8B Unit 教案（精选3篇）
8B Unit 教案 篇1
let’s go by taxi
一、 teaching aims and demands
1. students can listen, read, say and spell the words: a station, a hospital, a supermarket, by train, by taxi, by plane, on foot, please
2. students can listen, say, read the daily expressions: let’s go by taxi. how do we go there? are you free now? good idea! how do you go to school?
3. students can listen, read, say and write the sentence phrases: shall we go to …by…? all right/ok is this …for…?
4. the pronunciation of “sh”
5. song: “the wheels on the bus”
二、 allotment
period one: part a picture1,2
part b :some words
part c
period two: part a picture3,4
part b: the rest of the words
part d, part g:do a survey
period three: part a,b workbook
period four: part e,f partg song
period 1
一、 aims and demands
1. students can say and use the words: supermarket, theatre, library, hospital, by metro, by motocycle, by bike, by car
2. students can say and use the sentence patterns:
how do we go……?
shall we go to …by…? all right/ok.
is this …for…? yes, it is./ no, it isn’t.
二、 key and difficult points
key points: the words and the sentence patterns;
difficult points: 1.some of these words are difficult for students to pronounce correctly. for example: theatre, library, motorcycle
2.the use of the sentence pattern: is this…for…?
三、 teaching aids
recorder, word cards, pictures
四、 teaching couse:
step1:free talk
t:it’s …today, isn’t it?
s:yes, it is. / no, it isn’t.
t:let’s go to ……/ shall we go to……?
s:all right/ok/great!
t:but how?
s:by…….
t:ok, let’s go.
(do in pairs/check some pairs)
step2: presentation
a. 1:sentence pattern: “shall we go to…by…” and the new words:” supermarket, theatre, library, hospital, by metro, by motocycle, by bike, by car”
(1) t:shall we go to the supermarket?(show the word card)
s1:all right/ok.
(read the word< supermarket > after teacher in chorus, then in individuals )
t:but how?
s1:by bike/bus…
(teacher can show the word picture “by minibus”,then let them try to read. read the word< minibus> after teacher in chorus, then in individuals )
(2) show the sentence pattern : shall we go to…? all right/ok.
(read the sentence pattern in chorus)
(3) t: shall we go to the supermart by minibus?(show the sentence pattern <shall we go to …by…>,teacher can point the word cards say)
s: all right/ok.(teacher can remind them to answer)
(read the sentence pattern in chorus)
(4) repeat step2(3) to present the other words: library, theatre, hospital, by metro, by motorcycle
(5) use the sentence pattern “shall we go to …by…? all right/ok.” to pair work
(check some pairs)
2. sentence pattern: how do we go…?
(1)ask and answer (t and s)
t: boys and girls, shall we go to the supermarket/theatre/park/zoo…?
s: great!/ok/all right.
t: how do we go there?(show the sentence pattern)
s: by bus/bike/metro/motorcycle…(remind them to answer)
(2)read the sentence patter: how do we go …?
(3)pairwork
b.text(picture1、2)
1. show picture1, think: what are they saying?(choose someone to say)
2. listen to the tape
3. read after the tape
4. practise in groups(two groups: nacy and david)
5. pairwork
6. check some pairs
7. show picture2, listen to the tape(show the sentence pattern : is this…for…?)
8. read the sentence pattern in chorus
9. read after the tape
10. look at the picture then say in chorus
11. pairwork
12. act picture1、2(group work ——work in part)
step3:using
english book page 47 “look and say”
(1) read the sentence pattern
(2) for example(ask two students)
(3) pairwork
(4) check
step4:consolidation
(1) look at the word cards then read the new words
(2) open the book ,read the text in chorus
step5:homework
(1) copy the new words four times
(2) read the words and the text correctly and proficiently
period 2
一、 aims and demands
1. students can not only say and use the words they have learned last class, but also the new words :station, airport, by train, by plane, on foot, by taxi
2. students can say and use the sentence patterns ” how do we go……? shall we go to …by…? all right/ok. is this …for…? yes, it is./ no, it isn’t.” proficiently :
3. students can listen, read and say the daily expressions:”let’s go by taxi. how do we go there? good idea!”
