【正文】 ooks?So, where I am going to buy some books ? S: Bookstore T: kinds of books can I buy in a bookstore and what else can I buy? Ok ,pleaselook at the ppt（設(shè)計意圖：通過談話法引入話題，比較自然而且有利于調(diào)動學(xué)生學(xué)習(xí)英語的興趣）Step新課呈現(xiàn)及操練(Presentation amp。 Practice)教師用PPT呈現(xiàn)bookstore,并且呈現(xiàn)post card ,magazine, dictionary, ic book, newspaper五個單詞的圖片，T: Which kind of book do you want? S:雜志T：, read after ,（教師引導(dǎo)學(xué)生讀三遍，并注意g的發(fā)音。教師以同樣的方式引導(dǎo)并帶讀剩下的四個單詞)T: Look at the , read after me for three : post card …T: let’s play a I read Chinese, you should read I read English ,you should read ? S: Ok.（設(shè)計意圖：通過讓學(xué)生反復(fù)操練，可以讓學(xué)生鞏固新學(xué)的單詞，為下面的句型的學(xué)習(xí)做好準(zhǔn)備）T: the teacher read the word post card and say I am going to buy a post card in the you are in the bookstore, what are you going to do? S:I am going to buy…in the bookstore（教師可以適當(dāng)引導(dǎo)學(xué)生去正確回答整個句子）T:I am going to buy an English book this are you going?（教師通過反問學(xué)生的方式把when are you going? 句型引導(dǎo)出來，學(xué)生可以感知I am going to buy…this afternoon 是用以回答when are you going?）T: ,please practice with your partner, one ask when are you going?and the other am going to buy an English book… Step 4 Consolidation出示課件，教師把本課所學(xué)主要句型編成歌謠并領(lǐng)讀。然后讓學(xué)生自編歌謠。在學(xué)生說完后，對本節(jié)課學(xué)生的表現(xiàn)給予評價，并對優(yōu)勝組給予表揚及鼓勵。（設(shè)計意圖：編成歌謠便于學(xué)生記憶，朗朗上口）Step 5 Homework，兩個句型兩遍，并造句(設(shè)計意圖：課內(nèi)外銜接，課后的活動計劃是課堂的延伸，課堂上學(xué)生完成聽說讀環(huán)節(jié)的操練，課后通過引導(dǎo)學(xué)生進行書寫作業(yè)，能有效地鞏固所學(xué)的新知識)板書設(shè)計：post card ,magazine, dictionary, ic book, newspaperUnit 3 What are you going to do?What are you going to do?I’m going to…(magazine, newspaper, book, postcard…)When are you going?I’m going ……(this afternoon, this morning, this weekend…)第五篇：PEP四年級英語上冊第三單元第一課時教學(xué)設(shè)計PEP小學(xué)四年級英語上冊第三單元第一課時教學(xué)設(shè)計一、教學(xué)目標(biāo)：（1）知識目標(biāo) 能聽、說、認(rèn)讀friends、long/short hair、strong、quiet、thin 等詞匯和詞組。（2）能力目標(biāo)能夠運用“My friend is has short hair?”等句子向別人簡單介紹自己的朋友及其特征。（3）情感目標(biāo)二、教學(xué)重難點：（1）教學(xué)重點：詞匯：hair, thin, strong, quiet，：My friend is has short hair（2）教學(xué)難點： quiet的發(fā)音初步了解名詞復(fù)數(shù)和has的用法初步掌握如何簡單介紹朋友及其特征。三、教學(xué)媒體： 、單詞卡片［Unit 3，Let’s learn A］。四、教學(xué)過程：Step 1：熱身／復(fù)習(xí)（Warmup/Revision）1．（1）Sing a song：播放Books and Pencils歌曲，讓學(xué)生回憶：big、small、short、long四個單詞。（2）猜謎語 通過播放big/small、short/long兩組競猜圖片，讓學(xué)生愉快的進一步熟悉這四個單詞。Step 2：呈現(xiàn)新課（Presentation）（1）在猜謎游戲快結(jié)束時，教師把右手的食指放在嘴上，做出讓學(xué)生安靜的動作，教師讀出單詞quiet（強調(diào)發(fā)音），并出示單詞卡，讓學(xué)生跟讀。（把單詞卡貼到黑板上），再把Chen Jie的面具貼到這個單詞前，引導(dǎo)學(xué)生讀出：Chen Jie /She is 。（2）教師取下Chen Jie的面具，問：Who is she? 學(xué)生回答：Chen Jie。教師說：She has long hair.（一邊說一邊做動作幫助學(xué)生理解）教師出示Amy的面具，問：Who is she? 學(xué)生回答：Amy。教師說：She has short hair.（一邊說一邊做動作幫助學(xué)生理解）教師同時拿著兩個面具，說：Chen Jie and Amy are ：She has long has short are friends.（3）教師讓一名長發(fā)的女同學(xué)和一名短發(fā)的男同學(xué)并排站到講臺上說：She has long has short are friends。教師把單詞卡依次貼在黑板上教讀long hair, short hair和friends。教師提醒hair前不能用a，后不可以加s和has與he/she連用（其它用法暫時不用涉及）。（4）教師指著班里很瘦和長得很健壯的同學(xué)說：She is is 。然后把She is is 。教師出示John和ZhangPeng的頭像說John is Peng is has a friend,who’s he? 讓學(xué)生們想一想，他們都是誰（出示幻燈片）自然引入到文本內(nèi)容，然后根據(jù)幻燈片提示進一步鞏固新詞匯。Step 3：趣味操練（Practice）（1）簡單描述。利用學(xué)過的單詞，用一句話互相描述你的同桌，分組展示。（2）聽聽找找。教師挑選具有l(wèi)ong/short hair 和thin/strong明顯特點的幾位同學(xué)到講臺上。教師說：He has?/She is? Who is he/she?指名提問學(xué)生回答。Step 4：擴展性活動（Addactivities）Games：Let’s find out:Who’s your best friend? 同桌之間為一組，A同學(xué)問B同學(xué)：Who’s your best friend? B同學(xué)利用所學(xué)過的知識進行描述I have a good has___ She’s ：Ｂ同學(xué)問Ａ同學(xué)。比一比哪組同學(xué)說得好，猜得準(zhǔn)Step 5：Homework 為爸爸、媽媽畫像在紙上畫出自己的爸爸或媽媽，然后讓大家看著畫像，用英語描述爸爸或媽媽的模樣。比一比誰畫的畫像與自己的描述是一致的。板書設(shè)計：Unit 3 My friendsWho’s your best friend? She has Long hair /short is thin /strong / quiet.