T：How are you? S1：Fine, thank you? T：I’m fine, you.