二、 key and difficult points
key points: the words and the sentence patterns;
difficult points: 1.some of these words are difficult for students to pronounce correctly. for example: theatre, library, motorcycle
2.the use of the sentence pattern: is this…for…?
三、teaching aids:
recorder, word cards, pictures
三、 teaching couse
step1:free talk
(1)t/s(show the sentence pattens)
t: let’s go to the supermarket /park/zoo/…?
s: great!/ok/all right. how do we go there?
t:shall we go to the supermarket /park/zoo by bike /car…?
s:all right/ok/great!
(2)use the sentence to do pairwork
step2:presentation
1. daily expressions and new words
(1)t: let’s go to beijing/shanghai…?
s: great!/ok/all right
t: how so we go there?
s: shall we go there by plane?
t: good idea! now, let’s go to the airport(show the word card: read after teacher)
s: all right.
t: we’re late. let’s go by taxi.(show a picture of taxi)
(2)repeat step2(1) to present the other new words
(3) pairwork
2. text
(1) look at the picture then listen to the tape
(2) read after the tape
(3) groupwork (four groups: nancy, david, two drivers)
(4) imitate and act
step3. practise
1. look and say(work in pairs) page48
2.look and read
3. do a survey
a: how do you go to school?
b: i go to school…
by bus by car by bike by motorcycle on foot
li li
(1) teacher ask some students :”how do you go to school?(remind them to naswer) ”
(2) open the book to page51, ask some classmates “how do you go to school?” then fill in the table
(3) check someone
step4 consolidation
1. read the new words
2. act the text
step5 homework
1. write the new words four times
2. recite the words
3. use the sentence patterns to make a dialogue, then write it down
period 3
一、aims and demands
1.students can understand and use the words and daily expressions proficiently.
2.students can write and use the sentences and some phrases .
二、key and difficult points
key points: 1.students can understand and use the words and daily expressions
2.write the words and the sentences and some phrases .
difficult points: write the words and the sentences and some phrases .
三、teaching aids:
recorder, word cards, pictures
四、teaching couse:
step1:warming up
shall we go to the …?
how do we go to ….?
is this …for…?
step2 review
1. words: look at the cards then read and spell
2. text: (1) listen to the tape then read after the tape
(2)open the book, read it together
(3)look at the picture ,work in groups
step3: using
pairwork: make a dialogue then act
step4:consolidation
excise-book
1.part a listen, find and circle
(1) listen and do
(2) check
(3) read after the tape, find the important words
2.listen and number
(1) listen and do
(2) let someone say the number
(3) read after the tape again
3.listen, match and write
(1) know well of the pictures
(2) listen and match
(3) check(read after the tape)
(4) write
4.look, find and complete
first, read the phrases together.
5. look, find and write
step5: homework
1. listen to the tape , read the text and the words proficiently
2. prepare parte
period 4
一、aims and demands
1.the use of the daily expressions
2.students can listen ,read and say the daily expressions: are you free now?
3.pronunciation “sh”
4.song: the wheels on the bus
二、key and difficult points
1. the use of the daily expressions
2. pronunciation “sh” in the words
三、teaching aids
recorder
四、teaching course
step1 free talk
let’s go to the ….by…?
shall we go to ….?
how do we go to…?
how do you go to …?
step2 presentention
1. read and act
(1) say to a student :”are you free now? (show the sentence) let’s go to the …”
(2) read the word(free)
(3) read the sentence(are you free now?)
(4) ask your deskmate
(5) listen to the tape, think :what was happened?
(6) let somebody try to say
(7) open the book read together
(8) pairwork
(9) act
2. pronunciation of “sh”
(1) write the four words ”she shirt shoe shop” on the blackboard, let them read, and think: what’s the pronunciation of “sh” in the words
(2) call somebody to say
(3) fill in the words to check
(4) read after the teacher
(5) use the four words to make a sentence
(6) read the sentence on the book
(7) look at the picture then say
3. sing a song
(1) read the words of the song first
(2) listen to the tape
(3) sing after the tape one sentence by one sentence
(4) sing together
step3 homework
make a dialogue then write it on the workbook
8B Unit 教案 篇2
teaching designsunit opening:background information charity walks are a popular way to raise money for charity. participants are expected to gather sponsors who pledge either a set amount of money or a certain amount per kilometer walked. after the walk, participants collect the money from their sponsors and send it in to the charity. charity walks can range from a few kilometres to hundreds of kilometers. the number of participants varies too. in some cases, a single individual will undertake an extremely long walk, such as across a continent, to raise money and awareness for a certain cause. the first periodcontent: comic strip preparation: ask ss to search and collect information about trailwalker. they can bring some pictures to class. teaching aims: have the ss know something about trailwalker and talk how they plan their own charity event. teaching procedures: step1 tell ss to read the comic strip, then ask them some questions to check understanding, e.g., what is hobo going to do?(have a charity walk)what does hobo need?(some more food)how does eddie feel about supporting charities?(meaningful)step2 ask ss to read with partner and try to perform hobo and eddie according to the comic strip. then ask three or four pairs to perform this conversation before the class.step3. pay attention to the important point ‘it is’ + adjective( + ‘for sb’ )+ ‘to’-infinitive. e.g. it is very important for us to learn english well. it is necessary to protect the environment. it is good for you to eat an apple every day. step4. organizing a charity show ask ss to plan their own charity events about a charity walk and design a web page to advertise the event if possible. step5. assignment ask ss to make a dialogue according to the comic strip. ss should replace a charity walk and use other words. exercises:一 词组汉译英 1 为一次慈善远足训练_____________ 2 支持慈善机构____________________ 3 再需要一些食物 _________________4 组织一次慈善演出_______________ 5 设计一个网页 _________________6 支持某人 _________________ 二 根据句意和首字母提示完成句子 1. what are you doing? i’m t__________ my pet dog. 2. do you think what he said is m_____________? 3. there are 5 m________ seats left at the theatre. 4. the charity s________ for project hope was very s___________. people like it very much. 5. yesterday was kitty’s birthday. she i_________ her classmates to her birthday party. 三 用can, may, must, can’t, needn’t填空 1. ---_______ you finish your homework in a minute? ---sorry, i ________. 2. ---________ i ask you a question? ---no, you _______. i’m very busy now. 3. you _______ talk with each other in the library. 4. ---i _______ find where my book is. ---it ________ be in your schoolbag. ---no, it isn’t n my schoolbag. oh, i see. it ________ be on the shelf, i saw it just now. 5. ---_______ i answer this question in english? ---no, you can’t. you _______ answer it in chinese. 四 完成句子 1 我奶奶过去是一位历史老师。 my grandmother _______ _______ _______ a history teacher. 2 他习惯于早起。 he ________ _________ _________ _________ up early. 3 你知道学生们是怎样花零用钱的吗？ do you know _______ students _______ their _______ ________? 4 帮助需要的人是很有意义的。 it is __________ _________ _______ people in need. 5 我认为你不能在半小时内完成作业。 i _______ ______you ______ finish the work ______ half an hour. the second period content: welcome to the unit teaching aims: 1. to introduce different kinds of needs and disabilities 2. to encourage students to talk about how they can help those in need teaching procedures: step 1. tell ss that they may meet many people who need help. ss may know the poor, the blind, etc. teach them more about the people who need help, such as l a deaf person cannot hear. l a homeless person has no home. l an elderly person means an old person. l if a person is disable, it means a part of his/her body does not work properly. l a pregnant woman means a woman is having a baby. step 2. tell students to label the pictures in part a using the words from the box. ask volunteers to read out the answers. step 3. ask students to make a list of things they would find most difficult to do or they would miss most if they were blind, deaf, elderly, homeless, physically disabled or poor. step 4 divide the class into pairs. ask students to talk about what they want people to help them if they were blind, deaf, elderly, homeless, physically disabled or poor. if students have trouble coming up with ideas, offer some suggestions, e.g., l for people in wheelchairs, wide sidewalks, ramps and automatic doors are helpful. l for poor people, education programs that allow them to get better jobs are helpful. free medical care and affordable housing are also helpful. l blind people can benefit from braille sings, spoken announcements rather than written notices, contoured pavements and unobstructed sidewalks. l elderly people can benefit from public transit that is easy to board, places to sit down outdoors and escalators or lifts instead of stairs. l for homeless people, shelters and soup kitchens can offer short-term help. l deaf people can benefit from written notices and a greater awareness of sign language. step 4 divide the class into pairs. ask students to read amy and daniel’s conversation in part b. then ask them to talk about the people in part a and how their lives might be made easier. less able students can use amy and daniel’s conversation as a model and replace the underlined words with their own ideas. more able students can create their own conversations. step 5. give ss a few minutes to practice their conversation. remind them that they should practice as much as they can. then ask some pairs to act out their conversation. exercise1. write out the words with the meanings of the sentences and the first letters. 1) a b________ person: when he is in the street, others help him cross the road. 2) a p________ person: when i met him, i have him some food and clothes. that made him feel warm. 3) a d________ person: when i met them, i tried to understand them by their gestures(手势) and gave them help. 4) a d________ person: when i met him, i helped to push his wheelchair(轮椅) and helped him go upstairs. 5) a h________ person: when i met him, i took him to a refugee(收容所) and helped him to find a home. 6) an e________ person: when i met her on the bus, i gave my seat to her at once. 2. complete the sentences according to the chinese given. 1) we can help blind people ________________________________(过马路). 2) we can help deaf people ________________________________(学好英语). 3) we can __________________________(好好照顾他们) when homeless people are ill. 4) we can ____________________(给他们让座) when we see elderly people on the bus. 5) we can _______________________ (为他们募捐钱) when poor people need our help. 6) we can ___________________________ (向他们伸出援助之手) when disabled people want to climb up the steps. the third periodteaching aims: 1. recognize and understand information presented in a newspaper article. 2. understand related details and information 3. infer general meaning from picture, title and context 4. identify specific meaning in different context 5. check understanding by completing a conversation teaching procedures: part a: step1 ask ss whether they enjoy walking through country park or in the open air. step2 t writes “oxfam” and “oxfam trailer” on the blackboard. ask ss what they know about “oxfam trailer” or whether they have heard of it before or whether they have participated in any other charity events. talk about “oxfam trailer” and explain why they do in this way. step 3 listen to the tape about the reading for the first time, and then ss read the text in pairs for the second time. step 4 ask ss some questions to check their understanding and encourage ss to think more about the topic. step 5 ask some ss to read the passage for further understanding and discuss the main idea of each paragraph with one sentence. step 6 ask ss to find out the language points in the passage and analyze them. part b: step 1 remind ss that the vocabulary listed in part b1 appears in the passage on pages 94 and 95. if ss are not sure what the word means, it may help them to read the word in context on those pages. step 2 tell ss to work on their own to complete part b1. step 3 ask four ss to each read out one word and its definition. repeat the answers and tell ss to check their own answers. step 4 explain the context for part b2, tell ss to read the passage on pages 94 and 95 to find a corresponding word or phrase to replace the underlined ones.step 5 ask ss to complete part b2 on their own.step 6 ask students to read out the conversation, replacing the underlined words with the correct words/phrases from the reading passage. part c: step1. explain the context of part c1 and ask ss to read the headings. step2. read out the headings, ask ss to call out the paragraph numbers and check as a class. step3. explain the context of part c2. tell ss to read the passage in part a on page 94 and 95 again. step4. ss use the information in the passage to complete the conversation on their own. step5. when sts. have finished partc2, ask volunteers to read out the conversation. assignment: finish the exercises about reading in workbooks. exercises ⅰ根据句意和首字母完成各单词1. trailwalker has been one of hong kong’s biggest f________ events. 2. it is very important to r__________ money for the poor people in southeast asia. 3. our monitor has been asked to g___________ us into a tem of eleven to play football against class seven. 4. before liberation, jack lived a very tough life. he often worked days and nights w__________ sleep. 5. every year our school provides many excellent chances for students to learn team s___________. ⅱ请用下列括号中的词或词组的适当形式填空group…into… in need finish walking carry…with… without sleep
1. now let’s ___________ ourselves _________ a team of four and play games. 2. kate worked two days and nights _________ for the exams. 3. the disabled people are required to _________ ten miles within fifteen minutes. 4. on rainy days we had better __________ raincoats ____________ ourselves. 5. we should do something to help the people __________ in the southeast asia. ⅲ根据课文内容回答下列问题1. what is trailwalker? ______________________________________________________ 2. who organized trailwalker? ______________________________________________________ 3. how far does the charity have to go? ______________________________________________________ 4. is it a good chance to learn team spirit? ______________________________________________________ 5. they don’t need to plan everything together, do they? ______________________________________________________ 6. what should you plan to do during the walk?
______________________________________________________ ⅳ用所给词的适当形式填空1. in the old days wood ___________(use) for cooking and keeping warm. 2. it is necessary that you start _____________(train) a few months before the walk. 3. trailwalker ____________(be) one of hong kong’s biggest fund-raising events since 1981. 4. can you finish __________(read) the book within three days?
the text _________(it) is not easy, but it is interesting and educational. 5. it is an excellent chance for people __________(learn) team spirit. ⅴ翻译下列句子1. 看不起穷人是不对的。 ____________________________________________________________ 2. 对我们来讲，按时完成作业是很重要的。 ____________________________________________________________ 3. 团队精神在我们工作中是必要的。 _____________________________________________________________ 4. 周末去爬山真是好极了。 _____________________________________________________________
8B Unit 教案 篇3
the first period
一、 教学目标：
1. 听懂、会说、会读单词：job, a policeman, a policewoman, a waiter, a waitress, a driver, a worker, a farmer, a cook
2. 听懂、会说、会读日常交际用语：what’s your/his/her job？i’m/he’s/she’s a …
二、 教学重点：
1. 职业类单词的听、说、读。
2. 能运用what’s your/his/her job?进行问答。
三、课前准备：
图片、录音机、自制单词卡片、事先收集一些能表现人物职业的图片、
人物头饰或道具
四、 教学过程：
a : free talk :
t : good morning/afternoon .
nice to meet you .
how are you ?
how old are you ?（你多大了？t反复出示此卡片。）
（启发学生答：i’m 12/13.）
t :（point to some pictures）who’s that boy/girl/man/woman ?
s : he’s/she’s…/he’s a …/she’s a …（teacher/doctor/nurse）
t : excuse me , are you a …
s : yes , i am . /no , i’m not . i’m a …
b : presentation and practice :
1.（承上）s : are you a teacher ？
t : yes , i am .what do you want to be after twenty years ?
would you tell me ? what’s your job ?
2. t :（板书: unit 3 what’s your job ?）揭课题，today we’ll learn a new lesson .（ss : learn to say）what’s your job ? 出示单词卡片job，领读数遍job /d b/
（将音标卡片贴在黑板上）启发学生答: i’m a …（student）.
s : what’s your job , miss …?
t : i’m a teacher .
3. （出示预先准备好的一些人物职业图片）ask and answer:
what’s his job ? / what’s her job ? he’s / she’s a …
在适当的时机新授单词: a worker, a driver, a waiter/waitress, a policeman, a policewoman, a cook, a farmer. 教授时将单词卡片贴在黑板上，师领读数遍。
4. 用各种方式操练巩固上述单词，让学生加深印象。
c : consolidation :
1. open your books , turn to page 24 . listen to the tape and repeat , then ask some students to
read loudly .
2. now it’s funny time . let’s play games . ok ?
（1） what’s missing ?
（方法: 先向学生一一出示表示各种职业的图片，抽样其中一张后，将剩下的一起出示给学生看，让他们回答少了哪一张？）
（2） guess :
（请个别学生上台并戴上准备好的道具或头饰，另一个学生蒙上眼睛并让他/她猜一猜）ss : what’s his/her/my job ?
s1 : he’s/she’s/you’re a …
d : assign homework :
1. copy the new words
2. design two names cards: one is for your father or mother , the other is for yourself
（after twenty years）.（设计两张名片，一张是为你的爸爸或妈妈，另一张是为二十年后的你自己设计的。）
格式如图：
name:_________________
age : _____________
job: ______________
e-mail: ____________
name:_________________
age : _____________
job: ______________
e-mail: _____________
the second period一、教学内容《九年义务教育六年制小学教科书·牛津小学英语》4b第三单元第二课时（look read and learn，ask and answer）二、教学目标1、 学会询问他人的年龄: 句子: how old are you / is he/ she ? i’m / he’s / she’s ….2、 复习日常交际用语what’s his/her job? he’s /she’s a…能听懂、会说、会读 what are their jobs? they’re…3、能把本课句型用到恰当的情景中，根据情景进行自由会话。4、 听懂、会说、会读单词：they, their,可以熟练运用职业类单词。三、教学重点会运用本课问答职业的几个句型，并能把职业类单词熟练地替换进去。四、教学难点能分清his job和 her job，能用 he’s a… she’s a…正确回答；能正确运用名词的单复数。五、课前准备1、教具准备：单词图片及单词卡片，人物图片，录音机、磁带和转盘；2、学生准备：自己设计的名片。六、教学过程step 1 free talk1.t:good morning,boys and girls.how are you today?t: now please take out the name card of your parents. first of all : please tell me: what is your father's or mother's name ? what's his or her name? ( 先把你给爸爸或妈妈设计的名片拿出来, 首先: 请你告诉我,你爸爸或妈妈名字。) are you ready now? ok. now let's try to talk about them. please take them out.ss: my father's / mother's name is ….his / her name is ….he's /she's a teacher.he's /she's 33.t: what's his/ her father's/ mother's name?s: …t: what's his / her/ job?s: he's / she's a …t: how old is he/ she?s: he's /she's …学生介绍，老师提问，学生回答。2.ok,now please take out the name card of yourself, let’s talk about you after twenty years.(我们来说说二十年后的自己。)t：hello, everybody. i’m miss wu. i’m 46. i’m still an english teacher here. how are you? how old are you? how old is he/she? what’s your job?step 2 presentation1.教学新句子: how old are you (in your card)? i’m ….（新授） ss : i’m …. t: now tell me : how old are you ? ss: i’m …. t: how old is he/ she ? ( 同桌或周围同学) ss: he’s / she’s ….2.t: ok, let's go on. what do you want to be in the future ? would you tell me please: what’s your job ( in your card)? (你将来打算做什么呢? 你能告诉我们你的名片上写的工作吗?) 复习操练: what’s your job ? i’m a / an ….3.灵活掌握上述句型, 在适当的时机复习单词: a policeman , a policewoman , a waiter, a waitress, a driver, a worker，a farmer,a cook （大量的操练，一大组之内连锁式问答，男女生之间互问互答，问好朋友。）4.转盘游戏：给书本上长大了的五个人物找工作。5.在学生们对表示职业类的词汇较熟悉的基础上,新授句型: what are their jobs? they’re ….例如: 让学生各自拿着自己将来的名片, 在进行了关于各自职业的练习之后, 让选择相同职业的学生站在一起, 来引出句型: what are their jobs?①安排丰富而有效的各种方法来巩固新句型.例如: 可以安排一些学生做各种不同的动作,让其他学生来猜他们的职业.t: look carefully and try to guess : what are their jobs? are they waiters ? …. ss: ….②回到课本,模仿练习. 例如: 听; 跟读; 小组读; 分角色读等等, 充分地巩固、掌握课本的内容。step 3 homework1、 read and act the dialogue in pairs.2、 copy the structures four times each.3、 fill in the blanks: what’s your father’s job? he’s a . what’s your mother’s job? she’s a . what’s your grandfather’s job? he’s a . what’s your grandmother’s job? she’s a .
the second period一、教学内容《九年义务教育六年制小学教科书·牛津小学英语》4b第三单元第二课时（look read and learn，ask and answer）二、教学目标1、 学会询问他人的年龄: 句子: how old are you / is he/ she ? i’m / he’s / she’s ….2、 复习日常交际用语what’s his/her job? he’s /she’s a…能听懂、会说、会读 what are their jobs? they’re…3、能把本课句型用到恰当的情景中，根据情景进行自由会话。4、 听懂、会说、会读单词：they, their,可以熟练运用职业类单词。三、教学重点会运用本课问答职业的几个句型，并能把职业类单词熟练地替换进去。四、教学难点能分清his job和 her job，能用 he’s a… she’s a…正确回答；能正确运用名词的单复数。五、课前准备1、教具准备：单词图片及单词卡片，人物图片，录音机、磁带和转盘；2、学生准备：自己设计的名片。六、教学过程step 1 free talk1.t:good morning,boys and girls.how are you today?t: now please take out the name card of your parents. first of all : please tell me: what is your father's or mother's name ? what's his or her name? ( 先把你给爸爸或妈妈设计的名片拿出来, 首先: 请你告诉我,你爸爸或妈妈名字。) are you ready now? ok. now let's try to talk about them. please take them out.ss: my father's / mother's name is ….his / her name is ….he's /she's a teacher.he's /she's 33.t: what's his/ her father's/ mother's name?s: …t: what's his / her/ job?s: he's / she's a …t: how old is he/ she?s: he's /she's …学生介绍，老师提问，学生回答。2.ok,now please take out the name card of yourself, let’s talk about you after twenty years.(我们来说说二十年后的自己。)t：hello, everybody. i’m miss wu. i’m 46. i’m still an english teacher here. how are you? how old are you? how old is he/she? what’s your job?step 2 presentation1.教学新句子: how old are you (in your card)? i’m ….（新授） ss : i’m …. t: now tell me : how old are you ? ss: i’m …. t: how old is he/ she ? ( 同桌或周围同学) ss: he’s / she’s ….2.t: ok, let's go on. what do you want to be in the future ? would you tell me please: what’s your job ( in your card)? (你将来打算做什么呢? 你能告诉我们你的名片上写的工作吗?) 复习操练: what’s your job ? i’m a / an ….3.灵活掌握上述句型, 在适当的时机复习单词: a policeman , a policewoman , a waiter, a waitress, a driver, a worker，a farmer,a cook （大量的操练，一大组之内连锁式问答，男女生之间互问互答，问好朋友。）4.转盘游戏：给书本上长大了的五个人物找工作。5.在学生们对表示职业类的词汇较熟悉的基础上,新授句型: what are their jobs? they’re ….例如: 让学生各自拿着自己将来的名片, 在进行了关于各自职业的练习之后, 让选择相同职业的学生站在一起, 来引出句型: what are their jobs?①安排丰富而有效的各种方法来巩固新句型.例如: 可以安排一些学生做各种不同的动作,让其他学生来猜他们的职业.t: look carefully and try to guess : what are their jobs? are they waiters ? …. ss: ….②回到课本,模仿练习. 例如: 听; 跟读; 小组读; 分角色读等等, 充分地巩固、掌握课本的内容。step 3 homework1、 read and act the dialogue in pairs.2、 copy the structures four times each.3、 fill in the blanks: what’s your father’s job? he’s a . what’s your mother’s job? she’s a . what’s your grandfather’s job? he’s a . what’s your grandmother’s job? she’s a
the third period一、教学内容《九年义务教育六年制小学教科书·牛津小学英语》4b第三单元第三课时（read and act,ask and answer,do a survey）二、教学目标1、复习日常交际用语what's your/his/her job? i'm/he's/she's a .. how old are you/is he/she? i'm/he's/she's a … what are their jobs? they're … 2、反意疑问句的初步了解和使用: it’s cold today, isn’t it?3、学会使用: guess!( 能熟练朗读e部分的对话,尝试表演)4、学会表达： 我将来想做…（职业）。 what do you want to be ?i want to be a/an ….( 完成g/2 表格)三、教学重点正确流利朗读会话，并能表演。四、教学难点1. 反意疑问句的初步了解和使用: it's cold today, isn't it ?2. 如何进行真实的个人信息沟通（家庭、朋友、同学等）五、课前准备挂图，录音机，图片,闹钟等。六、教学过程step.1 free talk1. greetings :①t:good morning! nice to meet you.s1:nice to meet you,too.t:how are you? s1:not bad,thank you.t:excuse me, who’s your friend? s1: …t:where’s he/she?s1:he’s/she’s in the classroom.②t:what's your name? s:i'm … t:how old are you? s:i'm … t:what's your/his/her job?/what are their jobs? s: i'm/he's/she's/they're …step2:revision: 1.师生对话(运用图片). took at the picture. look at the man in picture 1. what’s his job? look at picture 2. what’s her job?2. talk about the six pictures.picture 1: what's your job ? i'm a policeman.picture 2: what's your job ? i'm a policewoman.picture 3: what are their jobs ? they're farmers.picture 4: what are their jobs ? they're drivers.picture 5: what’s his job?he’s a cook.picture 6: what's her job? she's a waitress.3. chant: what’s your job? i’m a driver. etc.step.3学习g/2部分: do a survey .1. t:ok,you all did a good job.now i want to know what do you want to be in the future? s1:i want to be a ….s2:i want to be a ….2. work in pairs.组织学生调查本小组同学的未来理想, 完成书上的表格.3. 组织学生汇报自己的调查结果.4. 自编对话 二十年后偶遇小学同学! 与你的搭档一起设想一下二十年后如果你们在大街上偶遇的情景,编一段小对话,练习后给大家表演。 for example: a: hello, b.b: oh, who are you? oh, it’s you a.a: nice to meet you.b: nice to meet you ,too.a: what’s your job now?b: i’m a policeman. what's your job?a: i am a driver. how is your father?b: he’s fine, thank you.a: how old is he now? b: he’s fifty-five.. and i am thirty-two now.a: now yes, i am thirty-two ,too. ok. see you !b: see you.step. 4学习e部分: read and act.1. show a clock :what’s this?it’s a nice clock,isn’t it?what’s the time now? it’s …2. ask questions: what day is today? what’s the weather like today? is it cold today ? it’s cold today, isn’t it?3. show four pictures: cold , hot , rainy , sunny. (练习反意疑问句)4. chant : it’s cold , isn’t it? no,no,it is not.5. 听录音，整体呈现对话内容。（将挂图挂在黑板上， 听2-3 遍）回答问题：(1). who are they?(2). is it cold today?(3). who’s the woman in the red sweater ?(4). how old is she? is she sixty? （ 在回答问题的过程中，学会使用：guess!）① 教师的指导下进行各种形式的朗读对话练习。② 学生相互间结对子操练，并尝试表演对话.7.play a game : guess （用反意疑问句问猜）step. 4 homework : make a dialogue on the copybook
the fourth period一、教学目标：1.全面复习本单元内容2.完成part d,f,g fun house 1.look and read 部分。3.了解辅音字母组合/dr/和/tr/在单词中的发音，能辨认、会读。4.能有感情地读唱歌曲 they sing happily 。二、教学重点：1.询问和介绍他人的职业2.正确流利地朗读会话，并能表演三、教学难点：字母组合/dr/和/tr/在单词中的发音。四、课前准备：挂图、录音机、图片、音标卡片。五、教学过程： a. warming up:1. greetings each other.2. free talk:t: hello. what’s your name?s: i’m …t: how old are you? / t: how old is he/she?s: i’m … / s: he’s/she’s …t: what’s your job?s: i’m a student.t: what’s your father’s/mother’s job?s: he’s a …/she’s a …t: are they …?s: yes/no,…t: what do you want to be after twenty years?s: i want to be a … b. revision: (show pictures)师生对话：t: what’s your/his/her job? /what are their jobs?(预先将这些职业类的图片分发给学生)s: i’m/he’s/she’s/they’re …t: can you spell …?s: yes, i can.then ask students to spell them together.(job, a waiter, a waitress, a driver, a worker, a cook, a farmer, a policeman, a policewoman)c. presentation:1. 学习g. fun house:1. look and read:（创造情景）让一个男生扮演警察，一女生扮演迷路的小女孩，装作在哭泣的样子：t（指着男生问全班）：who’s he？s：he’s…t：what’s his job？s：he’s a policeman.s1:（当警察的学生走过去说）：excuse me, what’s your name?s2:（女生）i’m …s1: how old are you？s2: i’m …2. play a game:根据对班内某一人物的描述，guess “who is he/she?”,then let ss discuss part d, and check the answers1) is your friend a boy? no, my friend is a girl.(2) how old is she? she’s 12.(3) are her eyes big? no, her eyes are small.(4) is her hair long? yes, her hair is long.(5) your friend is yang ling, i think. yes, you’re right.3. 学习f部分：listen and repeat.(1) 出示一些单词卡片、让学生注意其中红色部分的发音，注意体会。(2) 出示音标卡片：/tr/ /dr/ ，师先示范朗读。(3) 指导学生朗读句子：the driver’s dress and trousers are in the tree. 4.t: boys and girls, you all did a very good job. i’m very happy.nowlet’s sing a song “they sing happily”. ok?(1) 教读单词(2) 跟录音学唱歌(3) 全班齐唱，男、女生小组唱 d. assign homework1) 背默本单元中的四会单词和句子(2) 完成练习册.
4b unit3 教案 来自第一范文网。
